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dc.contributor.authorStene, Lise Eilin
dc.contributor.authorSchultz, Jon-Håkon
dc.contributor.authorDyb, Grete
dc.date.accessioned2019-01-31T13:17:53Z
dc.date.available2019-01-31T13:17:53Z
dc.date.issued2018-07-12
dc.description.abstractTerrorist attacks and mass shootings often involve youth. Knowledge is needed on how this may impact their health and functioning. This study investigates perceived academic performance and school wellbeing in 237 terror-exposed survivors of the Utøya youth camp attack according to their sociodemographic characteristics, health and mental health service (MHS) utilization. Semi-structured interviews were conducted after 4–5 and 14–15 months. The year following the attack, 143 (61%) survivors reported impaired academic performance and 66 (29%) impaired school wellbeing. Female survivors more often reported impaired performance. Non-Norwegian origin, being financially disadvantaged and less social support were associated with impaired wellbeing. Sleep problems, posttraumatic stress, anxiety/depression, somatic symptoms, and lower life satisfaction were associated with both impaired performance and impaired wellbeing. Survivors who had received MHS were more likely to report impaired or improved academic performance and school wellbeing. Higher age and posttraumatic stress reactions were associated with impaired academic performance after multivariate logistic regression adjustments for gender, somatic symptoms and social support. When additionally adjusting for impaired school wellbeing, age and impaired wellbeing were associated with impaired performance. Only posttraumatic stress reactions were associated with impaired wellbeing after similar adjustments. Non-Norwegian origin and being financially disadvantaged were not significantly associated with impaired wellbeing after adjusting for posttraumatic stress reactions, age and gender. Our findings demonstrate how a terrorist attack can considerably deteriorate young survivors’ performance and wellbeing at school, which is associated with poorer health. Consequently, it is important to provide appropriate school support, and coordinate MHS with follow-up at school.en_US
dc.description.sponsorshipThe Norwegian Directorate of Health The Norwegian Ministry of Education and Researchen_US
dc.descriptionSource at <a href=https://doi.org/10.1007/s00787-018-1196-y> https://doi.org/10.1007/s00787-018-1196-y</a>.en_US
dc.identifier.citationStene, L.E., Schultz, J. & Dyb, G. (2018). Returning to school after a terror attack: a longitudinal study of school functioning and health in terror‑exposed youth. <i>European Child and Adolescent Psychiatry</i>. https://doi.org/10.1007/s00787-018-1196-yen_US
dc.identifier.cristinIDFRIDAID 1597145
dc.identifier.doi10.1007/s00787-018-1196-y
dc.identifier.issn1018-8827
dc.identifier.issn1435-165X
dc.identifier.urihttps://hdl.handle.net/10037/14574
dc.language.isoengen_US
dc.publisherSpringeren_US
dc.relation.journalEuropean Child and Adolescent Psychiatry
dc.rights.accessRightsopenAccessen_US
dc.subjectVDP::Social science: 200::Psychology: 260en_US
dc.subjectVDP::Samfunnsvitenskap: 200::Psykologi: 260en_US
dc.subjectStress disordersen_US
dc.subjectPosttraumaticen_US
dc.subjectTerrorismen_US
dc.subjectAcademic performanceen_US
dc.subjectAdolescenten_US
dc.subjectYoung adulten_US
dc.subjectQuality of lifeen_US
dc.subjectPublic healthen_US
dc.subjectSocial supporten_US
dc.subjectEducationen_US
dc.subjectMental health servicesen_US
dc.titleReturning to school after a terror attack: a longitudinal study of school functioning and health in terror‑exposed youthen_US
dc.typeJournal articleen_US
dc.typeTidsskriftartikkelen_US
dc.typePeer revieweden_US


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