Children in classrooms: peer status, status distribution and mental well-being
AbstractThis study focuses on social relations in school classes and their importance for mental well-being in middle childhood in a Scottish city. The aspect of social relations under study is peer status and both the individual's own status position and the status distribution of the school class as a whole was considered. The number of children analysed was 13,932 and the number of school classes 524. The results show a clear association at individual level: the higher the status position the more uncommon is malaise. This is true both when malaise is reported by the teacher and by a parent, for both boys and girls and irrespective of the number of friends. The association was also generally present within school. It exists regardless of grade, type of school and class size. Furthermore, a minority of the classes had a more compressed status distribution and here malaise was less common in all status positions. This was especially the case when the school class did not contain marginalized children. Consequently, that some children are marginalized in the group indicates problematic conditions for the persons in question but also for the other group members.
Download InfoIf you experience problems downloading a file, check if you have the proper application to view it first. In case of further problems read the IDEAS help page. Note that these files are not on the IDEAS site. Please be patient as the files may be large.
Bibliographic InfoArticle provided by Elsevier in its journal Social Science & Medicine.
Volume (Year): 56 (2003)
Issue (Month): 1 (January)
Contact details of provider:
Web page: http://www.elsevier.com/wps/find/journaldescription.cws_home/315/description#description
You can help add them by filling out this form.
CitEc Project, subscribe to its RSS feed for this item.
- Almquist, Ylva B. & Brännström, Lars, 2012. "Childhood Peer Status and the Clustering of Adverse Living Conditions in Adulthood," Working Paper Series 1/2012, Swedish Institute for Social Research.
For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: (Zhang, Lei).
If references are entirely missing, you can add them using this form.