Cargando…

The relationships between school children's wellbeing, socio-economic disadvantage and after-school activities: a cross-sectional study

BACKGROUND: Lower socioeconomic status is associated with poorer wellbeing among children. Identifying how children participate in after-school activities and how after-school activities are associated with wellbeing may inform interventions to improve wellbeing among children from low socioeconomic...

Descripción completa

Detalles Bibliográficos
Autores principales: Kennewell, Eliza, Curtis, Rachel G., Maher, Carol, Luddy, Samuel, Virgara, Rosa
Formato: Online Artículo Texto
Lenguaje:English
Publicado: BioMed Central 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9123778/
https://www.ncbi.nlm.nih.gov/pubmed/35597918
http://dx.doi.org/10.1186/s12887-022-03322-1
_version_ 1784711623153287168
author Kennewell, Eliza
Curtis, Rachel G.
Maher, Carol
Luddy, Samuel
Virgara, Rosa
author_facet Kennewell, Eliza
Curtis, Rachel G.
Maher, Carol
Luddy, Samuel
Virgara, Rosa
author_sort Kennewell, Eliza
collection PubMed
description BACKGROUND: Lower socioeconomic status is associated with poorer wellbeing among children. Identifying how children participate in after-school activities and how after-school activities are associated with wellbeing may inform interventions to improve wellbeing among children from low socioeconomic backgrounds. This study explored whether children’s after-school activities varied by socioeconomic status and examined the associations between after-school activities and wellbeing in low socioeconomic status children. METHODS: This study analysed cross-sectional data from 61,759 school students in years 4 to 9 who completed the 2018 South Australian Wellbeing and Engagement Collection. Students reported the number of days per week they participated in 12 activities (after-school care, homework, music lessons or practice, youth organisations, sports, television, videogames, social media, reading, chores, arts and crafts, and socialising with friends) during the after-school period (3-6 pm) and their wellbeing (happiness, sadness, worry, engagement, perseverance, optimism, emotion regulation, and life satisfaction). Socioeconomic status was measured by parents' highest education level obtained from school enrolment data. Linear multilevel models were used to examine whether frequency of after-school activities varied by socioeconomic status. Multilevel ordered logit models were used to analyse the association between after-school activities and wellbeing amongst participants in the low socioeconomic status category. RESULTS: After-school activities differed according to socioeconomic status; high socioeconomic status children did more frequent sport, homework, and reading and low socioeconomic status children did more frequent screen-based activities (TV, videogames and social media). Among children from low socioeconomic status backgrounds, higher wellbeing was associated most consistently with more frequent sports participation, homework, reading and spending time with friends and less frequent videogames, social media and after-school care. CONCLUSIONS: Children's wellbeing is positively associated with socioeconomic status. Amongst children from disadvantaged backgrounds, participating in sport, spending time with friends and getting less screen time may be protective for wellbeing. The results suggest that programming targeted at increasing sports participation and reducing screen time amongst children from low socioeconomic status backgrounds may support their wellbeing. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1186/s12887-022-03322-1.
format Online
Article
Text
id pubmed-9123778
institution National Center for Biotechnology Information
language English
publishDate 2022
publisher BioMed Central
record_format MEDLINE/PubMed
spelling pubmed-91237782022-05-22 The relationships between school children's wellbeing, socio-economic disadvantage and after-school activities: a cross-sectional study Kennewell, Eliza Curtis, Rachel G. Maher, Carol Luddy, Samuel Virgara, Rosa BMC Pediatr Research BACKGROUND: Lower socioeconomic status is associated with poorer wellbeing among children. Identifying how children participate in after-school activities and how after-school activities are associated with wellbeing may inform interventions to improve wellbeing among children from low socioeconomic backgrounds. This study explored whether children’s after-school activities varied by socioeconomic status and examined the associations between after-school activities and wellbeing in low socioeconomic status children. METHODS: This study analysed cross-sectional data from 61,759 school students in years 4 to 9 who completed the 2018 South Australian Wellbeing and Engagement Collection. Students reported the number of days per week they participated in 12 activities (after-school care, homework, music lessons or practice, youth organisations, sports, television, videogames, social media, reading, chores, arts and crafts, and socialising with friends) during the after-school period (3-6 pm) and their wellbeing (happiness, sadness, worry, engagement, perseverance, optimism, emotion regulation, and life satisfaction). Socioeconomic status was measured by parents' highest education level obtained from school enrolment data. Linear multilevel models were used to examine whether frequency of after-school activities varied by socioeconomic status. Multilevel ordered logit models were used to analyse the association between after-school activities and wellbeing amongst participants in the low socioeconomic status category. RESULTS: After-school activities differed according to socioeconomic status; high socioeconomic status children did more frequent sport, homework, and reading and low socioeconomic status children did more frequent screen-based activities (TV, videogames and social media). Among children from low socioeconomic status backgrounds, higher wellbeing was associated most consistently with more frequent sports participation, homework, reading and spending time with friends and less frequent videogames, social media and after-school care. CONCLUSIONS: Children's wellbeing is positively associated with socioeconomic status. Amongst children from disadvantaged backgrounds, participating in sport, spending time with friends and getting less screen time may be protective for wellbeing. The results suggest that programming targeted at increasing sports participation and reducing screen time amongst children from low socioeconomic status backgrounds may support their wellbeing. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1186/s12887-022-03322-1. BioMed Central 2022-05-21 /pmc/articles/PMC9123778/ /pubmed/35597918 http://dx.doi.org/10.1186/s12887-022-03322-1 Text en © The Author(s) 2022 https://creativecommons.org/licenses/by/4.0/Open AccessThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) . The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/ (https://creativecommons.org/publicdomain/zero/1.0/) ) applies to the data made available in this article, unless otherwise stated in a credit line to the data.
spellingShingle Research
Kennewell, Eliza
Curtis, Rachel G.
Maher, Carol
Luddy, Samuel
Virgara, Rosa
The relationships between school children's wellbeing, socio-economic disadvantage and after-school activities: a cross-sectional study
title The relationships between school children's wellbeing, socio-economic disadvantage and after-school activities: a cross-sectional study
title_full The relationships between school children's wellbeing, socio-economic disadvantage and after-school activities: a cross-sectional study
title_fullStr The relationships between school children's wellbeing, socio-economic disadvantage and after-school activities: a cross-sectional study
title_full_unstemmed The relationships between school children's wellbeing, socio-economic disadvantage and after-school activities: a cross-sectional study
title_short The relationships between school children's wellbeing, socio-economic disadvantage and after-school activities: a cross-sectional study
title_sort relationships between school children's wellbeing, socio-economic disadvantage and after-school activities: a cross-sectional study
topic Research
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9123778/
https://www.ncbi.nlm.nih.gov/pubmed/35597918
http://dx.doi.org/10.1186/s12887-022-03322-1
work_keys_str_mv AT kennewelleliza therelationshipsbetweenschoolchildrenswellbeingsocioeconomicdisadvantageandafterschoolactivitiesacrosssectionalstudy
AT curtisrachelg therelationshipsbetweenschoolchildrenswellbeingsocioeconomicdisadvantageandafterschoolactivitiesacrosssectionalstudy
AT mahercarol therelationshipsbetweenschoolchildrenswellbeingsocioeconomicdisadvantageandafterschoolactivitiesacrosssectionalstudy
AT luddysamuel therelationshipsbetweenschoolchildrenswellbeingsocioeconomicdisadvantageandafterschoolactivitiesacrosssectionalstudy
AT virgararosa therelationshipsbetweenschoolchildrenswellbeingsocioeconomicdisadvantageandafterschoolactivitiesacrosssectionalstudy
AT kennewelleliza relationshipsbetweenschoolchildrenswellbeingsocioeconomicdisadvantageandafterschoolactivitiesacrosssectionalstudy
AT curtisrachelg relationshipsbetweenschoolchildrenswellbeingsocioeconomicdisadvantageandafterschoolactivitiesacrosssectionalstudy
AT mahercarol relationshipsbetweenschoolchildrenswellbeingsocioeconomicdisadvantageandafterschoolactivitiesacrosssectionalstudy
AT luddysamuel relationshipsbetweenschoolchildrenswellbeingsocioeconomicdisadvantageandafterschoolactivitiesacrosssectionalstudy
AT virgararosa relationshipsbetweenschoolchildrenswellbeingsocioeconomicdisadvantageandafterschoolactivitiesacrosssectionalstudy