Depressive and anxious symptoms and the risk of secondary school non-completion.

Br J Psychiatry

Frédéric N. Brière, PhD, School Environment Research Group, École de Psychoéducation, Université de Montréal and Institut de Recherche en Santé Pubiique de I'Université de Montréal (IRSPUM), Montréal; Sophie Pascal, MSc, School Environment Research Group (SERG), Université de Montréal, Montréal; Véronique Dupéré, PhD, École de Psychoéducation, Université de Montréal, Institut de Recherche en Santé Pubiique de I'Université de Montréal (IRSPUM) and School Environment Research Group (SERG), Université de Montréal, Montréal; Natalie Castellanos-Ryan, PhD, Francis Allard, MSc, Gabrielle Yale-Soulière, BSc, École de Psychoéducation, Université de Montréal, Montréal; Michel Janosz, PhD, École de Psychoéducation, Université de Montréal, Montréal, Institut de Recherche en Santé Publique de I'Université de Montréal (IRSPUM) and School Environment Research Group (SERG), Université de Montréal, Montréal, Canada.

Published: September 2017

Evidence regarding the association between adolescent internalising symptoms and school non-completion has been limited and inconclusive.To examine whether depressive and anxious symptoms at secondary school entry predict school non-completion beyond confounders and whether associations differ by baseline academic functioning.We used logistic regression to examine associations between depressive and anxious symptoms in grade 7 (age 12-14) and school non-completion (age 18-20) in 4962 adolescents.Depressive symptoms did not predict school non-completion after adjustment, but moderation analyses revealed an association in students with elevated academic functioning. A curvilinear association was found for anxiety: both low and high anxious symptoms predicted school non-completion, although only low anxiety remained predictive after adjustment.Associations between internalising symptoms and school non-completion are modest. Common school-based interventions targeting internalising symptoms are unlikely to have a major impact on school non-completion, but may prevent non-completion in selected students.

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http://dx.doi.org/10.1192/bjp.bp.117.201418DOI Listing

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