Background & objectives

1. The 40th World Congress of the International Institute of Sociology, Delhi, 16-19 February2012 Session: Psychosociological Work in Transcultural Contexts Failure of the school project:the role of social, material, behavioural, physical and mental resources among multi-cultural studentsKénora Chau1,2, Michèle Baumann2, Bernard Kabuth1, Nearkasen Chau3 1 Faculté de médecine, Université Henri Poincaré, Nancy 1, Service de Pédo-psychiatrie, Hôpital d'Enfants de Nancy-Brabois, Vandoeuvre-lès-Nancy, France; 2 INtegrative research unit on Social and Individual DEvelopment (INSIDE), Walferdange, University of Luxembourg, Luxembourg; 3 INSERM, U669, University Paris-Sud, University Paris Descartes, UMR-S0669, Paris, France.

2. The 40th World Congress of the International Institute of Sociology, Delhi, 16-19 February 2012 Background & objectives • Youth situation requires social-material-behavioral-mental resources to realize school achievement and social participation (Stecker, Med Educ 2004; Baumann et al., BMC Psychiatry 2011). • These are lacking or altered for many adolescents. • With increasing migration into/within an already culturally diverse EU, school is a multi-cultural setting. • The roles of social-material-behavioral-mental resources may be exacerbated among European and non-European immigrants, compared with Frenchs. Objectives: • To studythe associations between nationality (European and non-European immigrant students vs. French counterparts) and: • repeating a school-year, • low-summer-term school performance (<10/20), • and quitting-school thinking at 16 years. and the rolesin explainingthese associations of socioeconomic, health related, behavioural, and violence factors.

3. The 40th World Congress of the International Institute of Sociology, Delhi, 16-19 February 2012 Population • Studentsfromthreemiddle-schoolfrom the Nancy urban area (410,000 inhabitants, Capital of Lorraine region (2.34 millions inhabitants in north-easternFrance)): • 63 classes, 1666 subjects • Participation rate: 94% • Sampleretained for analysis: 1559 subjects • Self-administeredquestionnaire measuringsocioeconomic, health related, behavioural, and violence factors. • Study approved by the regional education authority and the national review board.

4. The 40th World Congress of the International Institute of Sociology, Delhi, 16-19 February 2012 social, material, behavioural, physical and mental resources • Family structure • Intact • Reconstructed • Parents divorced/separated • Single parent • Others • Familyincome: • Comfortable • Well off • Earning just enough • Coping but with difficulties • Getting into debt Socioeconomiccharacteristics: sex, age, family structure, parental education, father’s occupation, and family income: • Father’soccupation: • Manager & professional • Craftsman, tradesman, head of firm • Intermediateprofessional • Clerk • Manualworker • Other actives • Unemployed/inactive

5. The 40th World Congress of the International Institute of Sociology, Delhi, 16-19 February 2012 social, material, behavioural, physical and mental resources • WHOQoL measuring: (Skevington et al., Qual Life Res 2004). • General health (1 item) • Physicalheath (7 items) • Psychologicalhealth (6 items) • Social relationships (3 items) • Environment (8 items) Score defined as the sum of items - range: 0 to 100 (best value) Cutoff value used: <25th percentile value

6. The 40th World Congress of the International Institute of Sociology, Delhi, 16-19 February 2012 Unhealthybehaviours, violence, suicidai ideation, and social supports • Unhealthybehaviours: • Last-monthuse (None=1, 1-5 times=2, 6+=3): • Tobacco • Alcohol • Cannabis use • Hard drugs • Lackof regular sports/physicalactivities (last-year, atschool & elsewhere) • Victim of violence (lifetime), • Victim of sexual abuse (lifetime), • Involvement in violence (lifetime), • Suicidal ideation (lifetime).

7. The 40th World Congress of the International Institute of Sociology, Delhi, 16-19 February 2012 Statisticalanalysis The data wereanalyzedusinglogisticmodels. Threemodelswereused to assess the associations betweenschooldifficulties and nationality: ─ Model 1: Computed the odds ratios adjusted for gender and age(ORga) ─ Model 2: withfurtheradjustment for socioeconomiccharacteristics (OR2) ─Model 3: With further adjustment for healthrelated, behavioural, and violencefactors (OR3) Contribution (%) = Reduction in OR computed with the following formula: (ORga– ORi)/(ORga– 1) (calculated for ORga significant only).

