Service of Pedopsychiatry, Hôpital d'Enfants de Nacy-Brabois, Université de Lorraine, Vandoeuvre-les-Nancy, France.
BMC Public Health. 2012 Jun 19;12(1):453. doi: 10.1186/1471-2458-12-453.
School is a multi-cultural setting where students need social, material, physical, and mental resources to attain school achievement. But they are often lacking, especially for immigrant students. In an early adolescence context, this study assessed risk for school difficulties among European and non-European immigrants and the roles of socioeconomic characteristics, physical health, psychological health, social relationships, living environment, and unhealthy behaviours.
This cross-sectional study included 1,559 middle-school adolescents from north-eastern France, who completed a self-administered questionnaire including socioeconomic characteristics (gender, age, family structure, father's occupation, and family income), WHO-Quality of life (measuring the four dimensions physical health, psychological health, social relationships, and living environment), unhealthy behaviours (last-30-day uses of tobacco, alcohol, cannabis, and other illicit drugs and no regular sports/physical activities), grade repetition, low school performance (<10/20), and school dropout ideation at 16 years. Data were analyzed using logistic models.
Grade repetition affected 14.8% of students, low school performance 8.2%, and school dropout ideation 3.9%. European immigrants had a higher risk for grade repetition only with a gender-age-adjusted odds ratio (OR) of 2.44, vs. French students. This odds ratio decreased to 1.76 (contribution 47%) with further adjustment for all confounders (family structure, father's occupation, family income, physical health, psychological health, social relationships, living environment, and unhealthy behaviours). Non-European immigrants had a statistically higher risk for all grade repetition, low school performance, and school dropout ideation with ORs of 3.29, 3.02, and 3.42, respectively vs. French students. These odds ratios decreased to 1.76, 1.54, and 1.54, respectively (contributions 66%, 73%, and 78%) with further adjustment for all confounders.
Compared with French students, European immigrant students were more affected only by grade repetition while non-European immigrant students by all grade repetition, low school performance, and school dropout ideation. The contribution of socioeconomic characteristics, physical health, psychological health, social relationships, living environment, and unhealthy behaviours was very high and much higher for non-European than for European immigrant students. Public policy should focus on these factors and services to reduce school difficulties.
学校是一个多文化的环境，学生需要社会、物质、身体和心理资源来取得学业成就。但他们往往缺乏这些资源，尤其是对于移民学生而言。在青少年早期的背景下，本研究评估了欧洲和非欧洲移民的学业困难风险，以及社会经济特征、身体健康、心理健康、社会关系、生活环境和不健康行为的作用。
本横断面研究纳入了来自法国东北部的 1559 名中学生，他们完成了一份自我管理的问卷，包括社会经济特征（性别、年龄、家庭结构、父亲的职业和家庭收入）、世卫组织生活质量（测量身体健康、心理健康、社会关系和生活环境四个维度）、不健康行为（过去 30 天内使用烟草、酒精、大麻和其他非法药物以及没有定期进行体育/身体活动）、年级留级、学习成绩差（<10/20）和 16 岁时的辍学想法。使用逻辑模型分析数据。
14.8%的学生留级，8.2%的学生学习成绩差，3.9%的学生有辍学的想法。欧洲移民的留级风险更高，仅在性别-年龄调整后优势比（OR）为 2.44，而法国学生的 OR 为 1.00。随着对家庭结构、父亲的职业、家庭收入、身体健康、心理健康、社会关系、生活环境和不健康行为等所有混杂因素的进一步调整，该比值下降至 1.76（贡献 47%）。非欧洲移民的所有年级留级、学习成绩差和辍学想法的风险均高于法国学生，比值分别为 3.29、3.02 和 3.42。随着对所有混杂因素的进一步调整，该比值下降至 1.76、1.54 和 1.54（贡献 66%、73%和 78%）。
与法国学生相比，欧洲移民学生仅受到留级的影响，而非欧洲移民学生则受到所有留级、学习成绩差和辍学想法的影响。社会经济特征、身体健康、心理健康、社会关系、生活环境和不健康行为的贡献非常高，对非欧洲移民学生的贡献远高于对欧洲移民学生的贡献。公共政策应关注这些因素和服务，以减少学业困难。
