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Morbidity and school absence caused by asthma and wheezing illness.

机译:由哮喘和喘息病引起的发病率和缺勤情况。

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摘要

A survey in the London Borough of Croydon was conducted among an entire school cohort, aged about 9 years, to describe the current morbidity from wheezing illness, its relation to social and family factors, and its effects on social and educational development. A postal screening questionnaire was sent to 5100 parents, and 11.1% of the children were reported to have had wheezing illness over the previous 12 months. A sample of 284 parents were subsequently interviewed at home about their child's illness. School absence over the past year caused by wheezing illness was reported by 58%; and in 12% of children this amounted to more than 30 school days. School absence was strongly associated with all other indicators of morbidity-- short and long term. The proportion described as having "asthma' rose from 22% in those with no absence, to 50% in those with more than 30 days absence. Compared with 92 randomly selected controls with no history of wheezing, wheezy children had more atopic conditions, recurrent headaches, and abdominal pains. School absence was associated with parental separation, non-manual occupation of the mother, more than three children in the household, poor maternal mental health, lack of access to a car, and renting of accommodation. The child's illness had substantial effects on the activities of the mother and the rest of the family, but not on the child's social and recreational activities. Children with over 6 weeks' school absence scored appreciably worse on a teacher's assessment of their social, psychological, and educational adjustment.
机译:在克罗伊登市伦敦自治区的一项调查中,对整个年龄约9岁的学校队列进行了描述,以描述当前喘息病的发病率,其与社会和家庭因素的关系及其对社会和教育发展的影响。向5100名父母发送了邮政筛选调查表,据报告有11.1%的孩子在过去12个月中患有喘息病。随后,在家里对284名父母进行了抽样调查,询问他们孩子的病情。据报告,在过去的一年中,由于喘息引起的学校缺勤率达到58%;在12%的儿童中,这相当于超过30个上学日。学校缺勤与短期和长期其他所有发病率指标密切相关。被描述为“哮喘”的比例从不存在哮喘的人的22%上升到不存在哮喘30天以上的人的50%,与92名无喘息史的随机选择的对照组相比,喘息儿童的特应性状况多,复发头痛和腹痛:上学失学与父母分居,母亲的非体力劳动,家庭中三个以上的孩子,产妇的心理健康状况差,无法乘车和租房有关。对母亲和其他家庭的活动产生了重大影响,但对孩子的社交和娱乐活动却没有影响,上学时间超过6周的孩子在教师的社交,心理和教育适应评估中得分明显较差。

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