International Journal of Educational Research, 2018
This study investigates the role of early career aspirations in predicting the later educational ... more This study investigates the role of early career aspirations in predicting the later educational and occupational outcomes of adolescents designated as having special educational needs (SEN) in comparison to those without SEN. Drawing upon the Longitudinal Study of Young People in England, the sample includes adolescents with and without SEN who attended mainstream schools (n = 9,966). Findings showed that high career aspirations at age 14 were more predictive of later educational and employment outcomes from ages 16 to 20 for adolescents with SEN compared to those without SEN. Findings underline the importance of helping adolescents with SEN identify their career aspirations in early adolescence and adopt appropriate strategies to encourage them to reach their potential.
Background: Previous evidence indicates that mental health problems are becoming more common for ... more Background: Previous evidence indicates that mental health problems are becoming more common for adolescents. Less is known about whether these trends have continued and there has been no study to date which has specifically focused on early adolescents over a sufficiently long period. The present study examines changes in parent-and teacherreported mental health problems among 10-and 11-year-olds in 1999, 2004 and 2012 in Great Britain. Method: Parent and teacher ratings of the Strengths and Difficulties Questionnaire (SDQ) were used to compare the prevalence of conduct problems, hyperactivity/inattention, emotional problems, peer problems and total difficulties among 10-and 11-year-olds in three nationally representative British samples assessed in 1999 (n=1,904), 2004 (n=1,348) and 2012 (n=11,397). Results: Teacher reports showed improving trends for boys' and girls' mental health from 1999 to 2012, particularly for externalizing behaviours (i.e., conduct problems and hyperactivity/inattention). Parent reports, on the other hand, identified only one area of sustained improvement between 1999 and 2012, namely hyperactivity/inattention among boys. Although parent reports of girls' mental health indicate improving trends from 1999 to 2004, they also suggest worsening mental health from 2004. Conclusions: These findings suggest that perceptions of emotional and behavioural problems vary by the gender of the adolescent, the context in which they are observed or by whom they are reported. TRENDS IN MENTAL HEALTH 4 Previous evidence indicates that mental health problems are becoming more common for adolescents. Less is known about whether these trends have continued for children born in the new millennium and there has been no study to date which has specifically focused on early adolescents over a sufficiently long period. Findings indicate that mental health among 10-and 11-year-old children in Great Britain generally improved rather than deteriorated between 1999 and 2012. Teacher reports were more optimistic than parent reports, suggesting different priorities for school and home-based interventions. This study provides up-to-date information on the changing scale and nature of mental health problems among early adolescents, which is essential for service planning.
This paper was commissioned to clarify and deepen the understanding of the key concepts of the OE... more This paper was commissioned to clarify and deepen the understanding of the key concepts of the OECD 2030 Learning Framework: Section1: Conceptualising Learner Agency: A Socio-Ecological Developmental Approach by Ingrid Schoon, University College London, Institute of Education Section 2: Attitudes and Values and the OECD Learning Framework 2030: A critical review of definitions, concepts and data by Helen Haste, Harvard Graduate School of Education/University of Bath The participants are invited to: NOTE the draft prepared by Ingrid Schoon to use research to inform the discussion on "student agency" during the item 3d. 16.20-18:00 on 14 May. NOTE the draft prepared by Helen Haste to use research to inform the discussion on "attitudes and values" during the item 3d. 16.20-18:00 on 14 May.
The COVID-19 pandemic disproportionately affected young people aged 16–25 years and has brought a... more The COVID-19 pandemic disproportionately affected young people aged 16–25 years and has brought about a major increase in mental health problems. Although there is persisting evidence regarding SES differences in mental health status, there is still little knowledge of the processes linking SES to young people's mental health, in particular during the current pandemic. Guided by a stress process model this study examines the role of different psychosocial resource factors in mitigating the vulnerability to mental distress among disadvantaged young people and specifies a range of possible mediating pathways. The research draws on a nationally representative longitudinal sample of 16–25 year-olds who participated in the Youth Economic Activity and Health (YEAH) online survey conducted in the UK between February and October 2021. Mental health was measured using the Hopkins Symptom Checklist for anxiety and depression. Socio-economic disadvantage was indicated by parental education...
