ArticleChild: care, health and development2015
Mapping area variability in social and behavioural difficulties among Glasgow pre-schoolers: linkage of a survey of pre-school staff with routine monitoring data.
Article in Child: care, health and development, 2015. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 11 papers.
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Who cites it
11 citing papers in PubMed.
- Trial
- Trajectories towards poor mental health: Can general practice contribute to prevention of bad outcomes for young children?The European journal of general practice · 2025Article
- Mother-Infant Attachment and Child Psychopathology: Insights from the Growing Up in Scotland Cohort.Child psychiatry and human development · 2025Article
- Examining the Potential Mediating Role of Maternal Mental Health in the Association Between Socioeconomic Deprivation and Child Development Outcomes.Maternal and child health journal · 2025Article
- Article
- Association of self-reported mother-infant relationship with child and adolescent mental health.BJPsych open · 2023Article
- Article
- Mapping Geographic Trends in Early Childhood Social, Emotional, and Behavioural Difficulties in Glasgow: 2010-2017.International journal of environmental research and public health · 2022Article
- Experiences of Norwegian child and school health nurses with the "Starting Right™" child health assessment innovation: a qualitative interview study.BMC health services research · 2022Review
- Primary schools and the amplification of social differences in child mental health: a population-based cohort study.Journal of epidemiology and community health · 2018Article
- Associations between social isolation, pro-social behaviour and emotional development in preschool aged children: a population based survey of kindergarten staff.BMC psychology · 2014Article
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Authors and funding
7 authors.
Funding
Abstract
backgroundSocial, emotional and behavioural development in early to middle childhood impact upon many outcomes in future life and are influenced by home, neighbourhood and school environments. We used linked data to investigate differences between areas in Glasgow City in level of difficulties in pre-school age children, after consideration of demographics, including area-level deprivation.
methodsPre-school education staff completed Strengths and Difficulties Questionnaires (SDQ) on all children progressing to school from a local authority or partnership (local authority-funded private) pre-school in Glasgow City between 2010 and 2012. These data were linked to individual (age, gender) and area-level (deprivation) demographics from the City Council Education Services Department. Statistical models were fitted to the SDQ scores, adjusting for age, gender, area deprivation, year of school entry, pre-school establishment attended and electoral ward of residence. Correlation between neighbouring wards was incorporated to allow for clustering of scores.
resultsBoys and those living in more deprived areas had higher levels of difficulties. Children aged 5.0-5.5 years had fewest difficulties, while the oldest and youngest children had similar levels of difficulties. There were no significant secular trends by year of school entry. There remained differences among areas after adjusting for these variables, with children living in some areas having fewer difficulties than would be expected based on their socio-demographic characteristics.
conclusionsThere remained differences in children's levels of difficulties between areas after adjusting for age, gender, area deprivation and year of school entry. Children in some very deprived areas had fewer difficulties than might be expected, while those in relatively affluent areas had more difficulties than expected based on their deprivation level. There may be other, unmeasured, individual- and area-level reasons for children's level of difficulties, and these require further exploration.
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