School Girls Face Higher Mental Health Risks

A recent study reveals that adolescent girls are significantly more prone to mental health issues at school compared to their male counterparts, with a risk 2.5 times higher.

This disparity, according to Dr. Ray Wagiu Basrowi, MKK, FRSP, is primarily due to two interconnected factors: hormonal changes and limited access to physical activity within the school setting. Hormonal fluctuations, particularly during late adolescence and menstruation, are known to impact both physical and emotional well-being, increasing vulnerability to mental health problems. The often-demanding and potentially stressful school environment can further exacerbate these challenges, placing girls at a heightened risk.

Furthermore, the lack of adequate opportunities for physical activity significantly contributes to mental health challenges. Dr. Basrowi points out that "Exercise is a proven stress reliever," yet girls often find themselves with fewer avenues for participation in sports and exercise within schools. He adds, "School sports facilities are often dominated by boys, leaving girls with fewer options." This disparity, beginning in adolescence, only serves to increase the vulnerability of girls to mental health problems.

Understanding the Research Methodology

The research, a collaborative effort between the Health Collaborative Center (HCC), Fokus Kesehatan Indonesia (FKI), and Yayasan BUMN, employed a robust mixed-methods approach. Conducted in October 2024, the cross-sectional study involved data collection from 741 students and 97 teachers across three Jakarta high schools – two public schools in East Jakarta and one private religious school in South Jakarta. Participants were chosen using purposive sampling, a method aimed at ensuring the inclusion of diverse perspectives.

Data gathering utilized standardized questionnaires: the Strengths and Difficulties Questionnaire 25 (SDQ-25) for students and the Self-Reporting Questionnaire 20 (SRQ) for teachers. This approach provided both quantitative and qualitative data, allowing for a comprehensive understanding of the issue. The rigorous methodology involved expert validation meetings in November 2024, ensuring the accuracy and reliability of the findings.

The SDQ-25 and SRQ provided invaluable data on the mental well-being of students and teachers respectively. This allowed researchers to gain a comprehensive view of the situation in each school, identifying specific areas of concern. The rigorous process included multiple layers of checks and balances, improving data reliability and minimizing bias. The findings accurately reflect the prevailing conditions in the sampled schools.

The selection of three diverse high schools – two public schools in East Jakarta and a private religious school in South Jakarta – allowed the researchers to capture the experiences of students across different school settings and socioeconomic backgrounds. This broadened the scope of the study and enhances the generalizability of its findings. The careful consideration given to the selection process ensured representation from various demographic groups.

The study's findings reinforce the urgent need for schools to foster more inclusive and supportive environments for female students. The significant disparity in mental health challenges faced by girls necessitates a multi-pronged approach involving increased access to physical activity, mental health resources, and supportive learning environments. The research strongly advocates for addressing both hormonal factors and environmental shortcomings to mitigate the risks.

The research emphasizes the importance of creating safe and supportive environments in schools. Schools need to actively promote inclusivity and provide equal access to resources and opportunities for all students. This could include dedicated time for physical activity, counseling services, and awareness programs regarding mental health issues.

In conclusion, this study presents a compelling case for immediate action to improve the mental health well-being of girls in schools. Addressing both biological and environmental factors is vital in fostering a supportive learning environment. The findings highlight the importance of proactive interventions to ensure equitable access to resources and support for all students.