Rethinking the Interplay Between Schooling, Mental Health, Wellbeing, and Poverty: Key Issues for Sociology of Education to Consider Regarding Structure, Space, and Agency
重新思考學校教育、心理健康、福祉和貧困之間的相互作用：教育社會學需要考慮的結構、空間和能動性的關鍵問題

Over a decade ago, the Organisation for Economic Co-operation and Development (OECD) developed their ‘Ten Steps to Equity in Education’ (Field et al., 2007; OECD, 2010), in which there was no direct focus on students’ mental health and wellbeing (Downes, 2010, 2011). These steps included limiting early tracking and streaming, postponing academic selection, managing school choice to contain the risks to equity, offering second chances to gain from education, provision of systematic help to those who fall behind at school, and reducing high rates of school-year repetition. They also emphasised the need to strengthen the links between school and home, and to respond to diversity through provision for the successful inclusion of migrants and minorities within mainstream education. Other equity issues emphasised by the OECD relate to fair and inclusive resourcing: namely, providing strong education for all, giving priority to early childhood provision and basic schooling, and directing resources to students and regions with the greatest needs. Their key steps concluded with the need to
十多年前，經濟合作與發展組織 （OECD） 制定了「實現教育公平的十個步驟」 （Field et al.，2007;經合組織，2010 年），其中沒有直接關注學生的心理健康和福祉（Downes，2010 年，2011 年）。這些措施包括限制早期跟蹤和流媒體、推遲學術選擇、管理擇校以遏制公平風險、提供從教育中獲益的第二次機會、為那些在學校落後的人提供系統性的説明，以及降低高留級率。他們還強調需要加強學校和家庭之間的聯繫，並通過提供將移民和少數族裔成功納入主流教育來應對多樣性。經合組織強調的其他公平問題與公平和包容性的資源有關：即為所有人提供強大的教育，優先考慮幼兒教育和基礎教育，以及將資源用於最需要的學生和地區。他們的關鍵步驟總結為需要
set concrete targets for more equity, particularly ones related to low school attainment and early school leaving. While these key steps are important, they neglect the importance of wellbeing and mental health dimensions to key equity issues, such as early school leaving prevention and the consequent need for system-level emotional supports in and around schools (Downes, 2010).
為更多的公平設定具體目標，特別是與低教育成績和早退相關的目標。雖然這些關鍵步驟很重要，但它們忽視了福祉和心理健康維度對關鍵公平問題的重要性，例如預防過早輟學以及隨之而來的在學校內外對系統級情感支援的需求（Downes，2010）。

This chapter will argue that such neglect of mental health and wellbeing must change in order to promote equity in education. This argument is based on lessons from international research in relation to the educational impacts of trauma and adverse childhood experiences (ACEs), which has been amplified in the past decade or so. The ACEs framework tends to examine 10 types of trauma: emotional abuse, physical abuse, sexual abuse, emotional neglect, physical neglect, parental separation/divorce, family violence, household substance use, household mental illness and imprisonment of a household member (Dong et al., 2005). This framework is far from an exhaustive account of kinds of trauma: for example, it omits
本章將論證，為了促進教育公平，必須改變這種對心理健康和福祉的忽視。這一論點基於與創傷和不良童年經歷 （ACE） 的教育影響相關的國際研究經驗，這些經驗在過去十年左右的時間里被放大了。ACEs 框架傾向於研究 10 種類型的創傷：情感虐待、身體虐待、性虐待、情感忽視、身體忽視、父母分居/離婚、家庭暴力、家庭藥物使用、家庭精神疾病和家庭成員的監禁（Dong et al.， 2005）。這個框架遠非對各種創傷的詳盡描述：例如，它省略了
natural disasters (lachini et al., 2016), forced displacement, medical illness, community violence, serious accident/injury and bereavement (Bartlett et al., 2018).
自然災害（Lachini et al.， 2016）、被迫流離失所、醫療疾病、社區暴力、嚴重事故/傷害和喪親之痛（Bartlett et al.， 2018）。

