NATIONAL

HEALTH BEHAVIOUR IN SCHOOL-AGED CHILDREN:
WHO COLLABORATIVE CROSS-NATIONAL STUDY (HBSC)
2014 SURVEY IN SCOTLAND NATIONAL REPORT
gender difference does not exist for older pupils. There has been little change in perceived academic performance since
1998 (Figure 3.4). However, a gender difference has been apparent throughout this 16-year period, with a higher proportion
of girls than boys reporting good or very good performance.
PRESSURE OF SCHOOL WORK
Forty one percent (41%), of young people report that they feel ‘some’ or ‘a lot’ of pressure from schoolwork (Figure 3.5).
Feeling pressured by school work is much more likely among older pupils; 70% of 15-year olds compared with 33% of 13-
year olds and 21% of 11-year olds. Among 15-year olds, there is a substantial gender difference, with more girls than boys
reporting feeling pressured (80% versus 60%, respectively). There is a smaller gender difference in this direction among
13-year olds (38% versus 28%, respectively), but no gender difference among 11-year olds. The proportions of girls and boys
feeling pressured by school work in 2014 (45% and 37%, respectively) are higher than in 2010 for both genders, continuing
an upward trend since 2006. For boys, school work pressure in 2014 is at a level similar to the previous peak in 2002.
However, for girls, perceived school work pressure now exceeds any previous level over the past 20 years (Figure 3.6).
CLASSMATE SUPPORT
Sixty two percent (62%) of young people report that ‘most of the pupils in my class(es) are kind and helpful’, but the
proportion is smaller for secondary school pupils; 74% of 11-year olds versus 57% of 13-year olds and 54% of 15-year olds.
No gender difference in classmate support is seen in any age group (Figure 3.7). In 2014, fewer pupils report that their
classmates are kind and helpful compared with 2002 (Figure 3.8). Whereas in 2002, 70% of both boys and girls reported
their classmates in this way, in 2014 this declined to 62% of girls and 61% of boys. Since 2010, there has been no change in
boys’ perception of classmate support, but for girls there has been a slight decrease from 65% to 61%.
TEACHER SUPPORT
Pupils were asked three questions pertaining to teacher support, including items on acceptance, trust and caring. The
maximum teacher support score is 12, and the minimum 0. Those scoring 10 or above on this scale are considered to
perceive high teacher support.
Overall, 30% of 11-15 year olds report high teacher support, however this proportion differs substantially between primary
and secondary school pupils (Figure 3.9). Whilst 53% of 11-year olds perceive high teacher support, this drops to 21% of
13-year olds and 15% of 15-year olds. Among primary school pupils, girls are more likely than boys to report high teacher
support (58% versus 47%, respectively), however there is no significant gender difference among secondary school pupils.
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