8. The 40th World Congress of the International Institute of Sociology, Delhi, 16-19 February 2012 Results

9. The 40th World Congress of the International Institute of Sociology, Delhi, 16-19 February 2012 Results Table 1. Associations between nationality and socioeconomic factors: % or mean (SD)

10. The 40th World Congress of the International Institute of Sociology, Delhi, 16-19 February 2012 Results Table 2. Associations between nationality and unhealthy behaviours: %

11. The 40th World Congress of the International Institute of Sociology, Delhi, 16-19 February 2012 Results Table 3. Associations between nationality and health related factors and violences: %

12. The 40th World Congress of the International Institute of Sociology, Delhi, 16-19 February 2012 Results Table 4. Reliability of WHOQoL-Bref • Mean (SD) Range Minimum Maximum a r • Physicalhealth76,3 (15,5) 0-100 0 5.2 0,72 0,81 Psychologicalhealth62,8 (19,3) 0-100 0.2 1.3 0,70 0,82 Social relationships78,0 (21,1) 0-100 1.0 29.1 0,62 0,78 Environment75,4 (17,8) 0-100 0.3 9,2 0,78 0,83 Global score a73,1 (14,9) 0-100 0 0.3 0,89 a: Cronbacha for eachdomain r: Pearson correlation coefficient betweeneachdomain and the global score a For all items of the 4 domainstogether.

13. The 40th World Congress of the International Institute of Sociology, Delhi, 16-19 February 2012 Results Table 5. Associations between nationality and school absenteim: %

14. The 40th World Congress of the International Institute of Sociology, Delhi, 16-19 February 2012 Findings Table 6. Associations betweenschooldifficulties and nationality, and contributions of socioeconomicfactors: odds ratio and 95% CI European Non-European immigrants % immigrants % Gender-age adjusted odds ratios (ORga) Repeating a school-year 2,44** 1,22-4,91 100 3,29*** 1,71-6,33 100 Low-school-performance 1,34 0,52-3,45 3,02** 1,52-6,02 100 Quitting-school-thinking 1,75 0,52-5,88 3,42** 1,38-8,48 100 With further adjustment for socioeconomic factors Repeating a school-year 2,20* 1,07-4,53 172,41* 1,20-4,85 38 Low-school-performance 1,08 0,41-2,87 2,21* 1,06-4,62 40 Quitting-school-thinking 1,70 0,49-5,87 2,49 0,95-6,49 38 *p<0,05, **p<0,01, ***p<0,001. %: Contribution of socioeconomic factors for significant ORga.

15. The 40th World Congress of the International Institute of Sociology, Delhi, 16-19 February 2012 Findings Table 7. Associations betweenschooldifficulties and nationality, and contributions of healthrelated, unhealthybehavioural, and violence factors: oddsratio and 95% CI European Non-European immigrants % immigrants % With further adjustment for healthrelated, behavioural, and violencefactors Repeating a school-year 1,82 0,86-3,85 43 1,800,87-3,73 65 Low-school-performance 0,80 0,29-2,20 1,550,68-3,53 73 Quitting-school-thinking 1,51 0,41-5,52 1,410,44-4,55 83 %: Contribution of covariates

16. The 40th World Congress of the International Institute of Sociology, Delhi, 16-19 February 2012 Conclusion • Immigrant students have substantially higher school difficulties depending on their origin: • European immigrants: Repeating a school-year • Non-European immigrants: Repeating a school-year, low-school-performance, Quitting-school-thinking • Contributions of socioeconomic factors: • European immigrants: 17% • Non-European immigrants: 38-40% • Contributions of health related, behavioural, and violence factors: • European immigrants: 43% • Non-European immigrants: 65% to 83%

17. The 40th World Congress of the International Institute of Sociology, Delhi, 16-19 February 2012 Conclusion • Public policy for improving school achievement should focus on: • improvement of environment, living conditions, well-being, • monitoring physical and mental health and unhealthy behaviours, • services to reduce school difficulties. • Re-engaging disconnected students requires interventions to promote the positive perception of learning and learning environment, motivation, and benefit in later life.