The COVID-19 pandemic lockdown adds a further gloss of emphasis to the importance of mental health and wellbeing needs for equity in education. Trauma and adversity’s effect on the mental health of children and young people have been exacerbated in this pandemic, including the additional emotional and financial strain of lockdown on so many families, with the impact of loneliness on depression and anxiety. This impact on mental health may be a result of perceived isolation, financial concerns (owing to not working, or a reduction in custom if a business owner or self-employed) and a reduction in social interactions (Smith et al., 2020). When family coexistence during quarantine became more difficult, the situation was more serious, and the level of stress was higher; indeed, parents tended to report more emotional problems in their children in a Spanish and Italian sample of 1,143 parents (Orgilés et al., 2020). In addition, the physical environment of the home space may not be conducive to a healthy experience for individuals or families living in close contact during a pandemic. Home overcrowding, inadequate facilities and poor housing standards may add to feelings of distress (Smith et al., 2020). However, these issues in relation to the pandemic and lockdown impacts are not the primary focus of the argument in this chapter.
COVID-19 大流行封鎖進一步強調了心理健康和福祉需求對教育公平的重要性。在這場大流行中，創傷和逆境對兒童和青少年心理健康的影響加劇了，包括封鎖給許多家庭帶來的額外情感和經濟壓力，以及孤獨對抑鬱和焦慮的影響。這種對心理健康的影響可能是由於感知到的孤立、財務擔憂（由於不工作，或者如果是企業主或個體經營者，則減少習俗）和社交互動減少（Smith 等人，2020 年）。當隔離期間家庭共存變得更加困難時，情況更加嚴重，壓力水準更高;事實上，在西班牙和義大利的 1,143 名父母樣本中，父母傾向於報告孩子更多的情緒問題（Orgilés 等人，2020 年）。此外，家庭空間的物理環境可能不利於在疫情期間密切接觸的個人或家庭獲得健康的體驗。房屋過度擁擠、設施不足和住房標準差可能會增加痛苦感（Smith 等人，2020 年）。然而，這些與大流行和封鎖影響相關的問題並不是本章爭論的主要焦點。

The acceleration of emphasis on wellbeing and mental health in international educational research, especially in the past decade, raises further key questions about the role of generative theory in sociology and education in response to these developments. This chapter initially sets out the empirical evidence for the importance of mental health and wellbeing with regard to equity issues in education. This account examines the interplay between mental health and early school leaving, poverty and school bullying, with a recognition of the related issues of sleep loss affecting educational engagement and the increasing evidence on the long-term impact of ACEs. Against this backdrop, a range of theoretical avenues in sociology and education are considered. These invite, firstly, a reappraisal of the legitimate concerns that structural issues of poverty may be displaced from view in a more individualist focus on wellbeing and mental health. Recurrent sociological and interdisciplinary critique of wellbeing and mental health in structural terms sees these as secondary or even epiphenomenal to primary structural considerations of poverty impact.
國際教育研究中對福祉和心理健康的重視加速，尤其是在過去十年中，提出了關於生成理論在社會學和教育中應對這些發展的作用的進一步關鍵問題。本章最初闡述了心理健康和福祉在教育公平問題方面的重要性的實證證據。本帳戶研究了心理健康與早期輟學、貧困和校園欺淩之間的相互作用，認識到睡眠不足影響教育參與的相關問題，以及關於 ACE 長期影響的更多證據。在此背景下，考慮了社會學和教育學的一系列理論途徑。首先，這些引發了對合理擔憂的重新評估，即貧困的結構性問題可能會被更個人主義的福祉和心理健康的關注所取代。從結構性角度對福祉和心理健康的反覆出現的社會學和跨學科批評認為，這些是貧困影響的主要結構性考慮的次要甚至現象性考慮。

