Positive self-reported health might be an important determinant of student's experiences of high school in northern Sweden

• Published in: International Journal of Circumpolar Health
• Main Authors: Hanna Forsberg, Heidi Carlerby, Annika Norstrand, Anitha Risberg, Catrine Kostenius
• Format: Article in Journal/Newspaper
• Language: English
• Published: Taylor & Francis Group 2019
• Subjects: adolescent health; health dialogue; health promotion; school health; self- reported health; positive odds ratio; high school students; Arctic medicine. Tropical medicine; RC955-962; Arctic; Circumpolar Health; International Journal of Circumpolar Health; Northern Sweden
• Online Access: https://doi.org/10.1080/22423982.2019.1598758; https://doaj.org/article/c47c45970f8e4ef49c352624a0e9f66f

There is a need for more knowledge about positive health determinants in the school setting. The overall aim of this study was to analyse if positive self-reported health is associated with experiences of school among high-school students. Data originated from the health dialogue questionnaire answered by students in grade 1 of high school. A total of 5035 students participated from the academic years 2013 to 2016. Logistic regression with positive odds ratio (POR) was used to analyse associations between positive self-reported health and school experiences. There was an association between positive self-reported health and school experiences among students. Positive mental health was the strongest predictor for positive school experiences. To frequently participate in Physical Education, have a positive body image and satisfactory sleep nearly doubled the students’ odds for positive school experiences. The results also revealed gender differences; boys more often reported positive experiences of school and positive health than girls. Positive self-reported health is associated with positive experiences of school, particularly mental health. Moreover, these findings have significant implications for how students experience school and demonstrate the importance of including health-promoting interventions in systemic school improvement, meeting both girls’ and boys’ needs.