Emotional School Engagement and Psychiatric Symptoms among 6–9-Year-old Children with an Immigrant Background in the First Years of School in Finland

The aim of this study is to examine emotional school engagement and psychiatric symptoms among 6–9-year-old children with an immigrant background (n = 148) in their first years of school compared to children with a Finnish native background (n = 2430). The analyzed data consisted of emotional school...

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Published inChild psychiatry and human development Vol. 52; no. 6; pp. 1071 - 1081
Main Authors Parviainen, Heidi, Santalahti, Päivi, Kiviruusu, Olli
Format Journal Article
LanguageEnglish
Published New York Springer US 01.12.2021
Springer Nature B.V
Subjects
Adaptation
Adjustment
Background
Behavioral Science and Psychology
Bravery
Bullying
Child
Child & adolescent psychiatry
Child and School Psychology
Child development
Child psychology
Children
Children & youth
Clinical trials
Data collection
Emigrants and Immigrants
Emotions
Finland
Humans
Immigrants
Loneliness
Mental Disorders - diagnosis
Mental health
Migration
Original
Original Article
Parents & parenting
Peers
Psychiatric symptoms
Psychiatry
Psychology
Schools
Success
Surveys and Questionnaires
Teachers
Teenagers
Finland
Children
Immigrant
School engagement
Mental health
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Summary:The aim of this study is to examine emotional school engagement and psychiatric symptoms among 6–9-year-old children with an immigrant background (n = 148) in their first years of school compared to children with a Finnish native background (n = 2430). The analyzed data consisted of emotional school engagement measures completed by children and Strengths and Difficulties Questionnaires completed by both parents and teachers. Children with an immigrant background had lower self-reported emotional school engagement than children with a native background with reference to less courage to talk about their thoughts in the class and more often felt loneliness. Further, they reported that they had more often been bullies and seen bullying in the class. Children with an immigrant background had more emotional symptoms and peer problems reported by parents than children with a native background. However, teachers did not report any significant differences.
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ISSN:0009-398X
1573-3327
DOI:10.1007/s10578-020-01086-2