Division of Research, Office of Epidemiology and Research, Maternal and Child Health Bureau, Health Resources and Services Administration, US Department of Health and Human Services, 5600 Fishers Lane, Room 18N130, Rockville, MD 20857.
Office of Health Equity, Health Resources and Services Administration, US Department of Health and Human Services, 5600 Fishers Lane, Room 13N42, Rockville, MD 20857.
J Sch Health. 2019 Apr;89(4):267-278. doi: 10.1111/josh.12735. Epub 2019 Feb 7.
Ensuring the optimum development of all children and their attainment of age-appropriate educational outcomes is of great interest to public health researchers and professionals. Bullying and mentoring have opposite effects on child development and educational attainment. Mentoring exerts protective effects on youths against risky behaviors; however, the protective effects of community-oriented natural or informal mentoring on educational outcomes and bullying are largely underexplored. We examine associations between mentoring, bullying, and educational outcomes among US school-aged children 6-17 years.
We analyzed the 2011-2012 National Survey of Children's Health (N = 65,593) to estimate prevalence and odds of repeating a grade in school, lower school engagement, and bullying perpetration according to mentoring receipt and sociodemographic characteristics.
Overall, 5.4% of US school-aged children without a mentor perpetrated bullying against other children; 11.4% repeated more than one grade in school; and 23.0% had low school engagement. Children without mentors had 2.1 and 1.3 times higher adjusted odds, respectively, of bullying other children and low school engagement than those with mentors. Proportion of children who bullied others or repeated grades was higher among minority children.
Findings indicate that mentoring may be a pathway for providing programs that prevent bullying and improve educational outcomes among school-aged children.
确保所有儿童的最佳发展以及他们达到与年龄相适应的教育成果，是公共卫生研究人员和专业人员非常关注的问题。欺凌和指导对儿童发展和教育成果有相反的影响。指导对青少年的危险行为有保护作用；然而，社区导向的自然或非正式指导对教育成果和欺凌的保护作用在很大程度上尚未得到充分探索。我们研究了美国 6-17 岁学龄儿童中指导、欺凌和教育成果之间的关系。
我们分析了 2011-2012 年全国儿童健康调查（N=65593）的数据，以估计根据指导的获得情况和社会人口特征，在学校留级、学校参与度降低和欺凌行为的发生情况。
总体而言，5.4%的没有导师的美国学龄儿童对其他儿童实施欺凌行为；11.4%的儿童留级超过一级；23.0%的儿童学校参与度较低。没有导师的儿童与有导师的儿童相比，分别有 2.1 倍和 1.3 倍更高的调整后欺凌其他儿童和学校参与度低的几率。少数族裔儿童中欺凌他人或留级的儿童比例较高。
研究结果表明，指导可能是为学龄儿童提供预防欺凌和改善教育成果的方案的途径。
