Primary Schoolchildren’s Difficulties at School Following the Multiple Crises: A Single Center Cross-Sectional Study

Authors

Hiba Abdo Lebanese University, Hadath, Lebanon. https://orcid.org/0009-0008-5590-8055
Mouna Chehabeddine Lebanese University, Hadath, Lebanon. https://orcid.org/0009-0000-3926-9558
Hiba Chehabeddine Lebanese University, Hadath, Lebanon. https://orcid.org/0009-0007-9054-6574
Inaam Nasrallah Lebanese University, Hadath, Lebanon. https://orcid.org/0000-0002-7037-9269
Assem El-Kak Lebanese University, Hadath, Lebanon https://orcid.org/0009-0008-1661-0459
Georges Hatem Lebanese University, Hadat, Lebanon; University of Porto, Porto, Portugal. https://orcid.org/0000-0003-0964-9722

DOI:

https://doi.org/10.34142/2709-7986.2024.29.1.01

Keywords:

Schoolchildren, Difficulties, Parents, Lebanon, Schools

Abstract

Purpose. This study aims to evaluate schoolchildren's strengths and difficulties following crises.

Methods. A pilot cross-sectional study was carried out over two months (April – May 2023) using a standardized questionnaire for data collection. A convenient sample of 130 students was recruited from a private school and included in this study. A comparison between groups was carried out on several factors: conduct problems, peer problems, emotional score, hyperactivity, and total difficulties scores. Bivariate analyses were conducted, in which the dependent variables were age, sex, and difficulty scores.

Results. A significant risk for peer problems (32.2%) and emotional symptoms (22.2%) was noted among the participants. A substantial risk of clinically significant problems was associated with hyperactivity. Girls presented an increased risk of clinical problems (46.9%) associated with their emotional symptoms, significantly higher than males (25%; p=0.015), resulting in significantly more clinical problems associated with their total difficulties score compared to boys (32.3% versus 15.1%; p=0.031). Overall, most students (90.9%) had no significant problems. However, 5% had a slightly low prosocial scale, and 4.1% had lower scores, reflecting a high probability of substantial clinical risk.

Conclusion. The crises in Lebanon have exacerbated existing inequalities in access to education, leading to or exacerbating school difficulties. Findings reflected the influence of parents and the school on the children’s academic performance and psychological well-being and highlighted the need for providing additional support to schools and investing in mental health services for students.

Author Biographies

Hiba Abdo, Lebanese University, Hadath, Lebanon.

Master’s Degree in Pharmaceutical Business Administration, Clinical and Epidemiological Research Laboratory, Faculty of Pharmacy, Lebanese University, Hadat, Lebanon.

Mouna Chehabeddine, Lebanese University, Hadath, Lebanon.

Clinical and Epidemiological Research Laboratory, Faculty of Pharmacy, Lebanese University, Hadath, Lebanon.

Hiba Chehabeddine, Lebanese University, Hadath, Lebanon.

Clinical and Epidemiological Research Laboratory, Faculty of Pharmacy, Lebanese University, Hadat, Lebanon.

Inaam Nasrallah, Lebanese University, Hadath, Lebanon.

Ph.D. in Public Health, Clinical and Epidemiological Research Laboratory, Faculty of Pharmacy, Lebanese University, Hadat, Lebanon.

Assem El-Kak, Lebanese University, Hadath, Lebanon

Ph.D., Clinical and Epidemiological Research Laboratory, Faculty of Pharmacy, Lebanese University, Hadat, Lebanon.

Georges Hatem, Lebanese University, Hadat, Lebanon; University of Porto, Porto, Portugal.

PharmD, Ph.D., Clinical and Epidemiological Research Laboratory, Faculty of Pharmacy, Lebanese University, Hadat, Lebanon;
Faculty of Medicine, University of Porto, Porto, Portugal.

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