ARCHIVED: Tables and figures: Young people in Canada: their health and well-being

 

Tables

  • Table 1.1 - Distribution of students in each grade for the 2001-02 HBSC survey
  • Table 3.1 - Factors associated with positive parent relationship scale for Grade 10 students
  • Table 4.1 - Factors associated with high and low levels of social integration and peer influence (%)
  • Table 5.1 - Factors associated with students having higher perceived academic achievement (correlation coefficients)
  • Table 5.2 - Factors associated with students having higher levels of satisfaction with school (correlation coefficients)
  • Table 5.3 - Factors associated with students having positive relationships with their teachers (correlation coefficients)
  • Table 5.4 - Factors associated with students not feeling too much pressure to achieve at school (correlation coefficients)
  • Table 6.1 - Factors associated with marijuana use in the past 12 months for Grade 10 students
  • Table 6.2 - Prevalence of smoking with frequencies of being drunk, Grades 9 and 10
  • Table 7.1 - Factors associated with being physically active for 60 minutes a day over the past seven days (correlation coefficients)
  • Table 8.1 - Targets of physical fighting (%) 95
  • Table 10.1 - Factors associated with students rating their lives positively (correlation coefficients)
  • Table 10.2 - Factors associated with positive perceived health (correlation coefficients)

Figures

Chapter 2

  • Figure 2.1 - Employed fathers: occupation, all students (%)
  • Figure 2.2 - Unemployed fathers: reason for economic inactivity, all students (%)
  • Figure 2.3 - Employed mothers: occupation, all students (%)
  • Figure 2.4 - Unemployed mothers: reason for economic inactivity, all students (%)
  • Figure 2.5 - Students who responded that their family was very well off or quite well off (%)
  • Figure 2.6 - Students who went to bed hungry because there was not enough food in the house (%)
  • Figure 2.7 - Students who had their own bedroom (%)
  • Figure 2.8 - Students whose family owned one or more car, van, or truck (%)
  • Figure 2.9 - Students whose families travelled or went on holidays in the previous 12 months (%)
  • Figure 2.10 - Computer ownership, all students (%)
  • Figure 2.11 - Family affluence scale (FAS) (%)
  • Figure 2.12 - Students who rated their life satisfaction highly, by FAS (%)
  • Figure 2.13 - Students who reported excellent health, by FAS (%)

Chapter 3

  • Figure 3.1 - Family structure (%)
  • Figure 3.2 - Father was easy to talk to (%)
  • Figure 3.3 - Mother was easy to talk to (%)
  • Figure 3.4 - Students who reported having a happy home life (%)
  • Figure 3.5 - Students who reported being understood by parents (%)
  • Figure 3.6 - Students who reported being trusted by parents (%)
  • Figure 3.7 - Students who had a lot of arguments with their parents (%)
  • Figure 3.8 - Students who wanted to leave home at times (%)
  • Figure 3.9 - Students who reported that what their parents thought of them was important (%)
  • Figure 3.10 -Students who thought parents expected too much of them (%)
  • Figure 3.11 - Students who thought parents expected too much of them at school (%)
  • Figure 3.12 - Parent relationships, by FAS, for boys (%)
  • Figure 3.13 Parent relationships, by FAS, for girls (%)
  • Figure 3.14 Parents were willing to help with students' problems at school, by FAS (%)
  • Figure 3.15 Students who reported having a happy home life, by FAS (%)

Chapter 4

  • Figure 4.1 - Boys with three or more close same-sex friends (%)
  • Figure 4.2 - Girls with three or more close same-sex friends (%)
  • Figure 4.3 - Students who found it easy or very easy to talk to same-sex friends about things that really bother them (%)
  • Figure 4.4 - Boys who found it easy or very easy to talk to same-sex friends about things that really bother them, by year of survey (%)
  • Figure 4.5 - Girls who found it easy or very easy to talk to same-sex friends about things that really bother them, by year of survey (%)
  • Figure 4.6 - Boys with three or more close opposite-sex friends (%)
  • Figure 4.7 - Girls with three or more close opposite-sex friends (%)
  • Figure 4.8 - Students who found it easy or very easy to talk to opposite-sex friends about things that really bother them (%)
  • Figure 4.9 - Boys who found it easy or very easy to talk to opposite-sex friends about things that really bother them, by year of survey (%)
  • Figure 4.10 - Girls who found it easy or very easy to talk to opposite-sex friends about things that really bother them, by year of survey (%)
  • Figure 4.11 - Students who found it easy or very easy to talk to opposite-sex friends about things that really bother them, by year of survey (%)
  • Figure 4.12 - Students who spent four to five days a week with friends right after school (%)
  • Figure 4.13 - Boys who spent four to five days a week with friends right after school, by year of survey (%)
  • Figure 4.14 - Girls who spent four to five days a week with friends right after school, by year of survey (%)
  • Figure 4.15 - Students who spent five or more evenings a week out with friends (%)
  • Figure 4.16 - Boys who spent five or more evenings a week out with friends, by year of survey (%)
  • Figure 4.17 - Girls who spent five or more evenings a week out with friends, by year of survey (%)
  • Figure 4.18 - Students who reported that most or all of their friends smoke (%)
  • Figure 4.19 - Students who reported that most or all of their friends use drugs to get stoned (%)
  • Figure 4.20 - Students who reported that most or all of their friends have been drunk (%)

