scholarly journals Stability and change in the mental health of New Zealand secondary school students 2007–2012: Results from the national adolescent health surveys

2013 ◽  
Vol 48 (5) ◽  
pp. 472-480 ◽  
Author(s):  
Theresa M Fleming ◽  
Terryann Clark ◽  
Simon Denny ◽  
Pat Bullen ◽  
Sue Crengle ◽  
...  
Keyword(s):  
Mental Health ◽  
New Zealand ◽  
Secondary School ◽  
Adolescent Health ◽  
Health Surveys ◽  
Secondary School Students ◽  
School Students ◽  
Stability And Change ◽  
Zealand Secondary School

Teachers' Perceptions of Physical Aggression among Secondary School Students: A New Zealand View

2009 ◽  
Vol 53 (3) ◽  
pp. 245-260 ◽  
Author(s):  
Louise Marsh ◽  
Rob McGee ◽  
Sheila Williams
Keyword(s):  
New Zealand ◽  
Secondary School ◽  
Physical Aggression ◽  
Secondary School Students ◽  
Online Survey ◽  
School Students ◽  
Physical Fighting ◽  
Teachers Perceptions ◽  
Self Reports ◽  
Zealand Secondary School

Previous research has found differences between adults' and students' perceptions of adolescents' aggressive behaviour. This study examines teachers' perceptions of physical aggression among New Zealand secondary school students. A survey assessed teachers' perceptions of problematic behaviour, and physical aggression by students towards teachers. An online survey assessed students' self-reports of physical fighting and weapon carrying. The findings show that, while teachers did not consider physical aggression a major problem in their schools, they did report frequent occurrences of physical fighting. Some teachers also reported experiencing significant physical aggression towards them by students. Student aggression was not significantly associated with teachers' perceptions of physical aggression in their schools. Teachers are facing physical aggression in their workplace, making schools a stressful working and learning environment.

scholarly journals Unhealthy Gambling Amongst New Zealand Secondary School Students: An Exploration of Risk and Protective Factors

2015 ◽  
Vol 14 (1) ◽  
pp. 95-110 ◽  
Author(s):  
Fiona V. Rossen ◽  
Terryann Clark ◽  
Simon J. Denny ◽  
Theresa M. Fleming ◽  
Roshini Peiris-John ◽  
...  
Keyword(s):  
New Zealand ◽  
Secondary School ◽  
Protective Factors ◽  
Secondary School Students ◽  
Risk And Protective Factors ◽  
School Students ◽  
Zealand Secondary School

Self-reported Suicide Attempts and Associated Risk and Protective Factors Among Secondary School Students in New Zealand

2007 ◽  
Vol 41 (3) ◽  
pp. 213-221 ◽  
Author(s):  
Theresa M. Fleming ◽  
Sally N. Merry ◽  
Elizabeth M. Robinson ◽  
Simon J. Denny ◽  
Peter D. Watson
Keyword(s):  
New Zealand ◽  
Secondary School ◽  
Protective Factors ◽  
Secondary School Students ◽  
Suicide Attempts ◽  
Risk And Protective Factors ◽  
Female Students ◽  
School Environments ◽  
School Students ◽  
Zealand Secondary School

Objective: To examine associations between individual, family, school and community characteristics and rates of suicide attempts in a national population sample of New Zealand secondary school students. Method: A total of 9570 randomly selected 9- to 13-year-old students from 114 schools were surveyed, using the New Zealand Adolescent Health Survey. This is a 523-item anonymous self-report comprehensive questionnaire delivered by Multi-Media Computer-Assisted Self-Interviewing. Multivariate analyses were used to examine correlates of self-reported suicide attempts within the last 12 months. Results: In total, 739 participants (4.7% of males and 10.5% of females) reported having made a suicide attempt within the last 12 months. Depressive symptoms, alcohol abuse, -having a friend or family member attempt suicide, family violence and non-heterosexual attractions were independently associated with increased rates of suicide attempts while parents caring, other family members caring, teachers being fair and feeling safe at school were independently associated with decreased rates of suicide attempts. Caring friendships, attending worship frequently, possible sexual abuse and anxiety symptoms were not independently associated with suicide attempts. Risk and protective factors operated in the same way for male and female students and for those with and without other suicide predictors. Conclusions: New Zealand secondary school students, particularly female students, report high rates of suicide attempts. Risk of suicide attempts is lower in students reporting caring home and fair, safe school environments and this effect remains once depression is taken into account. This study confirms the importance of depression, substance use, problem behaviour, negative life events, exposure to suicide behaviour by others and the significance of sexual orientation in suicidal behaviour among school students and provides evidence of the importance of the family and school environments in reducing risk among this group.

