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dc.contributor.authorLekve Brandseth, Oda
dc.contributor.authorTorstveit Håvarstein, Malin
dc.contributor.authorUrke, Helga Bjørnøy
dc.contributor.authorHaug, Ellen
dc.contributor.authorLarsen, Torill Marie Bogsnes
dc.PublishedLekve Brandseth, Torstveit Håvarstein, Urke HB, Haug E, Larsen TMB. Mental well-being among students in Norwegian upper secondary schools: the role of teacher support and class belonging. Norsk Epidemiologi. 2019;28(1-2):49-58eng
dc.description.abstractKnowledge about factors in school that can promote adolescents’ mental health is of great value for national health policies and health promotion work. This cross-sectional study investigated levels of mental wellbeing measured with the Warwick-Edinburgh Mental Well-being Scale and the relationship with teacher support and class belonging among 574 Norwegian high school students, aged 16-17 (55.1% boys). The data stem from the COMPLETE-project. Results showed that students reported an average mental wellbeing of 3.50 (SD 0.88, range 1-5), with significant differences across gender, study specialization area and socioeconomic status groups. Class belonging partially mediated the observed relationship between teacher support and mental well-being after adjusting for covariates. The findings indicate that a supportive teacher may be a significant factor for both students’ class belonging and mental well-being, and suggests that school policies and programs should include a focus on promoting teachers’ supportive behavior.en_US
dc.publisherNorwegian Epidemiological Associationeng
dc.rightsAttribution CC BYeng
dc.titleMental well-being among students in Norwegian upper secondary schools: the role of teacher support and class belongingeng
dc.typePeer reviewed
dc.typeJournal article
dc.rights.holderCopyright 2019 The Author(s)eng
dc.source.journalNorsk Epidemiologi, Supplement

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