Mental health study in two cohorts of schoolchildren from west Santiago. II: Family and school risk factors

Abstract

Background. Deviant children's development can be understood as maladaptation to social demmands in early tasks. Protective factors have been identified that can influence development towards a positive outcome and risk factors that can lead to psychopathology. They are found in the family, the child, the school institution, teachers, peer group and community. Objective. To study stability and change from first to sixth grade of teachers' opinions about children's academic progress, conduct, special needs, family risk and protective variables. Methodology. 535 children were evaluated by interviewing parents and teachers. Odd ratios and confidence intervals were calculated testing differences between children with and without problems at both times of evaluation. Results. Increase of problems perceived by teachers was found: children considered with poor academic progress, with poor conduct, unsatisfied needs for tutorial classes, remedial teaching, evaluation for learning, behavioral/emotional problems, hyperactivity/attentional deficit. Not living with father increses while having a relative with mental illness and chronic illness of the child decreased in sixth grade. The protective factor family integration to the social network increased in 6 th grade. Conclusions. Problems persisted and were unsufficiently resolved along follow up. The importance of introducing preventive programs in first and second grade classes is indicated as it could improve schoolchildren's mental health and allow more precise referral to specialized services.