CNN 2000ats Page 61
In terms of help when they feel threatened at school, race or ethnic background,
family income and quality of life all impact students' range of support. Students with
higher family incomes, high quality of life and who are not minorities are more like-
ly to report that they could turn to three or four groups of people if they felt threat-
ened by another student at school (Exhibit 4.6).
Exhibit 4.6
Safety Support Index
Base: All students
Family Income
Race/Ethnicity
Quality of Life
Hard
Just
time
enough
buying
or no
Can buy
Non-
Total
things
problem
anything
minority
Minority
High
Medium
Low
Base . . . . . . .3961
203 . . .3070 . . .681
2992 . . .493
885 . . .1829 . .1247
%
%
%
%
%
%
%
%
%
0-1 . . . . . . . . .27
38 . . . .27 . . . .23
23 . . . .34
15 . . . .24 . . . .39
2 . . . . . . . . . .25
30 . . . .25 . . . .22
24 . . . .24
23 . . . .24 . . . .28
3-4 . . . . . . . . .48
32 . . . .48 . . . .56
53 . . . .42
62 . . . .52 . . . .33
When it comes to help when they are feeling sad or depressed, race or ethnic
background, family income and quality of life also all play a role. As with safety sup-
port, students with higher family incomes, high quality of life and those who are not
minorities are more likely to report that they could turn to three or four groups of
people if they were feeling sad or depressed (Exhibit 4.7). However, overall only
three in ten students (28%) have the widest base of support for this aspect of their
mental health. In contrast, half of students have this level of support for advice about
classes (49%) and for help when threatened at school (48%).
Exhibit 4.7
Mental Health Support Index
Base: All students
Family Income
Race/Ethnicity
Quality of Life
Hard
Just
time
enough
buying
or no
Can buy
Non-
Total
things
problem
anything
minority
Minority
High
Medium
Low
Base . . . . . . .3961
203 . . .3070 . . .681
2992 . . .493
885 . . .1829 . .1247
%
%
%
%
%
%
%
%
%
0-1 . . . . . . . . .39
43 . . . .39 . . . .38
35 . . . .42
21 . . . .36 . . . .55
2 . . . . . . . . . .33
37 . . . .34 . . . .28
33 . . . .34
34 . . . .36 . . . .27
3-4 . . . . . . . . .28
20 . . . .28 . . . .34
31 . . . .24
45 . . . .28 . . . .18
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