Australian Institute of Health Innovation (AIHI), Faculty of Medicine, Health and Human Sciences, Macquarie University, Sydney, NSW, Australia.
The Macquarie School of Education, Macquarie University, Sydney, NSW, Australia.
Aust N Z J Psychiatry. 2022 Dec;56(12):1602-1616. doi: 10.1177/00048674211061684. Epub 2021 Dec 7.
Young people with a mental disorder often perform poorly at school and can fail to complete high school. This study aims to compare scholastic performance and high school completion of young people hospitalised with a mental disorder compared to young people not hospitalised for a mental disorder health condition by gender.
A population-based matched case-comparison cohort study of young people aged ⩽18 years hospitalised for a mental disorder during 2005-2018 in New South Wales, Australia using linked birth, health, education and mortality records. The comparison cohort was matched on age, gender and residential postcode. Generalised linear mixed modelling examined risk of school performance below the national minimum standard and generalised linear regression examined risk of not completing high school for young people with a mental disorder compared to matched peers.
Young males with a mental disorder had over a 1.7 times higher risk of not achieving the national minimum standard for numeracy (adjusted relative risk: 1.71; 95% confidence interval: [1.35, 2.15]) and reading (adjusted relative risk: 1.99; 95% confidence interval: [1.80, 2.20]) compared to matched peers. Young females with a mental disorder had around 1.5 times higher risk of not achieving the national minimum standard for numeracy (adjusted relative risk: 1.50; 95% confidence interval: [1.14, 1.96]) compared to matched peers. Both young males and females with a disorder had around a three times higher risk of not completing high school compared to peers. Young males with multiple disorders had up to a sixfold increased risk and young females with multiple disorders had up to an eightfold increased risk of not completing high school compared to peers.
Early recognition and support could improve school performance and educational outcomes for young people who were hospitalised with a mental disorder. This support should be provided in conjunction with access to mental health services and school involvement and assistance.
患有精神障碍的年轻人在学校表现往往不佳，并且可能无法完成高中学业。本研究旨在比较患有精神障碍的年轻人与因其他非精神障碍健康问题住院的年轻人在学业表现和高中完成率方面的性别差异。
这是一项基于人群的匹配病例对照队列研究，纳入了 2005 年至 2018 年期间在澳大利亚新南威尔士州因精神障碍住院的 ⩽18 岁年轻人，并使用了出生、健康、教育和死亡率记录进行了关联。对照队列按年龄、性别和居住邮政编码进行匹配。广义线性混合模型用于评估精神障碍年轻人与匹配同龄人相比，达到国家最低标准的学业成绩风险，广义线性回归用于评估精神障碍年轻人完成高中学业的风险。
患有精神障碍的年轻男性在未达到国家最低数学（调整后的相对风险：1.71；95%置信区间：[1.35, 2.15]）和阅读（调整后的相对风险：1.99；95%置信区间：[1.80, 2.20]）标准的风险方面，比匹配同龄人高出 1.7 倍以上。患有精神障碍的年轻女性在未达到国家最低数学标准的风险方面，比匹配同龄人高出 1.5 倍左右（调整后的相对风险：1.50；95%置信区间：[1.14, 1.96]）。患有精神障碍的年轻男性和女性未完成高中学业的风险分别比同龄人高出约 3 倍和 2 倍。患有多种精神障碍的年轻男性完成高中学业的风险增加了 6 倍，而患有多种精神障碍的年轻女性完成高中学业的风险增加了 8 倍。
早期识别和支持可以改善因精神障碍住院的年轻人的学业成绩和教育成果。这种支持应与获得心理健康服务以及学校参与和援助相结合。
