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Population-Based Teacher-Rated Assessment of Anxiety Among Canadian Kindergarten Children
Despite anxiety being a prevalent mental health problem in children, little data exist on the pervasiveness and levels of anxiety symptoms in kindergarteners. Data from the Early Development Instrument, a teacher-completed, population-level measure of child development, were collected across Canada...
Autores principales: | , , , , , , , , , , , , , , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Springer US
2022
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8894824/ https://www.ncbi.nlm.nih.gov/pubmed/35244815 http://dx.doi.org/10.1007/s10578-022-01332-9 |
Sumario: | Despite anxiety being a prevalent mental health problem in children, little data exist on the pervasiveness and levels of anxiety symptoms in kindergarteners. Data from the Early Development Instrument, a teacher-completed, population-level measure of child development, were collected across Canada from 2004 to 2015. The final analytic sample consisted of 974,319 children of whom 2.6% were classified as “highly anxious”. Compared to children who exhibited “few to none” anxious behaviors, highly anxious children were more likely to be male, have English/French as a second language, and have a special needs designation. Furthermore, compared with their less anxious peers, highly anxious children had between 3.5 and 6.1 higher odds of scoring below the 10(th) percentile cut-off in physical, social, language/cognitive and communication domains. Our findings suggest that anxious behaviors are related to children’s overall health and illustrate the consistency and extensiveness of anxiety at a very young age among Canadian children. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1007/s10578-022-01332-9. |
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