Chapter 5

  • Figure 5.1 - Organizational structure of Canadian schools, by province and territory
  • Figure 5.2 - Students who said their teachers thought their school work was good or very good, compared with others (%)
  • Figure 5.3 - Students who spent two or more hours a day doing homework on weekdays (%)
  • Figure 5.4 - Students who spent two or more hours a day doing homework on weekends (%)
  • Figure 5.5 - Students who liked school a lot, by year of survey (%)
  • Figure 5.6 - Students who enjoyed school activities (%)
  • Figure 5.7 - Students who thought their teachers were interested in them as persons (%)
  • Figure 5.8 - Students who thought most of their teachers were friendly (%)
  • Figure 5.9 - Students who thought they had a say in how class time was used (%)
  • Figure 5.10 - Students who thought students in their class were kind and helpful (%)
  • Figure 5.11 - Students who felt that other students accepted them as they were (%)
  • Figure 5.12 - Students who reported that their parents encouraged them to do well in school (%)
  • Figure 5.13 - Students who felt a lot of pressure because of school work, by year of survey (%)
  • Figure 5.14 - Students who thought their teachers expected too much of them at school (%)

Chapter 6

  • Figure 6.1 - Students who smoked daily (%) 52
  • Figure 6.2 - Boys who smoked daily, by year of survey (%)
  • Figure 6.3 - Girls who smoked daily, by year of survey (%)
  • Figure 6.4 - Boys who ever smoked, by whether mother smoked (%)
  • Figure 6.5 - Boys who ever smoked, by whether father smoked (%)
  • Figure 6.6 - Girls who ever smoked, by whether mother smoked (%)
  • Figure 6.7 - Girls who ever smoked, by whether father smoked (%)
  • Figure 6.8 - Boys who ever smoked, by whether best friend smoked (%)
  • Figure 6.9 - Girls who ever smoked, by whether best friend smoked (%)
  • Figure 6.10 - Boys who were daily smokers versus non-smokers who were happy with their lives (%)
  • Figure 6.11 - Girls who were daily smokers versus non-smokers who were happy with their lives (%)
  • Figure 6.12 - Daily smokers who often smoked with friends (%)
  • Figure 6.13 - Students who had an alcoholic drink at least once a week (%)
  • Figure 6.14 - Students who drank beer at least once a week, by year of survey (%)
  • Figure 6.15 - Students who drank wine at least once a week, by year of survey (%)
  • Figure 6.16 - Students who drank liquor and spirits at least once a week, by year of survey (%)
  • Figure 6.17 - Students who were "really drunk" at least twice (%)
  • Figure 6.18 - Grade 10 students who ever tried marijuana, by year of survey (%)
  • Figure 6.19 - Frequency of marijuana use among Grade 9 students in the past 12 months (%)
  • Figure 6.20 - Frequency of marijuana use among Grade 10 students in the past 12 months (%)
  • Figure 6.21 - Grade 9 and 10 students who used marijuana, by year of survey (%)
  • Figure 6.22 - Grade 9 and 10 students who used Ecstasy, by year of survey (%)
  • Figure 6.23 - Grade 9 and 10 students who used amphetamines, by year of survey (%)
  • Figure 6.24 - Grade 9 and 10 students who used cocaine, by year of survey (%)
  • Figure 6.25 - Grade 9 and 10 students who used heroin/opium/morphine, by year of survey (%)
  • Figure 6.26 - Grade 9 and 10 students who used LSD, by year of survey (%)
  • Figure 6.27 - Grade 9 and 10 students who sniffed glue or solvents, by year of survey (%)
  • Figure 6.28 - Grade 9 and 10 students who used medical drugs to get stoned, by year of survey (%)
  • Figure 6.29 - Grade 9 and 10 students who used Ritalin to get high (%)
  • Figure 6.30 - Grade 9 and 10 students who used anabolic steroids, by year of survey (%)
  • Figure 6.31 - Grade 9 and 10 students who had sexual intercourse (%)
  • Figure 6.32 - Contraceptive measures used by sexually active Grade 9 students the last time they had intercourse (%)
  • Figure 6.33 - Contraceptive measures used by sexually active Grade 10 students the last time they had intercourse (%)
  • Figure 6.34 - Sexually active and sexually non-active Grade 9 and 10 students who smoked daily (%)
  • Figure 6.35 - Sexually active and sexually non-active Grade 9 and 10 students who used marijuana more than three times (%)
  • Figure 6.36 - Sexually active and sexually non-active Grade 9 and 10 students who had been drunk more than four times (%)
  • Figure 6.37 - Age that students in Grades 9 and 10 first tried alcohol (%)
  • Figure 6.38 - Age that students in Grades 9 and 10 first got drunk (%)
  • Figure 6.39 - Age that students in Grades 9 and 10 first tried smoking (%)
  • Figure 6.40 - Age that students in Grades 9 and 10 first had sexual intercourse (%)

