– 62 percent of girls in VG1 in Norway report health problems, and this is an increase of 20 percentage points from 2018 to 2022, says Samdal, who is a professor at the University of Bergen, in a press release.
She has examined data from the report Children and young people’s health habits and well-being (Hevas) – an international well-being survey for school youth. She worries about the development.
The figures show that after ten years of a positive trend, there was a marked change in 2014 with a more negative relationship to well-being at school.
The highest level of reported school stress was in 2022. Precisely that development can be thought to be linked to the corona pandemic, with the isolation, school closures and restrictions on leisure activities that it entailed.
In 2022, the girls’ reporting level of school stress was twice as high as the boys’. Samdal believes the findings show a need for measures to promote children’s and young people’s health habits and well-being.
– When it comes to physical activity, diet and tobacco behaviour, children and young people are far from reaching national targets, says the professor.
The report comes from the study Health habits among schoolchildren, a WHO survey in which schoolchildren from 50 countries participate. Norwegian pupils from the 6th, 8th and 10th grades, as well as VG1 pupils take part in the survey.
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**Interview with Professor Samdal**
**Editor:** Professor Samdal, your research indicates a significant increase in health problems reported by girls in VG1 in Norway, rising to 62% since 2018. What do you believe is the primary factor driving this alarming trend?
**Samdal:** The data suggests that the rise can be linked to several factors, but a notable aspect is the impact of the corona pandemic. The isolation, school closures, and limited leisure activities definitely disrupted their social balance, leading to increased stress levels among students, particularly girls.
**Editor:** You mentioned that girls reported school stress levels that were twice as high as boys in 2022. What implications do you think this disparity has for educational policy and support systems in schools?
**Samdal:** This disparity is concerning and underscores the need for tailored interventions that specifically address the well-being of girls. We must ensure that educational environments are conducive to their mental health and create support systems that promote balance in their academic and personal lives.
**Editor:** You also highlighted that children and young people in Norway are not meeting national targets regarding physical activity, diet, and tobacco use. How do you see these health habits influencing their overall well-being?
**Samdal:** Poor health habits have a direct impact on both physical and mental well-being. If children aren’t physically active or consuming a balanced diet, it can exacerbate feelings of anxiety and depression, leading to poorer academic performance and social interactions.
**Editor:** Reflecting on these findings, what steps do you believe should be taken to elevate the general well-being of schoolchildren, particularly among girls?
**Samdal:** We need a multi-faceted approach. This includes reforming school cultures to prioritize mental health, enhancing physical education, and fostering open dialogues about health challenges. Collaboration with parents and communities is equally crucial in creating a supportive environment.
**Editor:** considering these statistics and trends, how do you think society should respond to ensure holistic development for all children? Are parents, schools, or local governments primarily responsible?
**Samdal:** That’s a vital question. It should be a collective responsibility. Parents, schools, and authorities must work together to prioritize children’s health and well-being. Engaging in discussions about these issues can help drive effective solutions. What do you, our readers, think—is there an imbalance in responsibility, or should it be a shared commitment?
