Objective: To study immigration, U.S. nativity, and return migration as risk factors for violence among people of Mexican origin in the U.S. and Mexico. Methods: Cross-sectional surveys in the United States (2001-2003; n=1,213) and Mexico (2001-2002; n=2,362). Discrete time survival models were used. The reference group was Mexicans living in Mexico without migrant experience or a migrant relative. Results: Mexican immigrants in the U.S. have lower risk for any violence (hazard ratio [HR] = 0.5, 95% confidence interval [95%CI] 0.4-0.7). U.S.-born Mexican-Americans were at higher risk for violence victimization of a sexual nature (for sexual assault, HR = 2.5, 95%CI 1.7-3.7). Return migrants were at increased risk for being kidnapped or held hostage (HR = 2.8, 95%CI 1.1-7.1). Compared to those without a mental disorder, those with a mental disorder were more likely to suffer any violence (HR = 2.3, 95%CI 1.9-2.7), regardless of the migrant experience. Conclusions: The impact of immigration on the occurrence of violence is more complex than usually believed. Return migrants are more likely to suffer violence such as being held hostage or beaten by someone other than a partner.

OBJECTIVE: To study the impact of mental disorders on failure in educational attainment in Mexico. METHODS: Diagnoses and age of onset for each of 16 DSM-IV disorders were assessed through retrospective self-reports with the Composite International Diagnostic Instrument (CIDI) during fieldwork in 2001-2002. Survival analysis was used to examine associations between early onset DSM-IV/CIDI disorders and subsequent school dropout or failure to reach educational milestones. RESULTS: More than one of two Mexicans did not complete secondary education. More than one-third of those who finished secondary education did not enter college, and one of four students who entered college did not graduate. Impulse control disorders and substance use disorders were associated with higher risk for school dropout, secondary school dropout and to a lesser degree failure to enter college. Anxiety disorders were associated with lower risk for school dropout, especially secondary school dropout and, to a lesser degree, primary school dropout. CONCLUSIONS: The heterogeneity of results found in Mexico may be due to the effect of mental disorders being diminished or masked by the much greater effect of economic hardship and low cultural expectations for educational achievement. Future research should inquire deeper into possible reasons for the better performance of students with anxiety disorders in developing countries.

OBJETIVO: Estudiar la repercusión de los trastornos mentales en el fracaso escolar en México. MÉTODOS: De septiembre del 2001 a mayo del 2002, se evaluaron los diagnósticos y la edad de aparición para cada uno de los 16 trastornos del DSM-IV mediante autoinformes retrospectivos recogidos por medio de la Entrevista Diagnóstica Internacional Compuesta (CIDI). Se empleó el análisis de supervivencia para analizar las asociaciones entre los trastornos del DSM-IV/CIDI de aparición temprana y el subsiguiente abandono escolar o fracaso en el logro de los hitos educativos. RESULTADOS: Más de uno de cada dos mexicanos no completó la educación secundaria. Más de una tercera parte de los que terminaron la educación secundaria no entraron en la universidad y uno de cada cuatro estudiantes que entraron el la universidad no llegó a graduarse. Los trastornos de control de los impulsos y los trastornos relacionados con el consumo de sustancias se asociaron con un mayor riesgo de abandono escolar, principalmente de abandono de la escuela secundaria y, en menor grado, de fracaso en entrar en la universidad. Los trastornos de ansiedad se asociaron con un menor riesgo de abandono escolar, especialmente de abandono de la escuela secundaria y, en menor grado, de la escuela primaria. CONCLUSIONES: La heterogeneidad de los resultados observados en México puede deberse a que el efecto de los trastornos mentales queda disminuido u oculto ante el efecto mucho mayor de las dificultades económicas y las reducidas expectativas culturales en cuanto al rendimiento escolar. En el futuro, la investigación debe inquirir más a fondo las posibles razones con objeto de mejorar el desempeño de los estudiantes aquejados de trastornos de ansiedad en los países en desarrollo.