Chapter 7

  • Figure 7.1 - Students who ate fruits five days a week or more (%)
  • Figure 7.2 - Students who ate vegetables five days a week or more (%)
  • Figure 7.3 - Students who drank low-fat or skim milk five days a week or more (%)
  • Figure 7.4 - Students who drank whole milk five days a week or more (%)
  • Figure 7.5 - Students who ate cheese five days a week or more (%)
  • Figure 7.6 - Students who ate brown bread five days a week or more (%)
  • Figure 7.7 - Students who ate white bread five days a week or more (%)
  • Figure 7.8 - Students who ate cereal five days a week or more (%)
  • Figure 7.9 - Students who drank coke or other soft drinks that contain sugar and caffeine five days a week or more (%)
  • Figure 7.10 - Students who drank diet coke or other diet soft drinks five days a week or more (%)
  • Figure 7.11 - Students who ate potato chips twice a week or more (%)
  • Figure 7.12 - Students who ate french fries twice a week or more (%)
  • Figure 7.13 - Students who ate sweets (candy or chocolate) five days a week or more (%)
  • Figure 7.14 - Students who ate cake or pastries five days a week or more (%)
  • Figure 7.15 - Students who ate breakfast (more than a glass of milk or fruit juice) on all five weekdays (%)
  • Figure 7.16 - Students who reported being on a diet or doing something else to lose weight (%)
  • Figure 7.17 - Students who reported going on a diet, changing their eating habits, or doing something else to control their weight in the past 12 months (%)
  • Figure 7.18 - Body Mass Index results for boys (%)
  • Figure 7.19 - Body Mass Index results for girls (%)
  • Figure7.20 - Students who brushed their teeth twice a day or more (%)
  • Figure 7.21 - Students who brushed their teeth twice a day or more, by year of survey (%)
  • Figure 7.22 - Students who were physically active five days or more over the past seven days for a total of at least 60 minutes a day (%)
  • Figure 7.23 - Students who were physically active five days or more over a typical week for a total of at least 60 minutes a day (%)
  • Figure 7.24 - Students who spent five or more hours a week doing vigorous physical activity in their class time at school (%)
  • Figure 7.25 - Students who spent five or more hours a week doing vigorous physical activity in their free time at school (%)
  • Figure 7.26 - Students who spent five or more hours a week doing vigorous physical activity while participating in lessons or team sports outside of school (%)
  • Figure 7.27 - Students who spent five or more hours a week doing vigorous physical activity while participating in informal activities outside of school (%)
  • Figure 7.28 - Students who spent at least one day a week involved in a club or organization (%)
  • Figure 7.29 - Hours per day that students watched television during the school week (%)
  • Figure 7.30 - Students who spent one or more hours a day doing homework on weekdays (%)
  • Figure 7.31 - Hours per day that students did homework on weekdays (%)
  • Figure 7.32 - Students who spent one or more hours a day playing on the computer on weekdays (%)
  • Figure 7.33 - Students who were told by a doctor that they had asthma (%)
  • Figure 7.34 - Students who had episodes of wheezing in the past 12 months (%)
  • Figure 7.35 - Students who had a dry cough during the night, other than a cold, in the past 12 months (%)
  • Figure 7.36 - Students who had been to the doctor or emergency room for wheezing in the past month (%)
  • Figure 7.37 - Students who took medicine for cough once a week or more in the past month (%)
  • Figure 7.38 - Students who took medicine for headache once a week or more in the past month (%)
  • Figure 7.39 - Students who took medicine for difficulty sleeping once a week or more in the past month (%)
  • Figure 7.40 - Students who took medicine for nervousness once a week or more in the past month (%)

