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: Forsberg, Hanna, Carlerby, Heidi, Norstrand, Annika, Risberg, Anitha, Kostenius, Catrine
• Format: Article in Journal/Newspaper
• Language: English
• Published: Mittuniversitetet, Institutionen för hälsovetenskap 2019
• Subjects: Adolescent health; health dialogue; health promotion; school health; self; reported health; positive odds ratio; high school students; Health Sciences; Hälsovetenskaper; Circumpolar Health; International Journal of Circumpolar Health; Northern Sweden
• Online Access: http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-36181; https://doi.org/10.1080/22423982.2019.1598758

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.