This study examines the role of individual agency and parental co-agency as resource factors enab... more This study examines the role of individual agency and parental co-agency as resource factors enabling educational mobility (university enrolment and degree completion) among firstgeneration students. Methods: The study is based on Next Steps, a nationally representative cohort of UK students. Path models were run, linking different dimensions of agency assessed at age 13/14 to educational attainment by age 25/26, controlling for academic attainment and socio-demographic factors. Results: Educational mobility was predicted by student's expectation to go to university, their expectation of success, and school engagement during secondary school. In addition, parental coagency played a significant role-highlighting the importance of parents in supporting upward educational mobility of their children. Conclusions: Multiple dimensions of agency are necessary for disadvantaged students to achieve academically. To support first-generation students, schools need to provide opportunities for them to become engaged in education, to experience mastery and to develop realistic expectations of success.
Changes across education, employment, and family life over the past 20 years challenges the capac... more Changes across education, employment, and family life over the past 20 years challenges the capacity of previously established social role combinations to continue representing the experiences of young men and women born since the late 1980s. Latent class analysis was used to derive patterns of role combinations at ages 25–26 in those growing up in England, using data from 3191 men and 3921 women in the 1970 British Cohort Study (1996) and 3426 men and 4281 women in the Next Steps study born in 1989–90 (2015–16). Role combinations in 1996 were well defined by five patterns across genders: educated, work-oriented, traditional family, fragile family, and slow starters. Patterns in 2015–16 diverged across genders (e.g., disappearance of home ownership in the traditional family group among men and higher education as a group identifier among women) and included across genders fewer work-oriented, more slow starters, and a new group of “left behind” who are excluded from work and relatio...
The Covid-19 pandemic is shaking fundamental assumptions about the human life course in societies... more The Covid-19 pandemic is shaking fundamental assumptions about the human life course in societies around the world. In this essay, we draw on our collective expertise to illustrate how a life course perspective can make critical contributions to understanding the pandemic's effects on individuals, families, and populations. We explore the pandemic's implications for the organization and experience of life transitions and trajectories within and across central domains: health, personal control and planning, social relationships and family, education, work and careers, and migration and mobility. We consider both the life course implications of being infected by the Covid-19 virus or attached to someone who has; and being affected by the pandemic's social, economic, cultural, and psychological consequences. It is our goal to offer some programmatic observations on which life course research and policies can build as the pandemic's short-and long-term consequences unfold.
Zeitschrift für Psychosomatische Medizin und Psychotherapie, 2002
On the basis of a prospective longitudinal study of over 15,000 women this paper examines the lon... more On the basis of a prospective longitudinal study of over 15,000 women this paper examines the long-term influences of socioeconomic disadvantages on psychosocial adjustment. The study draws on data from two British cohort studies carried out 12 years apart from each other. A contextual developmental perspective is adopted to analyse the pathways linking childhood experiences to adult functioning in a changing socio-historical context. The study suggests a causal chain process linking the early and persisting experience of socioeconomic adversity to behavioural maladjustment of girls during childhood and adolescence. Socioeconomic adversity and behavioural maladjustment in adolescence, in turn, predict the development of depressive Symptoms in adulthood. The influence of socioeconomic adversity on individual development, however, also depends on the wider socio-historical context in which development takes place. It is concluded that for a better understanding of psychosocial adjustment across the lifespan we have to consider the interactions of a changing individual in a changing context.
Crime involvement and family formation: Evidence from the British Birth Cohort Study Previous stu... more Crime involvement and family formation: Evidence from the British Birth Cohort Study Previous studies have established the association between marriage and committed relationships and a reduction of offending across the life course (Bersani, Nieuwbeerta, &
Research in Social Stratification and Mobility, 2016
Although the transition from education to work has been a topic of much research, there is still ... more Although the transition from education to work has been a topic of much research, there is still lack of understanding regarding experiences of recent cohorts of young people. Moreover, much of the debate has focused on the polarization of youth transitions, at the neglect of a large group of young people who fall outside this dualism. This paper introduces a diverse pathways view offering a more comprehensive understanding of changing youth transitions and examines how transitions are shaped by interactions between structure and individual agency. The study is based on data from the British Household Panel Study (BHPS) and the UK Household Longitudinal Study (UK-HLS) using sequence analysis to identify transition patterns among cohorts born in 1980-84 and 1985-1989. Five distinct clusters could be identified, differentiating between those who participate in extended education, two pathways dominated by continuous employment, either directly after completing compulsory schooling at age 16 or after some further education, and two pathways characterized by exclusion from the labor market (either through prolonged experience of unemployment or inactivity). Both structural and agency variables are associated with variations in transition patterns, pointing to the need of conceptualizing the role of the agent as well as that of structures and resources for a better understanding of the processes underlying the selection into different pathways.