Chapter 8

  • Figure 8.1 - Students who were victimized but did not bully others (%)
  • Figure 8.2 - Students who bullied others but were not victimized (%)
  • Figure 8.3 - Students who were both bullies and victims (%)
  • Figure 8.4 - Bullied students who said they were teased (%)
  • Figure 8.5 - Bullied students who said they were excluded or had rumours or lies spread about them (%)
  • Figure 8.6 - Bullied students who said they were victimized physically (%)
  • Figure 8.7 - Bullied students who said they were victimized by sexual jokes, comments, or gestures (%)
  • Figure 8.8 - Bullied students who said they were victimized because of their race or colour (%)
  • Figure 8.9 - Bullied students who said they were victimized because of their religion (%)
  • Figure 8.10 - Bullies who said they victimized others by teasing (%)
  • Figure 8.11 - Bullies who said they victimized others by excluding them or spreading rumours or lies about them (%)
  • Figure 8.12 - Bullies who said they victimized others physically (%)
  • Figure 8.13 - Bullies who said they victimized others because of their race or colour (%)
  • Figure 8.14 - Bullies who said they victimized others because of their religion (%)
  • Figure 8.15 - Bullies who said they victimized others by making sexual jokes, comments, or gestures (%)
  • Figure 8.16 - Frequency with which students were in a physical fight in the past 12 months (%)

Chapter 9

  • Figure 9.1 - Number of injuries requiring treatment by a doctor or nurse the previous year (%)
  • Figure 9.2 - Students who said they missed one or more days of school or other usual activities due to injury in the past year (%)
  • Figure 9.3 - Activity prior to injury: Grade 6 (%)
  • Figure 9.4 - Activity prior to injury: Grade 8 (%)
  • Figure 9.5 - Activity prior to injury: Grade 10 (%)
  • Figure 9.6 - Organized versus non-organized activities associated with the occurrence of injuries (%)
  • Figure 9.7 - Where Grade 6 students were when injured (%)
  • Figure 9.8 - Where Grade 8 students were when injured (%)
  • Figure 9.9 - Where Grade 10 students were when injured (%)
  • Figure 9.10 - Month when most serious injury occurred, all grades (%)
  • Figure 9.11 - Type of injury suffered by students who were playing or training for a sport (%)
  • Figure 9.12 - Type of injury suffered by students who were walking or running (%)
  • Figure 9.13 - Type of injury suffered by students who were biking (%)
  • Figure 9.14 - Place where treatment was received, Grade 6 (%)
  • Figure 9.15 - Place where treatment was received, Grade 8 (%)
  • Figure 9.16 - Place where treatment was received, Grade 10 (%)
  • Figure 9.17 - Students who had an injury in the past year requiring treatment by a doctor or nurse, by number of health risk behaviours (HRB) (%)
  • Figure 9.18 - Students who had an injury in the past year requiring treatment by a doctor or nurse, by number of health risk behaviours (HRB) across various countries (%, 1998 HBSC)

Chapter 10

  • Figure 10.1 - Students who had headaches at least once a week in the past six months (%)
  • Figure 10.2 - Students who had headaches at least once a week in the past six months, by year of survey (%)
  • Figure 10.3 - Students who had backaches at least once a month in the past six months (%)
  • Figure 10.4 - Students who had backaches at least once a month in the past six months, by year of survey (%)
  • Figure 10.5 - Students who felt depressed or low at least once a week in the past six months (%)
  • Figure 10.6 - Students who felt depressed or low at least once a week in the past six months, by year of survey (%)
  • Figure 10.7 - Students who were in a bad mood or irritable once a week in the past six months (%)
  • Figure 10.8 - Students who were in a bad mood or irritable at least once a week in the past six months, by year of survey (%)
  • Figure 10.9 - How students rated life out of 10 (%)
  • Figure 10.10 - Mean number of psychosomatic symptoms, by how students rated life out of 10
  • Figure 10.11 - Students who reported good and excellent perceived health (%)
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