Secondly, a ‘spatial turn’ is observed as taking place across a range of disciplines such as
其次，觀察到「空間轉向」發生在一系列學科中，例如
sociology, geography and education (Downes, 2016a; Ferrare & Apple, 2010; Gulson & Symes, 2007; Massey, 2005). This invokes a shift away from the preoccupation with sociotemporal relations. For scrutiny of educational systems, Ferrare and Apple (2010) seek understanding of ‘spatial’ processes in education, stating that ‘we not only need these “new” theories, but we also need to employ methodological tools that “think” spatially’ (p. 216). This spatial turn observed in education and society has rarely been directly applied to issues of mental health and wellbeing affecting equity in education. It also tends to be overlooked that marginalisation and inclusion are spatial concepts (Downes, 2020a). This chapter outlines some key pathways in this direction. Thirdly, the need for a stronger interrogation of a phenomenology of poverty and education is highlighted.
社會學、地理學和教育（Downes，2016a;Ferrare & Apple， 2010;Gulson & Symes， 2007;Massey，2005 年）。這引發了對社會時間關係的關注的轉變。為了審查教育系統，Ferrare 和 Apple （2010） 尋求對教育中“空間”過程的理解，指出“我們不僅需要這些”新“理論，還需要採用從空間上”思考“的方法論工具”（第 216 頁）。在教育和社會中觀察到的這種空間轉向很少直接應用於影響教育公平的心理健康和福祉問題。邊緣化和包容性是空間概念也往往被忽視（Downes，2020a）。本章概述了這個方向的一些關鍵途徑。第三，強調需要對貧困和教育的現象學進行更有力的拷問。

Over the past decade especially, international research has highlighted the key issues of trauma and mental health for early school leaving. In 2011, Porche et al. concluded that there ‘has been less attention to mental health factors related to school dropout’ (p. 982), while more representative data on school achievement ‘lacked sufficient information on mental health’ (p. 983). Using a nationally representative U.S. sample of 2,532 young adults aged 21 to 29 , the authors show that childhood substance and conduct disorders mediate the relation between trauma and early school leaving. Ethnicity is a mediating variable, as Latinos with childhood anxiety disorder are more likely to drop out than non-Latino Whites with a history of trauma and anxiety. The authors recognise that this risk for Latinos in the United States may be compounded by ‘quality and access to mental health services and the psychosocial contexts of trauma and anxiety including poverty’ (Porche et al. 2011, p. 994). The (2010) Irish Houses of the Oireachtas Joint Committee on Education and Skills report on early school leaving also recognises the association between trauma and early school leaving based on qualitative case studies.
特別是在過去十年中，國際研究強調了早期輟學的創傷和心理健康的關鍵問題。2011 年，Porche 等人得出結論，“對與輟學相關的心理健康因素的關注較少”（第 982 頁），而更具代表性的學校成績數據“缺乏足夠的心理健康資訊”（第 983 頁）。作者使用 2,532 名 21 至 29 歲的年輕人的具有全國代表性的美國樣本表明，兒童物質和品行障礙介導了創傷與早期學校離開之間的關係。種族是一個仲介變數，因為患有兒童焦慮症的拉丁裔比有創傷和焦慮史的非拉丁裔白人更有可能輟學。作者認識到，美國拉丁裔的這種風險可能會因“獲得心理健康服務的品質和可及性以及包括貧困在內的創傷和焦慮的社會心理背景”而變得更加複雜（Porche 等人，2011 年，第 994 頁）。（2010） 愛爾蘭 Oireachtas 教育和技能聯合委員會關於提前離開學校的報告也根據定性案例研究承認了創傷與提前離開學校之間的關聯。

