From War to Classroom: @entity1005 and XXXX in Formerly Abducted Youth in Uganda.

@entity1 @entity1032 @entity308 @entity1005 @entity72 @entity130
BACKGROUND: Trained local screeners assessed the mental-health status of male and female students in Northern Ugandan schools. The study aimed to disclose potential differences in mental health-related impairment in two groups, former @entity1 soldiers (n   =   354) and other war-affected youth (n   =   489), as well as to separate factors predicting @entity1032 in learners. METHODS: @entity1 were randomly selected. We used the Post-Traumatic Diagnostic Scale to assess symptoms of @entity1005 ( @entity1005 ) and for potential @entity308 the respective section of the Hopkins Symptom Checklist with a locally validated cut-off. RESULTS: Almost all respondents had been displaced at least once in their life. 30% of @entity1 and 50% of the @entity1 in the study reported past abduction history. @entity130 exposure was notably higher in the group of abductees. In former @entity1 soldiers, a @entity1005 rate of 32% was remarkably higher than that for non-abductees (12%). Especially in @entity1 rates of potential @entity308 were double those in the group of former abductees (17%) than in the group of non-abductees (8%). In all groups, trauma exposure increased the risk of developing @entity1005 . A path-analytic model for developing @entity1005 and potential @entity308 revealed both previous trauma exposure as well as duration of abduction to have significant influences on trauma-related @entity1032 . Findings also suggest that in Northern Ugandan schools @entity72 are common among war-affected learners. CONCLUSIONS: Therefore, it is suggested the school context should be used to provide mental-health support structures within the education system for war-affected youth at likely risk of developing war-related mental distress.
