Disparities in Mental Health and its Determinants among Québec High School Students by Language of Instruction

The authors focus on a comparative analysis by language of instruction of some mental health indicators and their determinants. The data analyzed came from the 2016-2017 Quebec Secondary School Youth Health Survey. The authors found that for most of the indicators analyzed, there is no difference between high school students whose language of instruction is English and those whose language of instruction is French. And for those indicators for which there is a gap between the two groups, the gap is sometimes to the disadvantage of young people studying in English and sometimes to the disadvantage of young people studying in French. The authors found that a higher proportion of young people in secondary school whose language of instruction is English, compared to those whose language of instruction is French, have received a medical diagnosis of depression; have received a medical diagnosis of an eating disorder; do not perveive themselves to be in good health; sleep less than the recommended amount of time during the school week; rate the social support they receive in their home environment as low; have a low sense of overall self-efficacy; have been bullied at school or on the way to school during the school year and cyberbullied; and have been assaulted by gang members at school or on the way to school during the school year. In contrast, a lower proportion of students in English high schools reported that they: had been medically diagnosed with ADHD; had taken medication to help them calm down or focus in the previous 2 weeks; had used alcohol excessively (5 or more consecutive drinks) at least once in the previous 12 months; had used an electronic cigarette; had poor social support from their community; had been violent with their romantic partner at least once in the previous 12 months; and were likely to drop out of school. Overall, the authors found that all young people in high school regardless of the language of instruction may be struggling with mental health problems or facing situations that are detrimental to their well-being.

[Publication No.: 2883]

Québec

Institut national de santé publique

January 2022

viii-42p.

en

978-2-550-92293-3