What are social competencies, how can they be measured, and do they remain stable over time. This... more What are social competencies, how can they be measured, and do they remain stable over time. This contribution examines the difficulties in conceptualising and measuring social competencies at different developmental stages and in a changing social context. Existing measures and available data sources are reviewed and recommendations for future developments in data provision, data usage and access are made.
Previous research has shown that parental educational aspirations for their children are an impor... more Previous research has shown that parental educational aspirations for their children are an important predictor of children’s academic attainment. However, recent studies have pointed to potential negative effects, in particular if there is a mismatch between parental educational aspirations and the aspirations of their children. This study examines (1) the role of socio-demographic and school achievement–related factors in shaping a potential (mis)match between parental educational aspirations and the aspirations of their children, and (2) whether incongruence between parental and their children’s educational aspirations hinders academic attainment in times of social change. We use data collected for the 1970 British Birth Cohort Study (BCS70) and Next Steps (formerly known as the Longitudinal Study of Young People in England), a cohort of young people born in 1989/90. We find that in both cohorts socio-demographic and achievement-related characteristics are associated with incongr...
Social-emotional competences are critical for positive development and significantly predict educ... more Social-emotional competences are critical for positive development and significantly predict educational and occupational attainment, health, and well-being. There is however a lack of consensus about the number of core competences, and how these are defined and operationalized. This divergence in approach challenges future research as well as the scientific usefulness of the construct. In an effort to create an integrative framework, this focused review evaluates different approaches of conceptualizing and assessing social-emotional competences. Building on shared conceptions, an integrative taxonomy “DOMASEC” is introduced, specifying core domains and manifestations of social-emotional competences that bridge across frameworks focusing on social and emotional learning, personality traits (such as the Big Five) and self-determination theory. Core domains include intrapersonal, interpersonal and task-oriented competencies, differentiating between affective, cognitive, and behavioral...
This research examines the multiple dimensions of school engagement, its development over time an... more This research examines the multiple dimensions of school engagement, its development over time and in context, and its association with longer-term outcomes. IOE Research Briefings are short descriptions of significant research findings, based on the wide range of projects carried out by IOE researchers.
BackgroundDespite concerns about mental health problems among those aged 16–24 in England, which ... more BackgroundDespite concerns about mental health problems among those aged 16–24 in England, which social groups have been most at risk, both over the past decade and during the COVID-19 pandemic, remains unclear.MethodsWe examined trends in psychological distress among young adults 16–24 years old in England using data from the UK Household Longitudinal Study. Using longitudinal data as repeated cross-sectional waves, we examined differences over time in mean General Health Questionnaire (GHQ) scores from wave 1 (2009–2010) to wave 10 (2018–2019) and six COVID-19 waves collected between April and November 2020, by economic activity, cohabitation with parents, parental education, area deprivation, ethnicity, age and sex.ResultsCompared with 2009–2010, increases in GHQ scores in 2018–2019 were higher in women than men (2.1 vs 1.3), those aged 16–18 than aged 22–24 (2.6 vs 0.9), those from white UK group versus other ethnic minorities, and those out of the labour force (3.6) or employed...
The ANNALS of the American Academy of Political and Social Science
This article reviews the evidence on young people in the UK making the transition from school to ... more This article reviews the evidence on young people in the UK making the transition from school to work in a changing socioeconomic climate. The review draws largely on evidence from national representative panels and follows the lives of different age cohorts. I show that there has been a trend toward increasingly uncertain and precarious employment opportunities for young people since the 1970s, as well as persisting inequalities in educational and occupational attainment. The joint role of social structure and human agency in shaping youth transitions is discussed. I argue that current UK policies have forgotten about half of the population of young people who do not go to university, by not providing viable pathways and leaving more and more young people excluded from good jobs and employment prospects. Recommendations are made for policies aimed at supporting the vulnerable and at provision of career options for those not engaged in higher education.
