Inequality of Mental and Emotional Health at IMSA
Advisor(s)
Patrick Hultquist; Illinois Mathematics and Science Academy
Advisor(s)
Ashley Homecgoy; Illinois Mathematics and Science Academy
Document Type
Presentation
Type
Information Motivating Public Activism (IMPACT)
UN Sustainable Development Goal
UNSDG #5: Gender Equality
Start Date
29-4-2020 11:00 AM
End Date
29-4-2020 11:15 AM
Abstract
Residential living is one of the most distinguishing factors of IMSA that differentiates it from other public high schools. While this does promote independent living, several students often feel homesick when not being close to their homes. With students coming in from all over Illinois, those in the academy can live from 15 minutes to over five hours away from their home. This range in distances also offers a variety of ways that living at IMSA impacts students’ wellbeing. In this study, we will be addressing UNSDG 10: Reduced Inequalities, where we analyze the discrepancies as to how living away from home influences a student’s mental and emotional health. To do this, we will be surveying each class at IMSA (2020-22) on how they rate their mental/emotional health as well as how far away their home is from the academy. Using this data, we will interpret and draw conclusions on how the differences in home distance impact health as well as how these disparities fluctuate amongst sophomores, juniors, and seniors.
Inequality of Mental and Emotional Health at IMSA
Residential living is one of the most distinguishing factors of IMSA that differentiates it from other public high schools. While this does promote independent living, several students often feel homesick when not being close to their homes. With students coming in from all over Illinois, those in the academy can live from 15 minutes to over five hours away from their home. This range in distances also offers a variety of ways that living at IMSA impacts students’ wellbeing. In this study, we will be addressing UNSDG 10: Reduced Inequalities, where we analyze the discrepancies as to how living away from home influences a student’s mental and emotional health. To do this, we will be surveying each class at IMSA (2020-22) on how they rate their mental/emotional health as well as how far away their home is from the academy. Using this data, we will interpret and draw conclusions on how the differences in home distance impact health as well as how these disparities fluctuate amongst sophomores, juniors, and seniors.