Melissa A. Cortina|Mina Fazel|Tintswalo Hlungwani|Kathleen Kahn|Stephen Tollman|Mario Cortina?Borja|Alan Stein
Childhood Psychological Problems in School Settings in Rural Southern Africa
University of the Witwatersrand|Warneford Hospital|University of Oxford|Warneford Hospital|University of Oxford|University of the Witwatersrand|University of the Witwatersrand|University of the Witwatersrand|University College London|University of the Witwatersrand|Warneford Hospital|University of Oxford
many children exposed multiple adversities low middleincome countries lmics placing potential risk psychological problems however paucity research using large representative cohorts examining psychological adjustment children school settings countries childrens psychological adjustment shown affect educational progress critical future study based rural socioeconomically disadvantaged area south africa aimed examine prevalence childrens psychological problems well possible risk protective factorsrates psychological problems 1012 year olds examined using teacher childreport questionnaires data children 10 rural primary schools selected stratified random sampling linked individual household data agincourt health sociodemographic surveillance system collected households 15 yearsa total 1025 children assessed teachers identified high levels behavioural emotional problems 41 children reported lower substantial rates anxietydepression 14 significant posttraumatic stress symptoms 24 almost quarter felt unsafe school risk factors included secondgeneration former refugee large household protective factors highlight importance maternal factors educated stable partnershipthe high levels psychological problems identified teachers serious public health concern likely impact negatively childrens education particularly given large class sizes limited resources rural lmic settings despite high levels risk proportion children managing well research understand resilience could inform interventions