Mental health status of students with self-reported learning disabilities in Beijing

Abstract

Objective Understanding mental health status of students with learning disabilities in Beijing to provide a basis for mental health promotion of students with learning disabilities.

Methods By means of random cluster sampling, 5 787 enrolled students in grade one and grade two of 11 public junior middle schools in Beijing were selected as the survey subjects. A self- designed questionnaire was used to investigate the students’ learning disabilities and mental health status through anonymous self- filling.

Results About 11.6% students self-reported learning disabilities. The proportions of students with learning difficulty in mathematical reasoning and calculation were higher, 44.1% and 40.7% respectively. The reported rate of mental health problems was 38.3%. The top four of the 10 symptoms were obsessive-compulsive symptoms, learning pressure, emotional instability and anxiety (2.19±0.77) (2.17±0.99) (2.09 ± 0.90) (2.07± 1.08). Compared with students without learning disabilities, students with self-reported learning disabilities had poorer mental health status ( OR = 1.47), and learning disabilities were related to most factors of mental health. Different types of learning disabilities were associated with different mental health factors.

Conclusion Mental health problems of students with learning disabilities are higher than that of students without learning disabilities. It is necessary to strengthen the mental health support for students with learning disabilities and improve their mental health.

Abstract

【摘要】 目的 了解北京市学习困难学生心理健康状况, 为改善学习困难学生心理健康水平提供依据。 方法 采用 随机整群抽样的方法, 选取北京市11所公立普通初中初一、初二年级全体在籍学生共5 787名作为调査对象。采用自行 设计的调査问卷对调査对象进行匿名自填式问卷调査, 了解学生学习困难和心理健康状况。 结果 有11.6%的学生自我 报告有学习困难, 其中数学推理困难和数学计算困难的学生占比较髙, 分别为44.1%和40.7%。学生心理健康问题的报告 率为38.3%。10个因子平均分排名前4位的分别是强迫症状(2.19±0.77)分、学习压力(2.17±0.99)分、情绪不稳定(2力9± 0.90)分、焦虑(2.07±1.08)分。多因素Logistic回归分析结果表明, 与非学习困难学生相比, 自我报告学习困难学生的心理 健康状况较差( OR =1.47), 且学习困难与心理健康大多数因子相关, 不同的学习困难类型与不同的心理健康因子相关。 结论 与非学习困难学生相比, 学习困难学生的心理健康状况较差。应大力加强学习困难学生的心理健康帮扶工作, 提髙心 理健康水平。