Does Schoolmate and Teacher Support Buffer against the Effect of Adverse Childhood Experiences on Emotional and Behavioural Problems?

Miriama Lackova Rebicova, Zuzana Dankulincova Veselska, Daniela Husarova, Andrea Madarasova Geckova, Danielle E. M. C. Jansen, Jitse P. van Dijk and Sijmen A. Reijneveld
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Miriama Lackova Rebicova: Department of Health Psychology and Research Methodology, Medical Faculty, PJ Safarik University, Trieda SNP 1, 040 11 Kosice, Slovakia
Zuzana Dankulincova Veselska: Department of Health Psychology and Research Methodology, Medical Faculty, PJ Safarik University, Trieda SNP 1, 040 11 Kosice, Slovakia
Daniela Husarova: Department of Health Psychology and Research Methodology, Medical Faculty, PJ Safarik University, Trieda SNP 1, 040 11 Kosice, Slovakia
Andrea Madarasova Geckova: Department of Health Psychology and Research Methodology, Medical Faculty, PJ Safarik University, Trieda SNP 1, 040 11 Kosice, Slovakia
Danielle E. M. C. Jansen: Department of Community & Occupational Health, University Medical Center Groningen, University of Groningen, Antonius Deusinglaan 1, 9713 AV Groningen, The Netherlands
Jitse P. van Dijk: Graduate School Kosice Institute for Society and Health, PJ Safarik University, Trieda SNP 1, 040 11 Kosice, Slovakia
Sijmen A. Reijneveld: Department of Community & Occupational Health, University Medical Center Groningen, University of Groningen, Antonius Deusinglaan 1, 9713 AV Groningen, The Netherlands

IJERPH, 2021, vol. 18, issue 24, 1-9

Abstract: This study aims to explore the associations of schoolmate and teacher support with emotional and behavioural problems (EBP) and whether schoolmate and teacher support affects the associations of adverse childhood experiences (ACE) and of EBP in adolescence. We obtained data from 5220 students aged from 11 to 15 (48.7% boys), who participated in the Health Behaviour in a School-aged Children study (2018, Slovakia). Using logistic regression adjusted for gender, age and family affluence we assessed the modification of the relations of ACE and EBP by schoolmate and teacher support. Schoolmate and teacher support decreased the probability of EBP (Odds Ratios, 95% confidence intervals: 0.76, 0.74|0.79; and 0.86, 0.83|0.89, respectively). However, we found no statistically significant interactions of schoolmate and teacher support regarding the association of ACE with EBP. Schoolmate and teacher support decreased the likelihood of EBP among adolescents but do not buffer the relation of any previous ACE with EBP.

Keywords: schoolmate and teacher support; adverse childhood experiences; adolescence; emotional and behavioural problems (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2021
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