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The Social Domain of Exposome​

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In Equal-Life, the social domain of the exposome refers to the entirety of social exposures that a child experiences, from close interpersonal relationships to broader societal influences. This means 

  • the persons a child interacts with like parents, siblings, other family, neighbours, peers, teachers, 

  • the societal context a child operates in, including economy, social institutions, culture, norms, or values, 

  • as well as present social (in)equities. This pertains to (in)equities in exposure distribution and accumulation across generations, (in)equities in vulnerability to exposures and potential equity impacts of urban (planning) policies on different societal groups. 

 

The concept of the social domain of the exposome is based on the key assumption that the entirety of social exposures from the individual level up to the societal context systematically impacts a child’s development and health. In the illustration (Figure 10), the omnipresence of the social environment is symbolised by bedded circles surrounding an individual. 

 

Understanding the Exposome
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The social exposome comprises two different layers: 

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Layer 1 is the social interactions with the environment, a child's social network. Key elements are the ‘actors’, ‘places’ and ‘relational dynamics’ that together characterise the structure, function and quality of a child’s social network. 

The dimension ‘Actors’ refers to all contacts of a child that form social relations, i.e. the number and diversity of the social contacts from a child's social network. Social networks are the sum of all relationships and characters that surround a child and share experiences and life histories and mutually influence each other. 

’Places’ refer to where social environmental interactions occur, to locations where children engage in social interactions and activities. Children’s experiences of places create emotional responses and attachment to those places. Feelings, moods, and emotions affect the bonds formed with places in a person’s life and how they evaluate those places (e.g. positively, negatively). In that sense, places are locations with social meanings. 

The dimension ‘Relational dynamics’ aims to characterize the nature of interactions within a child’s social network. This means that interacting with other children and people helps create 

and shape social relationships. When people interact with each other, they influence each other's behaviour. Over time, these interactions build relationships because people respond to each other’s actions. For example, if two classmates help each other with their homework, their repeated interaction can turn into a friendship. 

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Layer 2 is the broader societal context that affects the child indirectly via social interactions. The broader societal context is represented by four interrelated dimensions: 

  • Socioeconomic circumstances and sociodemographic characteristics; 

  • systems, institutions and priorities of the political economy; 

  • social norms and cultural values; 

  • social inequalities and structural injustices. 

 

All these dimensions of the societal context (layer 2), together with the puzzle pieces depicting the social interactions (layer 1), represent the entirety of social exposures that shape mental health and cognitive development. Further information on the conceptualization of the social exposome is available in Gudi-Mindermann et al., 2023. 

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How are the social exposures determined in Equal-Life? 

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Indicators of social exposures were available in the cohorts, mainly self-reported social factors assessed via surveys, questionnaires, etc. In addition, further indicators were enriched using data from national statistical bureaus and estimated based on postcode levels or municipality levels. 

Using untargeted analysis, a set of relevant social exposures was identified in Equal-Life that are relevant for mental health and cognitive development in children (see Deliverable D7.2). Further, targeted analysis using cohort data as well as in-depth studies were conducted, revealing effects of social exposures on children’s mental health and cognitive development.

Which social indicators were studied in Equal-Life in relation to mental health? 

 

Social norms can be described as being “the expected and acceptable standards of behavior in particular settings and social contexts” (A clickable reference will be incorporated in the online version). They are prevalent in families, peer groups, and wider societal systems, including other cultural groups, and can play an important role in establishing a sense (or lack thereof) of belonging and acceptance that are important in the development of a child’s identity. These social norms can be understood in terms of the perceived norms (the individual’s belief about typical or standard behaviour in a group), as well as the actual norms (the beliefs and actions of the group).

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Cultural values in the social domain of the exposome represent the frame within which social norms are established, shared and maintained and include assumptions and beliefs, as well as rules of morality. Cultural values can refer to a national culture, although culture and values can also be unique to collectives such as organisations, institutions, occupations, and communities. In societies that emphasise the individual, values such as personal achievement or autonomy tend to be particularly important.

Which social indicators were studied in Equal-Life in relation to mental health? 

 

  • Parental education, parental occupation, income 

  • Fathers country of birth, migration background 

  • Population structure: proportion of population aged 0-15 and 65+ years 

  • Household structure: Number of adults in the household (individual), proportion of one-person households (in neighbourhood) 

  • Time spent playing video games 

  • Household language 

  • Percentage of active voters in neighbourhood 

  • Parental age 

  • Chaotic living conditions 

  • Family relations and support 

  • Parental depression/anxiety 

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Relevant indicators are listed here and an indicator list. Notably, in Equal-Life, the relevance and impact of social exposures for mental health and cognitive development of children were investigated through literature reviews, targeted and non-targeted analyses, as well as new studies. Information on especially relevant indicators for specific age groups and in relation to specific outcomes can be viewed here and here. 

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