Teacher-reported emotional and behavioural problems and ethnic background associated with children's psychosocial care use: a longitudinal population-based study

D. G. M. Eijgermans, H. Raat, P. W. Jansen, E. Blok, M. H. J. Hillegers, W. Jansen*

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

1 Citation (Scopus)
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Abstract

Approximately, 15% of children in Western countries suffer from emotional and behavioural problems. However, not all children receive the psychosocial care they need, especially children with a non-Western background experience an unmet need for care. This might be because parents of non-Western children report a lower need for care than parents of Western children, unrelated to the actual need. This study examined the association between teacher-reported problems and psychosocial care use, independent of mother-reported problems. Further, the role of ethnic background in this association was investigated. The study sample of 9-year-old children was retrieved from the Generation R Study (N = 3084), a prospective, population-based cohort of children born in Rotterdam, the Netherlands. Teacher- and mother-reported problems were measured via questionnaire when the children were 6/7 years old. Psychosocial care use was mother-reported at the research centre when children were 9 years old (8.1%). Hierarchical logistic regressions showed significant positive associations between teacher-reported total, externalising and internalising problems and later psychosocial care use. These associations were independent of mother-reported problems. Children with a non-Western background used less care, but ethnic background did not moderate the association between teacher-reported problems and care use. Our findings suggest that teachers might have an important role, next to parents, in the identification of problems and children's access to care. This may be particularly important for non-Western children, as they use less psychosocial care than Western children, despite other research showing that they generally display higher levels of problems. Directions for future research and implications are discussed.
Original languageEnglish
Pages (from-to)1263-1271
Number of pages9
JournalEuropean Child and Adolescent Psychiatry
Volume32
Issue number7
Early online date10 Jan 2022
DOIs
Publication statusPublished - Jul 2023

Bibliographical note

Funding Information:
The first phase of the Generation R Study is made possible by financial support from the Netherlands Organization for Health Research and Development (ZonMW, grant number 10.000.1003). This particular study is made possible by funding of the city of Rotterdam.

Funding Information:
The Generation R Study was conducted by Erasmus Medical Center in close collaboration with the School of Law and Faculty of Social Sciences of the Erasmus University Rotterdam, the city of Rotterdam, the Youth and Family Centre (CJG) Rijnmond and the Stichting Trombosedienst and Artsenlaboratorium Rijnmond, Rotterdam. We gratefully acknowledge the contribution of children and their parents, teachers, general practitioners, hospitals, midwives, and pharmacies in Rotterdam.

Publisher Copyright:
© 2022, The Author(s).

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