Mental Health Problems and Academic Failure: A Worry for Adolescents

Abstract

Academic success during adolescence is important to achieve short and long term educational and career goals. Mental health problems have the potential to disrupt normal classroom functioning and adversely affect academic outcomes. This thesis examines the strength of the relationship between externalising problems (hyperactivity and conduct problems), internalising problems (emotional problems and peer problems), and academic functioning. The thesis used de-identified data from 13-15 year olds who participated in the 2nd Australian Child and Adolescent Survey of Mental Health and Wellbeing (n=2967) undertaken in 2013-15. Level of mental health problems were assessed using parent and youth reports from the Strengths and Difficulties Questionnaire. Academic functioning was assessed using linked Year 9 Naplan academic ratings. It was hypothesised that adolescents aged 13-15 year old with high levels of either externalising or internalising problems would have lower levels of academic performance than other students. Bivariate and multivariate logistic regression was used to assess the strength of the relationship between mental health problems and Naplan ratings, and whether school connectedness and demographic variables modified the relationship between mental health problems and Naplan ratings. These findings will identify the extent to which externalising and internalising problems experienced by 13-15 year olds in Year 9 are associated with poor academic functioning.