Esch et al.'s (2014) review of mental health dimensions to early school leaving finds that when adjusted for sociodemographic factors, mood disorders (e.g.,
Esch 等人 （2014） 對早期學校離校的心理健康維度的回顧發現，當根據社會人口學因素進行調整時，情緒障礙（例如，
depression) are significantly related to early school leaving. Among anxiety disorders, after controlling for potentially confounding factors, social phobia (e.g., feeling too nervous in class and being anxious to speak in public) is a strong predictor of poor educational outcomes, as indicated by early school leavers themselves. A not insignificant number of adolescents showing serious emotional distress are at risk for school failure and early school leaving (Thompson et al., 1994). Quiroga et al.'s (2013) study, based on a high-risk longitudinal sample (2000-2006) of French-speaking adolescents living in Montreal, involved 493 participants ( 228 girls and 265 boys). Results show that depression symptoms at the beginning of secondary school (ages 13 to 14) are related to higher early school leaving, mainly by being associated with pessimistic views about the likelihood of reaching desired school outcomes; student negative self-beliefs are in turn related to lower self-reported academic performance and predict a higher risk of dropping out. These findings emphasise that the connection between early depression and leaving school without qualifications is mostly indirect, as it is accounted for by achievement-related self-perceptions.
抑鬱）與早期輟學顯著相關。在焦慮障礙中，在控制了潛在的混雜因素后，社交恐懼症（例如，在課堂上感到過於緊張，不敢在公共場合發言）是不良教育成果的有力預測指標，正如早期輟學者自己所指出的那樣。表現出嚴重情緒困擾的青少年有學業失敗和早退的風險（Thompson et al.， 1994）。Quiroga 等人（2013 年）的研究基於居住在蒙特利爾的講法語的青少年的高危縱向樣本（2000-2006 年），涉及 493 名參與者（228 名女孩和 265 名男孩）。結果表明，中學開始時（13 至 14 歲）的抑鬱癥狀與較高的早期輟學有關，主要是與對達到理想學校結果的可能性的悲觀觀點有關;學生消極的自我信念反過來與自我報告的學習成績較低有關，並預示著更高的輟學風險。這些發現強調，早期抑鬱症與無資格輟學之間的聯繫大多是間接的，因為它是由與成就相關的自我認知解釋的。

An Irish report on homeless men’s experiences of school for the McVerry Trust (Murphy et al., 2019) is based on a sample of 51 men, almost a third of whom were in temporary/emergency McVerry Trust accommodation. In their questionnaire responses, 34 of the men report having experienced ‘traumatic childhood events’, while $18.4\mathrm{\%}$$18.4\mathrm{\%}$18.4%18.4 \% report having been permanently excluded or expelled from school. Iachini et al.'s (2016) small-scale U.S. sample of 13 students repeating ninth grade links a majority of these with more than one ACE. The authors find that all the students who had experienced at least one ACE also report having experienced a school-related change concurrently or following the trauma experience.
McVerry Trust 的一份關於無家可歸者上學經歷的愛爾蘭報告（Murphy et al.， 2019）基於 51 名男性的樣本，其中近三分之一的人住在 McVerry Trust 的臨時/緊急住所。在他們的問卷回答中，34 名男性報告說經歷過“創傷性的童年事件”，同時 $18.4\mathrm{\%}$$18.4\mathrm{\%}$18.4%18.4 \% 報告說被永久排除或開除學校。Iachini 等人（2016 年）對 13 名留級九年級學生的小規模美國樣本將其中大多數與不止一個 ACE 聯繫起來。作者發現，所有經歷過至少一次 ACE 的學生也報告說，在創傷經歷的同時或之後經歷了與學校相關的變化。

In a Norwegian sample of 2,045 students, aged 16, loneliness emerges as a major risk factor for early school leaving, being as significant a risk factor as poor educational attainment (Frostad et al., 2015), while social anxiety is associated with school avoidance and refusal, suicidal ideation, substance abuse and conduct problems (Harrington et al., 1996). Markussen et al.'s (2011) research on relational supports and expulsions is a stark illustration of the key role of system relational supports for early school leaving prevention. Their longitudinal study follows a sample of 9,749 Norwegian students over a fiveyear period, out of compulsory schooling (Grades 1 to 10 , ages 6 to 15) and through upper secondary education (Grades 11 to 13, ages 16 to 18). Not unexpectedly, they observe that the higher the students score on an index measuring deviant behaviour, the higher their probability of early leaving as
在挪威 2,045 名 16 歲學生的樣本中，孤獨成為過早輟學的主要風險因素，與受教育程度差一樣重要（Frostad 等人，2015 年），而社交焦慮與翹課和拒絕上學、自殺意念、藥物濫用和行為問題有關（Harrington 等人，1996 年）。Markussen 等人 （2011） 對關係支持和驅逐的研究鮮明地說明了系統關係支援在預防早期輟學方面的關鍵作用。他們的縱向研究在五年內對 9,749 名挪威學生進行了抽樣調查，這些學生從義務教育（1 至 10 年級，6 至 15 歲）到高中教育（11 至 13 年級，16 至 18 歲）。不出所料，他們觀察到學生在衡量越軌行為的指數上得分越高，他們提前離開的可能性就越高
compared to completing. However, within this group demonstrating problematic behaviour, Markussen et al. (2011) find that students with high scores on an index measuring seriously deviant behaviour are less likely to leave early than students with low scores on this index; this finding is explained by the extra resources, support and attention with which these students are provided, making it less probable for them to leave. Cederberg and Hartsmar (2013) observe that those who had been considering leaving school early but changed their mind report that they did so after advice from a teacher or a social worker. Bademci et al.'s (2015) qualitative sample of 20 young people, aged 15 to 18 , highlights the neglect and abuse experienced by Istanbul street youth as a factor in nonattendance at school.
與完成相比。然而，在這個表現出問題行為的群體中，Markussen 等人（2011 年）發現，在衡量嚴重越軌行為的指數上得分高的學生比在該指數上得分低的學生不太可能提前離開;這一發現可以通過為這些學生提供額外的資源、支持和關注來解釋，使他們離開的可能性降低。Cederberg 和 Hartsmar （2013） 觀察到，那些曾考慮提前離開學校但改變主意的人報告說，他們在老師或社會工作者的建議下這樣做了。Bademci 等人 （2015） 對 20 名 15 至 18 歲的年輕人進行了定性樣本，強調了伊斯坦布爾街頭青年所遭受的忽視和虐待是導致失學的一個因素。

