Objective: This study examines whether there is an independent association between mental difficulties in adolescence and educational attainment at age 16.
Design: Longitudinal study.
Setting: Nationally representative data from the UK Household Longitudinal Study (UKHLS) were linked to the National Pupil Database for England.
Participants: Respondents (N=1100) to the UKHLS between 2009 and 2012 were linked to the National Pupil Database to investigate longitudinal associations between mental difficulties at ages 11-14 and educational attainment at age 16 (General Certificate of Secondary Education (GCSE)).
Primary outcome measure: Not gaining five or more GCSE qualifications at age 16, including English and maths at grade A*-C.
Results: An atypical total mental health difficulty score measured using the Strengths and Difficulties Questionnaire at ages 11-14 predicted low levels of educational attainment at age 16 (OR: 3.11 (95% CI: (2.11 to 4.57)). Controlling for prior attainment and family sociodemographic factors, happiness with school (/work) and parental health, school engagement and relationship with the child partially attenuated the association, which was significant in the fully adjusted model (2.05, 95% CI (1.15 to 3.68)). The association was maintained in the fully adjusted model for males only (OR: 2.77 (95% CI (1.24 to 6.16)) but not for females. Hyperactivity disorder strongly predicted lower attainment for males (OR: 2.17 (95% CI: (1.11 to 4.23)) and females (OR: 2.85 (95% CI (1.30 to 6.23)).
Conclusion: Mental difficulties at ages 11-14 were independently linked to educational success at age 16, highlighting an important pathway through which health in adolescence can determine young people's life chances.
Keywords: child & adolescent psychiatry; epidemiology; mental health; public health.
© Author(s) (or their employer(s)) 2021. Re-use permitted under CC BY. Published by BMJ.