Adolescent agency has been identified as a central aspect in the study of social mobility and sta... more Adolescent agency has been identified as a central aspect in the study of social mobility and status attainment. There is however still a lack of understanding of (a) how different SES dimensions influence the expression of multiple dimensions of agency; (b) the interplay of SES and adolescent agency in shaping adult outcomes; and (c) variations in these associations by gender. Focusing on educational mobility, this study adopts a multiple exposure multiple outcome approach specifying the associations between multiple SES dimensions and multiple indicators of domain-specific agency and their relative role as predictors of educational attainment, also testing for potential gender differences. The study draws on data collected for the nationally representative Longitudinal Study of Young People in England, comprising 6719 individuals born in 1989/90 (48% female; 85% first generation students; 15% ethnic minority status). The findings show that multiple SES indicators independently inf...
Cet article explore le role des pratiques parentales dans la promotion du bien-etre des enfants v... more Cet article explore le role des pratiques parentales dans la promotion du bien-etre des enfants vivant dans des conditions de pauvrete et d’instabilite familiales. A partir des donnees de la cohorte UK Millennium, la pauvrete familiale et le bien-etre de l’enfant sont penses selon une approche multidimensionnelle. L’effet de la pauvrete monetaire sur l’adaptation cognitive, sociale et emotionnelle est etudie a la lumiere de plusieurs facteurs socioeconomiques et sociodemographiques afin d’evaluer les effets des risques independants et combines. Les resultats suggerent que la pauvrete persistante et intermittente est associee de maniere significative a de faibles niveaux de scolarite et d’adaptation socio-emotionnelle chez les jeunes enfants. Si la structure familiale et l’instabilite montrent des effets de risques independants, leurs effets combines se revelent etre plus forts que leur effet individuel. Enfin, la qualite de la relation parent-enfant demontre des effets independants et benefiques sur le developpement des enfants. Cette approche multidimensionnelle facilite la comprehension des effets independants et cumules des risques et permet de mieux cerner les effets differentiels des pratiques parentales.
International Journal of Educational Research, 2018
This study investigates the role of early career aspirations in predicting the later educational ... more This study investigates the role of early career aspirations in predicting the later educational and occupational outcomes of adolescents designated as having special educational needs (SEN) in comparison to those without SEN. Drawing upon the Longitudinal Study of Young People in England, the sample includes adolescents with and without SEN who attended mainstream schools (n = 9,966). Findings showed that high career aspirations at age 14 were more predictive of later educational and employment outcomes from ages 16 to 20 for adolescents with SEN compared to those without SEN. Findings underline the importance of helping adolescents with SEN identify their career aspirations in early adolescence and adopt appropriate strategies to encourage them to reach their potential.
Background: Previous evidence indicates that mental health problems are becoming more common for ... more Background: Previous evidence indicates that mental health problems are becoming more common for adolescents. Less is known about whether these trends have continued and there has been no study to date which has specifically focused on early adolescents over a sufficiently long period. The present study examines changes in parent-and teacherreported mental health problems among 10-and 11-year-olds in 1999, 2004 and 2012 in Great Britain. Method: Parent and teacher ratings of the Strengths and Difficulties Questionnaire (SDQ) were used to compare the prevalence of conduct problems, hyperactivity/inattention, emotional problems, peer problems and total difficulties among 10-and 11-year-olds in three nationally representative British samples assessed in 1999 (n=1,904), 2004 (n=1,348) and 2012 (n=11,397). Results: Teacher reports showed improving trends for boys' and girls' mental health from 1999 to 2012, particularly for externalizing behaviours (i.e., conduct problems and hyperactivity/inattention). Parent reports, on the other hand, identified only one area of sustained improvement between 1999 and 2012, namely hyperactivity/inattention among boys. Although parent reports of girls' mental health indicate improving trends from 1999 to 2004, they also suggest worsening mental health from 2004. Conclusions: These findings suggest that perceptions of emotional and behavioural problems vary by the gender of the adolescent, the context in which they are observed or by whom they are reported. TRENDS IN MENTAL HEALTH 4 Previous evidence indicates that mental health problems are becoming more common for adolescents. Less is known about whether these trends have continued for children born in the new millennium and there has been no study to date which has specifically focused on early adolescents over a sufficiently long period. Findings indicate that mental health among 10-and 11-year-old children in Great Britain generally improved rather than deteriorated between 1999 and 2012. Teacher reports were more optimistic than parent reports, suggesting different priorities for school and home-based interventions. This study provides up-to-date information on the changing scale and nature of mental health problems among early adolescents, which is essential for service planning.