The World Health Organisation’s international study on student wellbeing foregrounds not only the need for caring, responsive teachers for student wellbeing but also explicitly raises concerns regarding authoritarian teaching in terms of publicly humiliating students (Currie et al., 2012). The mental health implications for early school leaving are evident in Kaplan et al.'s (1994) North American study of 4,141 young people tested in the seventh grade and once again as young adults. The authors find a significant damaging effect of dropping out of high school on mental health functioning, including anxiety, depression and coping. This effect is also evident when controls are applied for psychological mental health as measured in the seventh grade. Moreover, the significant damaging effect of dropping out of school is also evident, even when controls are applied for gender, father’s occupational status and ethnic background. However, it also needs to be acknowledged that early school leaving can have different effects across countries (Van Alphen, 2009).
世界衛生組織關於學生福祉的國際研究不僅突出了需要有愛心、反應迅速的教師來保障學生福祉，而且還明確提出了對公開羞辱學生的專制教學的擔憂（Currie et al.，2012）。在 Kaplan 等人 （1994） 對 4,141 名七年級和年輕人的北美研究中，早退的心理健康影響是顯而易見的。作者發現，高中輟學對心理健康功能有重大的破壞性影響，包括焦慮、抑鬱和應對。當對七年級測量的心理健康進行控制時，這種效果也很明顯。此外，輟學的重大破壞性影響也是顯而易見的，即使對性別、父親的職業地位和種族背景進行了控制。然而，還需要承認，過早輟學在不同國家會產生不同的影響（Van Alphen，2009 年）。

There is increasing recognition internationally that the gap in attainment associated with poverty requires investigation of children’s and young people’s mental health and wellbeing (Gomendio, 2017; OECD, 2018; United Nations Children’s Fund [UNICEF] Office of Research, 2016). Recent findings to emerge from the U.K.–wide millennium cohort study (Patalay & Fitzsimons, 2018) suggest that there is an association between low socio-economic status in girls and depression at age 14, when account is taken of mental health at age 11 - but this association is not found for boys.
國際上越來越認識到，與貧困相關的成績差距需要調查兒童和年輕人的心理健康和福祉（Gomendio，2017 年;經合組織，2018 年;聯合國兒童基金會 [UNICEF] 研究辦公室，2016 年）。從英國的千年佇列研究（Patalay & Fitzsimons，2018）中得出的最新發現表明，考慮到 11 歲時的心理健康，女孩的低社會經濟地位與 14 歲時的抑鬱之間存在關聯 - 但這種關聯並未在男孩中發現。

Children living in low-income families are especially vulnerable to mental health difficulties (Annie E. Casey Foundation, 2009; United States Department of Health and Human Services,
生活在低收入家庭的兒童特別容易受到心理健康問題的影響（Annie E. Casey Foundation，2009 年;美國衛生與公眾服務部，