Impact of the educational environment on social priorities and schoolchildren’s mental health

Abstract

The study is relevant due to the growth of violations in the social priorities formation, which negatively affects the physical health of children and adolescents of school age. Changes in the educational environment, especially the increased educational load and the influence of social factors, often lead to disharmony in the development of students’ personal values, which requires the realization of complex approaches to ensure the harmonious development and strengthening of the Ukrainian youth health. The article highlights the formation features of the sociopsychic priorities violations and their impact on the health of schoolchildren in the conditions of modern educational space. In particular, a randomized controlled study of 1255 participants aged 7 to 17 years was conducted using the method of double blinding under the influence of social priorities. Data collection was carried out through the automated system Universal on line, version 45. As a result of a series of empirical sections, it was established that there is a close relationship between the health of schoolchildren and violations in their social priorities formation. A negative correlation between the number of healthy students and those experiencing social problems (-0.72) suggests a positive effect of psychophysical health on reducing social difficulties; a positive correlation between disturbances in mastering these priorities and morbidity (0.91) indicates the presence of a strong mutual influence between them. The formed model of linear regression demonstrates that there is such a direct dependence: an increase in healthy children per person reduces social problems by 0.4276. At the same time, it is argued that increasing the number of social priorities’ violations of children and adolescents in relation to their perception of learning and their attitude to work. As a result of the conducted research, it is concluded that the health of schoolchildren and their social priorities are closely interrelated, which manifests in their mutual actions and personal adaptation, as well as in psychosocial implementation. Prevention of violations in the formation of these priorities has a positive effect on the students’ health, improves their socialization and academic performance. The use of an integrated approach that takes into account the age and individual development characteristics of this age group persons is key to preventing violations in the field of socio-semantic priorities. It is stated that today there is an urgent need to modernize the educational system and form schoolchildren’s value attitude to work.