This paper was commissioned to clarify and deepen the understanding of the key concepts of the OE... more This paper was commissioned to clarify and deepen the understanding of the key concepts of the OECD 2030 Learning Framework: Section1: Conceptualising Learner Agency: A Socio-Ecological Developmental Approach by Ingrid Schoon, University College London, Institute of Education Section 2: Attitudes and Values and the OECD Learning Framework 2030: A critical review of definitions, concepts and data by Helen Haste, Harvard Graduate School of Education/University of Bath The participants are invited to: NOTE the draft prepared by Ingrid Schoon to use research to inform the discussion on "student agency" during the item 3d. 16.20-18:00 on 14 May. NOTE the draft prepared by Helen Haste to use research to inform the discussion on "attitudes and values" during the item 3d. 16.20-18:00 on 14 May.
The COVID-19 pandemic disproportionately affected young people aged 16–25 years and has brought a... more The COVID-19 pandemic disproportionately affected young people aged 16–25 years and has brought about a major increase in mental health problems. Although there is persisting evidence regarding SES differences in mental health status, there is still little knowledge of the processes linking SES to young people's mental health, in particular during the current pandemic. Guided by a stress process model this study examines the role of different psychosocial resource factors in mitigating the vulnerability to mental distress among disadvantaged young people and specifies a range of possible mediating pathways. The research draws on a nationally representative longitudinal sample of 16–25 year-olds who participated in the Youth Economic Activity and Health (YEAH) online survey conducted in the UK between February and October 2021. Mental health was measured using the Hopkins Symptom Checklist for anxiety and depression. Socio-economic disadvantage was indicated by parental education...
This study examines the role of individual agency and parental co-agency as resource factors enab... more This study examines the role of individual agency and parental co-agency as resource factors enabling educational mobility (university enrolment and degree completion) among firstgeneration students. Methods: The study is based on Next Steps, a nationally representative cohort of UK students. Path models were run, linking different dimensions of agency assessed at age 13/14 to educational attainment by age 25/26, controlling for academic attainment and socio-demographic factors. Results: Educational mobility was predicted by student's expectation to go to university, their expectation of success, and school engagement during secondary school. In addition, parental coagency played a significant role-highlighting the importance of parents in supporting upward educational mobility of their children. Conclusions: Multiple dimensions of agency are necessary for disadvantaged students to achieve academically. To support first-generation students, schools need to provide opportunities for them to become engaged in education, to experience mastery and to develop realistic expectations of success.
Changes across education, employment, and family life over the past 20 years challenges the capac... more Changes across education, employment, and family life over the past 20 years challenges the capacity of previously established social role combinations to continue representing the experiences of young men and women born since the late 1980s. Latent class analysis was used to derive patterns of role combinations at ages 25–26 in those growing up in England, using data from 3191 men and 3921 women in the 1970 British Cohort Study (1996) and 3426 men and 4281 women in the Next Steps study born in 1989–90 (2015–16). Role combinations in 1996 were well defined by five patterns across genders: educated, work-oriented, traditional family, fragile family, and slow starters. Patterns in 2015–16 diverged across genders (e.g., disappearance of home ownership in the traditional family group among men and higher education as a group identifier among women) and included across genders fewer work-oriented, more slow starters, and a new group of “left behind” who are excluded from work and relatio...
The Covid-19 pandemic is shaking fundamental assumptions about the human life course in societies... more The Covid-19 pandemic is shaking fundamental assumptions about the human life course in societies around the world. In this essay, we draw on our collective expertise to illustrate how a life course perspective can make critical contributions to understanding the pandemic's effects on individuals, families, and populations. We explore the pandemic's implications for the organization and experience of life transitions and trajectories within and across central domains: health, personal control and planning, social relationships and family, education, work and careers, and migration and mobility. We consider both the life course implications of being infected by the Covid-19 virus or attached to someone who has; and being affected by the pandemic's social, economic, cultural, and psychological consequences. It is our goal to offer some programmatic observations on which life course research and policies can build as the pandemic's short-and long-term consequences unfold.
