Abstract
Using information available from the longitudinal Children in Community Study, population-attributable risk percentage was calculated to estimate the amount of failure to complete secondary school in the United States that is associated with adolescent psychiatric disorder. Over half the adolescents in the United States who fail to complete their secondary education have a diagnosable psychiatric disorder. The proportion of failure to complete school that is attributable to psychiatric disorder is estimated to be 46%. School failure among young persons with psychiatric disorder exacts a large toll from individuals and society.
Article PDF
Avoid common mistakes on your manuscript.
References
Wagner MM, Blackarby J, Hebbeler K.Beyond the Report Card: The Multiple Dimensions of Secondary School Performance for Students with Disabilities. A Report from the National Longitudinal Study of Special Education Students. Menlo Park, CA: SRI International; 1993.
Silver S, Duchnowski A, Kutash K, et al. A comparison of children with serious emotional disturbance served in residential and school settings.Journal of Child and Family Studies. 1992;1:43–59.
Vander Stoep A, Taub J, Holcomb L. Follow-up of adolescents with severe psychiatric impairment into young adulthood. In: Liberton C, Kutash K, Friedman RM, eds.The Sixth Annual Research Conference Proceedings: A System of Care for Children's Mental Health: Expanding the Research Base. Tampa, FL: University of South Florida, Louis de la Parte Florida Mental Health Institute, Research and Training Center for Children's Mental Health; 1994:373–379.
Davis M, Vander Stoep A. The transition to adulthood for youth who have serious emotional disturbance: developmental transition and young adult outcomes.Journal of Mental Health Administration. 1997;24:400–427.
US Department of Commerce, US Bureau of Census.Statistical Abstract of the United States: 1992. Washington, DC: Author; 1992.
Hennekens CH, Buring JE.Epidemiology in Medicine. Boston, MA: Little, Brown and Company; 1987.
Blot WJ, Fraumeni JF. Cancers of the lung and pleura. In: Schottenfeld D, Fraumeni JF, eds.Cancer Epidemiology and Prevention. 2nd ed. New York: Oxford University Press; 1996:637–665.
Rothman K, Greenland S.Modern Epidemiology. 2nd ed. Philadelphia, PA: Lippincott-Raven; 1998.
Cohen P, Cohen C, Kasen S, et al. An epidemiological study of disorders in late adolescence and adolescence: I. Age- and gender-specific prevalence.Journal of Child Psychology and Psychiatry. 1993;34:851–867.
Piacentini JC, Cohen P, Cohen J. Combining discrepant diagnostic information from multiple sources: are complex algorithms better than simple ones?Journal of Abnormal Child Psychology. 1992;20:51–63.
Vander Stoep A, Beresford S, Weiss NS, et al. Community-based study of the transition to adulthood for adolescents with psychiatric disorder.American Journal of Epidemiology. 2000;152:352–362.
Cohen P, Provet AG, Jones M. Prevalence of emotional and behavioral disorders during childhood and adolescence. In: Levin BL, Petrila J, eds.Mental Health Services: A Public Health Perspective. New York: Oxford University Press; 1996:193–209.
Vander Stoep A, Davis M, Collins D. Transition: a time of developmental and institutional clashes. In: Clark HB, Davis M, eds.Transition to Adulthood—A Resource for Assisting Young People with Emotional and Behavioral Difficulties. Baltimore: Paul H. Brookes Publishing Co; 2000:3–28.
Kessler R, Foster C, Saunders W, et al. Social consequences of psychiatric disorders, I: educational attainment.American Journal of Psychiatry. 1995;152:1026–1032.
Bardone AM, Moffitt TE, Caspi A, et al. Adult mental health and social outcomes of adolescent girls with depression and conduct disorder.Development and Psychopathology. 1996;8:811–829.
Kovacs M, Akiskal HS, Gatsonis C, et al. Childhood-onset dysthymic disorder: clinical features and prospective naturalistic outcome.Archives of General Psychiatry. 1994;51:365–374.
McCauley E, Myers K, Mitchell J, et al. Depression in young people: initial presentation and clinical course.Journal of the American Academy of Child and Adolescent Psychiatry. 1993;32:714–722.
Hinshaw S, Lahey B, Hart E. Issues of taxonomy and comorbidity in the development of conduct disorder.Development and Psychopathology. 1993;5:31–49.
Coie JD, Jacobs MR. The role of social context in the prevention of conduct disorder.Development and Psychopathology. 1993;5:263–275.
Cohen P, Cohen J.Values and Adolescent Health. Mahwah, NJ: Lawrence Erlbaum Associates; 1996.
Oswald DP, Coutinho MJ. Leaving school: the impact of state economic and demographic factors for students with serious emotional disturbance.Journal of Emotional and Behavioral Disorders. 1996;4(2):114–125.
Individuals with Disabilities Education Act Amendments of 1997, Public Law No. 105-17.
Task Force on Behavioral Disabilities.Toward a System of Comprehensive Care. Olympia, WA: Office of the Superintendent of Public Instruction; 1999.
Mattison RE, Felix BC. The course of elementary and secondary school students with SED through their special education experience.Journal of Emotional and Behavioral Disorders. 1997;5:107–118.
Cheney D, Martin J, Rodriguez E. Secondary and post-secondary education: new strategies for achieving positive outcomes. In: Clark H, Davis M, eds.Transition to Adulthood: A Resource for Assisting Young People with Emotional or Behavioral Difficulties. Baltimore, MD: Paul H. Brookes Publishing Co; 2000:55–74.
Cheney D, Harvey V. From segregation to inclusion: one district's program changes for students with emotional and behavioral disorders.Education and Treatment of Children. 1994;17:332–346.
Hagner D, Cheney D, Malloy J. Career-related outcomes of a model transition demonstration for young adults with emotional disturbance.Rehabilitation Counseling Bulletin. 1998;43:228–242.
Canada College, Office of Psychological Services.Stepping Stones Program Philosophy and Goals Statement. Redwood City, CA: Author; 1996.
Siegel S, Robert M, Waxman M, et al. A follow-along study of participants in a longitudinal transition program for youths with mild disabilities.Exceptional Children. 1992;58(4):346–356.
Gill D, Edgar E. Outcome of a vocational program designed for students with mild disabilities: the Pierce County vocational/special education cooperative.Journal for Vocational Special Needs Education. 1990;2(3):17–22.
Siegel S, Robert M, Greener K, et al.Career Ladders for Challenged Youths in Transition from School to Adult Life. Austin, TX: PRO-ED; 1993.
US Department of Education, Office of Special Education Programs.Twenty-Second Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act. Washington, DC: Author; 2000.
Murphy K, Welch E. Wage premiums for college graduates: growth and possible explanations.Educational Researcher. 1989;18:27–34.
Secretary's Commission on Achieving Necessary Skills.What Work Requires of Schools: A SCANS Report for America 2000. Washington, DC: US Department of Labor; 1991.
Coley RJ.Dreams Deferred: High School Dropouts in the United States. Princeton, NJ: Educational Testing Service, Policy Information Center; 1995.
Schwartz W.School Dropouts: New Information about an Old Problem. New York: Eric Clearing House on Urban Education; 1995.
Author information
Authors and Affiliations
Rights and permissions
About this article
Cite this article
Vander Stoep, A., Weiss, N.S., Kuo, E.S. et al. What proportion of failure to complete secondary school in the US population is attributable to adolescent psychiatric disorder?. The Journal of Behavioral Health Services & Research 30, 119–124 (2003). https://doi.org/10.1007/BF02287817
Issue Date:
DOI: https://doi.org/10.1007/BF02287817