44
Exhibit 3.12
Impact of Income and Quality of Life on Stress
Base: All students
Family Income
Quality of Life
Hard time
Just
buying
enough or
Can buy
Total
things
no problem
anything
High
Medium
Low
Base . . . . . . . . . . . . . .3961
203 . . . .3070 . . . . .681
885 . . . . .1829 . . .1247
%
%
%
%
%
%
%
Stress Index
Low . . . . . . . . . . . .6
4 . . . . . . .6 . . . . . . .7
13 . . . . . . .6 . . . . . .3
Medium . . . . . . . .68
60 . . . . . .69 . . . . . .69
70 . . . . . .72 . . . . .62
High . . . . . . . . . . .25
35 . . . . . .25 . . . . . .24
16 . . . . . .22 . . . . .36
Alienation
Feelings of alienation are often related to feeling left out of things and believing that
what you think doesn't count very much. For students, these feelings may arise at
school or at home. At home, sizable minorities of students feel that they are left out
of things going on around them (20%) and that what they think doesn't count very
much (28%). Teachers believe that even more students feel this way (Exhibit 3.13).
Exhibit 3.13
Students' Home Alienation
Student Base: All students
Teacher Base: All teachers
% "A lot/Somewhat like me" (students)
Mean % of students (teachers)
Students
Teachers
Base . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3961 . . . . . . . . .1010
%
%
Are left out of things going on around them at home . . . . . . . . . .20 . . . . . . . . . . .33
What they think doesn't count very much at home . . . . . . . . . . . .28 . . . . . . . . . . .44
Average . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24 . . . . . . . . . .39
Students report that feelings of alienation are even higher at school. Three in
ten students (28%) feel left out of things going on around them at school and four in
ten (39%) feel that what they think doesn't count very much at school. Teachers con-
cur with students' assessments of being left out of things. Strikingly, teachers think
that half of their students (51%) believe that what they think doesn't count very much
at school (Exhibit 3.14).
