Health-related quality of life and its association with socioeconomic status and mental health in 5- to 7-year-old children: a cross-sectional study

Studien bidrar med økt kunnskap om livskvalitet og psykisk helse blant 1.klassebarn. Det danner et viktig grunnlagg for det helsefremmende og forebyggende arbeidet.

Purpose Assessing socioeconomic status (SES), mental health, and health-related quality of life (HRQoL) in young children is crucial for making informed health care decisions and identifying areas of intervention. The present study aimed to investigate potential associations between SES, mental health, and HRQoL in 5–7-year-old children.

Method The present study included mother-reported health assessments for 621 children aged 5–7 years in Grade 1 collected between 2019 and 2023 as part of the Starting Right™ project. Online questionnaires were used to support public health nurses in assessing children’s health status. HRQoL (KIDSCREEN-27, 5 subscales) and mental health [Strength and Difficulties Questionnaire (SDQ), 4 subscales] were assessed. Sociodemographic characteristics, sex, maternal education, and income were obtained from Statistics Norway. The data were analyzed using multiple robust regression.

Results Mother-reported mean scores for the KIDSCREEN-27 were within the normal range compared with European norms (8–11 years). However, for each KIDSCREEN-27 dimension, there were individuals whose mothers reported scores that were substantially lower than average. Having mental health problems, defined as being in the 80th and 90th percentiles of the SDQ Total problem score, was associated with 2.1–10.7-point lower KIDSCREEN-27 scores (p < 0.001–0.021), which was most noticeable in the KIDSCREEN-27 school environment subscale. Weak but significant positive associations were found between SES and HRQoL.

Conclusion Our results provide important insights into the associations between SES, mental health, and HRQoL in young children. Given the strong association between mental health problems and HRQoL in Grade 1 children, the assessment of both is essential, so that early interventions, an improved caring environment, and nurturing support can be initiated.