Zeitschrift für Psychosomatische Medizin und Psychotherapie, 2002
On the basis of a prospective longitudinal study of over 15,000 women this paper examines the lon... more On the basis of a prospective longitudinal study of over 15,000 women this paper examines the long-term influences of socioeconomic disadvantages on psychosocial adjustment. The study draws on data from two British cohort studies carried out 12 years apart from each other. A contextual developmental perspective is adopted to analyse the pathways linking childhood experiences to adult functioning in a changing socio-historical context. The study suggests a causal chain process linking the early and persisting experience of socioeconomic adversity to behavioural maladjustment of girls during childhood and adolescence. Socioeconomic adversity and behavioural maladjustment in adolescence, in turn, predict the development of depressive Symptoms in adulthood. The influence of socioeconomic adversity on individual development, however, also depends on the wider socio-historical context in which development takes place. It is concluded that for a better understanding of psychosocial adjustment across the lifespan we have to consider the interactions of a changing individual in a changing context.
Crime involvement and family formation: Evidence from the British Birth Cohort Study Previous stu... more Crime involvement and family formation: Evidence from the British Birth Cohort Study Previous studies have established the association between marriage and committed relationships and a reduction of offending across the life course (Bersani, Nieuwbeerta, &
Research in Social Stratification and Mobility, 2016
Although the transition from education to work has been a topic of much research, there is still ... more Although the transition from education to work has been a topic of much research, there is still lack of understanding regarding experiences of recent cohorts of young people. Moreover, much of the debate has focused on the polarization of youth transitions, at the neglect of a large group of young people who fall outside this dualism. This paper introduces a diverse pathways view offering a more comprehensive understanding of changing youth transitions and examines how transitions are shaped by interactions between structure and individual agency. The study is based on data from the British Household Panel Study (BHPS) and the UK Household Longitudinal Study (UK-HLS) using sequence analysis to identify transition patterns among cohorts born in 1980-84 and 1985-1989. Five distinct clusters could be identified, differentiating between those who participate in extended education, two pathways dominated by continuous employment, either directly after completing compulsory schooling at age 16 or after some further education, and two pathways characterized by exclusion from the labor market (either through prolonged experience of unemployment or inactivity). Both structural and agency variables are associated with variations in transition patterns, pointing to the need of conceptualizing the role of the agent as well as that of structures and resources for a better understanding of the processes underlying the selection into different pathways.
What are social competencies, how can they be measured, and do they remain stable over time. This... more What are social competencies, how can they be measured, and do they remain stable over time. This contribution examines the difficulties in conceptualising and measuring social competencies at different developmental stages and in a changing social context. Existing measures and available data sources are reviewed and recommendations for future developments in data provision, data usage and access are made.
Previous research has shown that parental educational aspirations for their children are an impor... more Previous research has shown that parental educational aspirations for their children are an important predictor of children’s academic attainment. However, recent studies have pointed to potential negative effects, in particular if there is a mismatch between parental educational aspirations and the aspirations of their children. This study examines (1) the role of socio-demographic and school achievement–related factors in shaping a potential (mis)match between parental educational aspirations and the aspirations of their children, and (2) whether incongruence between parental and their children’s educational aspirations hinders academic attainment in times of social change. We use data collected for the 1970 British Birth Cohort Study (BCS70) and Next Steps (formerly known as the Longitudinal Study of Young People in England), a cohort of young people born in 1989/90. We find that in both cohorts socio-demographic and achievement-related characteristics are associated with incongr...
Social-emotional competences are critical for positive development and significantly predict educ... more Social-emotional competences are critical for positive development and significantly predict educational and occupational attainment, health, and well-being. There is however a lack of consensus about the number of core competences, and how these are defined and operationalized. This divergence in approach challenges future research as well as the scientific usefulness of the construct. In an effort to create an integrative framework, this focused review evaluates different approaches of conceptualizing and assessing social-emotional competences. Building on shared conceptions, an integrative taxonomy “DOMASEC” is introduced, specifying core domains and manifestations of social-emotional competences that bridge across frameworks focusing on social and emotional learning, personality traits (such as the Big Five) and self-determination theory. Core domains include intrapersonal, interpersonal and task-oriented competencies, differentiating between affective, cognitive, and behavioral...
