Session Information
08 SES 08 B, Research on Health, Wellbeing and Equity and its Implications for Health Education Research and Practice
Paper Session
Contribution
This paper describes a project for statistical analysis of factors influencing young peoples´ learning and health.
During the latest years many societies have expressed concern about their pupil´s bad results in international knowledge tests such as TIMMS and PISA as well as the worse mental health, reported in studies like HBESC and UNICEF report card 7.
Among pedagogues and health workers is an ongoing debate about what comes first; if effective learning leads to good mental health (Grosin,2004) or if it is the other way around (Ogden, 2006). This paper argues that there is a third factor involved that affects both health and learning among young people. This factor is socioeconomic equity.
Wilkenson and Pickett(2009) has shown that equity is a strong health-promoting factor and they so argues that equal societies produce better school results, fewer dropouts from school and weaker impact of the parents educational level on the pupils´ results.
Wilkenson´s studies have been criticized for being “snapshots” of a situation and not take into account differences in culture, values, policies etc. in the different countries.
To take such factors into consideration, this project is designed as a longitudinal, retrospective analysis of the changes in national ranking in Science and Mathematics in TIMMS and PISA studies as well as the changes in economic equity, as described by the Gini index
When changes in TIMMS-ranking for Mathematics and Science during the latest decade are related to the changes in Gini index, a considerable co-variation is observed. Countries where the economic equity has increased, reflected by a decreasing Gini index, have climbed upwards in the TIMMS ranking scale!
The results are the same for Mental health and equity. Mental health among young people is better in more equal countries.
This paper argues that the observed co-variation is a reflection of a real connection between economic equity and young peoples´ learning and health and that the causality goes from economic eguity to pupils´ learning and health. The hypothesis is that economic stress is the mediating factor (Hagqvist, 1998).
Economic stress affects the human neuro-hormonal system in the same way as other kinds of stress which results in decreasing learning ability and increasing tendency to develop illness (Währborg, 2009)
The studies now will continue with a broadened and deepened statistical analysis of the most recent data from TIMMS and PISA studies and from changes in Gini-index.
An analysis of the afflictions of inequality on young peoples´ learning and health must be considered highly relevant in the light of the present reconstruction of European economy which regularly leads increasing economic differences and inequality in the European societies. Another question that finally will be considered in this analysis is if, and how, the concept of economic equity/inequity could be an issue to handle in school. (BruunJensen and Lund)
Method
Expected Outcomes
References
BruunJensen & Lund (2007): Den ulige sundhed – en oppgave for skolen? Köpenhamn. Danmarks Pedagogiske Universitet Granlund M. et al(2010): School, learning and mental health – a systematic review. Stockholm. Royal Academy of Sience. Grosin. L(2004): Skolklimat, prestation och anpassning i 21mellan- och högstadieskolor. Stockholm. Univ. Ped. Inst. Hagquist C(1998) Economic stress and perceived health among adolecents in Sweden. Published in: Journal of Adolecent Health, 1998;22:250-257 Ogden, T(2006): Skolans mål och möjligheter. www.FHI.se Wilkinson & Pickett(2009: The Spirit Level - why equal societies almost always do better. London. Penguin Books Währborg P.(2009): Stress och den nya ohälsan. Stockholm. N&K
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