scholarly journals The learning experiences of New Zealand secondary school students with chronic health conditions

2021 ◽  
Author(s):  
◽  
Mabél R. Hamon
Keyword(s):  
New Zealand ◽  
Young People ◽  
Secondary School ◽  
Secondary School Students ◽  
Learning Experiences ◽  
Chronic Health Conditions ◽  
Health Conditions ◽  
School Students ◽  
Zealand Secondary School ◽  
The Impact

<p>Chronic health conditions (CHC) in New Zealand adolescents are on the rise as medical advances continue. Exact numbers of the student population ranges from approximately 17% (Adolescent Health Research Group, 2008) to as high as 37% (Ministry of Health, 2008a). Pasifika and Māori youth are especially hard hit by the increase in numbers of CHCs in New Zealand. Young people with a CHC face additional challenges in the physical, cognitive, and psychosocial domains their healthy peers do not. Prior research shows CHCs can negatively affect learning. This study used Interpretative Phenomenological Analysis (Smith, 1995), generally used in nursing and psychological research, and focused on the learning experiences of New Zealand secondary school students with a CHC. It emphasized and gave voice to these students’ experiences that affected their learning. Data were collected from 24 participants in seven secondary schools in a major New Zealand city, through semi-structured individual interviews and focus groups.  Despite a wide range of CHCs and ages represented within the overall cohort of students, they shared many commonalities. Participants considered themselves no different from their peers in school, even as they discussed the different effects and difficulties of their respective CHCs, such as the impact of pain or inability to concentrate. They considered school important and did not want to miss class due to either a CHC or its treatment. The physical, cognitive, and psychosocial impacts of CHCs make learning challenging, especially when students encounter skepticism and teachers with insufficient knowledge of CHCs to meet their learning needs. This lack of understanding or knowledge regarding CHCs and how they impact the student caused additional strain but these young people retained their interest in school, regardless of school decile or ethnicity. Students took responsibility for their learning and attributed learning success to their efforts and coping strategies with strong support given by parents. Teachers or others within the school who knew about the CHC were seen as helpful and understanding; protective factors which contributed to their learning. New and career educators and policy makers in New Zealand need additional instruction in New Zealand on the impact of CHCs on learning as well as greater encouragement of communication between parents and schools regarding health to help these adolescents in their education.</p>

scholarly journals The learning experiences of New Zealand secondary school students with chronic health conditions

2021 ◽  
Author(s):  
◽  
Mabél R. Hamon
Keyword(s):  
New Zealand ◽  
Young People ◽  
Secondary School ◽  
Secondary School Students ◽  
Learning Experiences ◽  
Chronic Health Conditions ◽  
Health Conditions ◽  
School Students ◽  
Zealand Secondary School ◽  
The Impact

<p>Chronic health conditions (CHC) in New Zealand adolescents are on the rise as medical advances continue. Exact numbers of the student population ranges from approximately 17% (Adolescent Health Research Group, 2008) to as high as 37% (Ministry of Health, 2008a). Pasifika and Māori youth are especially hard hit by the increase in numbers of CHCs in New Zealand. Young people with a CHC face additional challenges in the physical, cognitive, and psychosocial domains their healthy peers do not. Prior research shows CHCs can negatively affect learning. This study used Interpretative Phenomenological Analysis (Smith, 1995), generally used in nursing and psychological research, and focused on the learning experiences of New Zealand secondary school students with a CHC. It emphasized and gave voice to these students’ experiences that affected their learning. Data were collected from 24 participants in seven secondary schools in a major New Zealand city, through semi-structured individual interviews and focus groups.  Despite a wide range of CHCs and ages represented within the overall cohort of students, they shared many commonalities. Participants considered themselves no different from their peers in school, even as they discussed the different effects and difficulties of their respective CHCs, such as the impact of pain or inability to concentrate. They considered school important and did not want to miss class due to either a CHC or its treatment. The physical, cognitive, and psychosocial impacts of CHCs make learning challenging, especially when students encounter skepticism and teachers with insufficient knowledge of CHCs to meet their learning needs. This lack of understanding or knowledge regarding CHCs and how they impact the student caused additional strain but these young people retained their interest in school, regardless of school decile or ethnicity. Students took responsibility for their learning and attributed learning success to their efforts and coping strategies with strong support given by parents. Teachers or others within the school who knew about the CHC were seen as helpful and understanding; protective factors which contributed to their learning. New and career educators and policy makers in New Zealand need additional instruction in New Zealand on the impact of CHCs on learning as well as greater encouragement of communication between parents and schools regarding health to help these adolescents in their education.</p>

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