This research examines the multiple dimensions of school engagement, its development over time an... more This research examines the multiple dimensions of school engagement, its development over time and in context, and its association with longer-term outcomes. IOE Research Briefings are short descriptions of significant research findings, based on the wide range of projects carried out by IOE researchers.
BackgroundDespite concerns about mental health problems among those aged 16–24 in England, which ... more BackgroundDespite concerns about mental health problems among those aged 16–24 in England, which social groups have been most at risk, both over the past decade and during the COVID-19 pandemic, remains unclear.MethodsWe examined trends in psychological distress among young adults 16–24 years old in England using data from the UK Household Longitudinal Study. Using longitudinal data as repeated cross-sectional waves, we examined differences over time in mean General Health Questionnaire (GHQ) scores from wave 1 (2009–2010) to wave 10 (2018–2019) and six COVID-19 waves collected between April and November 2020, by economic activity, cohabitation with parents, parental education, area deprivation, ethnicity, age and sex.ResultsCompared with 2009–2010, increases in GHQ scores in 2018–2019 were higher in women than men (2.1 vs 1.3), those aged 16–18 than aged 22–24 (2.6 vs 0.9), those from white UK group versus other ethnic minorities, and those out of the labour force (3.6) or employed...
The ANNALS of the American Academy of Political and Social Science
This article reviews the evidence on young people in the UK making the transition from school to ... more This article reviews the evidence on young people in the UK making the transition from school to work in a changing socioeconomic climate. The review draws largely on evidence from national representative panels and follows the lives of different age cohorts. I show that there has been a trend toward increasingly uncertain and precarious employment opportunities for young people since the 1970s, as well as persisting inequalities in educational and occupational attainment. The joint role of social structure and human agency in shaping youth transitions is discussed. I argue that current UK policies have forgotten about half of the population of young people who do not go to university, by not providing viable pathways and leaving more and more young people excluded from good jobs and employment prospects. Recommendations are made for policies aimed at supporting the vulnerable and at provision of career options for those not engaged in higher education.
Adolescent agency has been identified as a central aspect in the study of social mobility and sta... more Adolescent agency has been identified as a central aspect in the study of social mobility and status attainment. There is however still a lack of understanding of (a) how different SES dimensions influence the expression of multiple dimensions of agency; (b) the interplay of SES and adolescent agency in shaping adult outcomes; and (c) variations in these associations by gender. Focusing on educational mobility, this study adopts a multiple exposure multiple outcome approach specifying the associations between multiple SES dimensions and multiple indicators of domain-specific agency and their relative role as predictors of educational attainment, also testing for potential gender differences. The study draws on data collected for the nationally representative Longitudinal Study of Young People in England, comprising 6719 individuals born in 1989/90 (48% female; 85% first generation students; 15% ethnic minority status). The findings show that multiple SES indicators independently inf...
Cet article explore le role des pratiques parentales dans la promotion du bien-etre des enfants v... more Cet article explore le role des pratiques parentales dans la promotion du bien-etre des enfants vivant dans des conditions de pauvrete et d’instabilite familiales. A partir des donnees de la cohorte UK Millennium, la pauvrete familiale et le bien-etre de l’enfant sont penses selon une approche multidimensionnelle. L’effet de la pauvrete monetaire sur l’adaptation cognitive, sociale et emotionnelle est etudie a la lumiere de plusieurs facteurs socioeconomiques et sociodemographiques afin d’evaluer les effets des risques independants et combines. Les resultats suggerent que la pauvrete persistante et intermittente est associee de maniere significative a de faibles niveaux de scolarite et d’adaptation socio-emotionnelle chez les jeunes enfants. Si la structure familiale et l’instabilite montrent des effets de risques independants, leurs effets combines se revelent etre plus forts que leur effet individuel. Enfin, la qualite de la relation parent-enfant demontre des effets independants et benefiques sur le developpement des enfants. Cette approche multidimensionnelle facilite la comprehension des effets independants et cumules des risques et permet de mieux cerner les effets differentiels des pratiques parentales.
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