Introduction: the landscapes of poverty and education across the UK

2020 ◽  
pp. 1-10
Author(s):  
Ian Thompson ◽  
Gabrielle Ivinson
Keyword(s):  
Young People ◽  
Educational Inequality ◽  
Well Being ◽  
Children And Young People ◽  
The United Kingdom ◽  
Context Specific ◽  
Social And Cultural Factors ◽  
The Uk ◽  
Different Parts

Poverty blights the lives of children and young people. Research has consistently shown that the most economically disadvantaged pupils across the United Kingdom (UK) have the poorest educational outcomes and that poverty has a pernicious effect on children’s well-being. However, far less is known about the ways that poverty is differentially experienced for children and young people in schools within the four jurisdictions of the UK. Are there historical, social and cultural factors that make poverty a postcode lottery in terms of quality of schooling in the different parts of the UK? Are successful local interventions context specific as the research evidence seems to suggest or can we learn from particular regions or cities? This introduction points out that anxieties about growing educational inequality in the UK have to be contextualised historically, geographically and in terms of the distinct political and socio-economic landscapes in England, Scotland, Wales and Northern Ireland.

scholarly journals The development of a new measure of quality of life for children with congenital cardiac disease

2006 ◽  
Vol 16 (2) ◽  
pp. 165-172 ◽  
Author(s):  
Susan Macran ◽  
Yvonne Birks ◽  
Jonathan Parsons ◽  
Patricia Sloper ◽  
Geoff Hardman ◽  
...  
Keyword(s):  
Quality Of Life ◽  
Young People ◽  
Cardiac Disease ◽  
Clinical Context ◽  
Children And Young People ◽  
The United Kingdom ◽  
Congenital Cardiac Disease ◽  
Reliable Instrument ◽  
Health Related

The purpose of the study was to develop a questionnaire measuring health-related R1 quality of life for children and adolescents with congenital heart disease, the ConQol, that would have both clinical and research applications. We describe here the process of construction of a questionnaire, the piloting and the development of a weighted scoring system, and data on the psychometric performance of the measure in a sample of 640 children and young people recruited via 6 regional centres for paediatric cardiology from across the United Kingdom. The ConQol has two versions, one designed for children aged from 8 to 11 years, and the other for young people aged from 12 to 16 years. Initial findings suggest that it is a valid and reliable instrument, is acceptable to respondents, and is simple to administer in both a research and clinical context.

scholarly journals Mental health and well-being trends among children and young people in the UK, 1995–2014: analysis of repeated cross-sectional national health surveys

2018 ◽  
Vol 49 (08) ◽  
pp. 1275-1285 ◽  
Author(s):  
Jacqueline Pitchforth ◽  
Katie Fahy ◽  
Tamsin Ford ◽  
Miranda Wolpert ◽  
Russell M. Viner ◽  
...  
Keyword(s):  
Mental Health ◽  
Young People ◽  
General Health ◽  
Health Surveys ◽  
Well Being ◽  
Health Condition ◽  
Health Conditions ◽  
Children And Young People ◽  
The Uk ◽  
National Health Surveys

AbstractBackgroundThere is a growing concern about the mental health of children and young people (CYP) in the UK, with increasing demand for counselling services, admissions for self-harm and referrals to mental health services. We investigated whether there have been similar recent trends in selected mental health outcomes among CYP in national health surveys from England, Scotland and Wales.MethodsData were analysed from 140 830 participants (4–24 years, stratified into 4–12, 13–15, 16–24 years) in 36 national surveys in England, Scotland and Wales, 1995–2014. Regression models were used to examine time trends in seven parent/self-reported variables: general health, any long-standing health condition, long-standing mental health condition; Warwick–Edinburgh Mental Wellbeing Score (WEMWBS), above-threshold Strengths and Difficulties Questionnaire Total (SDQT) score, SDQ Emotion (SDQE) score, General Health Questionnaire (GHQ) score.ResultsAcross all participants aged 4–24, long-standing mental health conditions increased in England (0.8–4.8% over 19 years), Scotland (2.3–6.0%, 11 years) and Wales (2.6–4.1%, 7 years) (all p < 0.001). Among young children (4–12 years), the proportion reporting high SDQT and SDQE scores decreased significantly among both boys and girls in England [SDQE: odds ratio (OR) 0.97 (0.96–0.98), p < 0.001] and girls in Scotland [SDQE: OR 0.96 (0.93–0.99), p = 0.005]. The proportion with high SDQE scores (13–15 years) decreased in England [OR 0.98 (0.96–0.99), p = 0.006] but increased in Wales [OR 1.07 (1.03–1.10), p < 0.001]. The proportion with high GHQ scores decreased among English women (16–24 years) [OR 0.98 (0.98–0.99), p = 0.002].ConclusionsDespite a striking increase in the reported prevalence of long-standing mental health conditions among UK CYP, there was relatively little change in questionnaire scores reflecting psychological distress and emotional well-being.

scholarly journals Factors Determining Children and Young People’s Well-being at School

2017 ◽  
Vol 19 (2) ◽  
pp. 165-179 ◽  
Author(s):  
Anita Stasulane
Keyword(s):  
Young People ◽  
Age Groups ◽  
Well Being ◽  
Academic Learning ◽  
Subjective Experiences ◽  
Self Assessment ◽  
True Nature ◽  
Children And Young People ◽  
The United Kingdom ◽  
Balanced Approach

AbstractThe article addresses the issue of children and young people’s well-being at school. The issue has been known as topical for already some time. In recent decades, in order to be able to determine the true nature and essence of the phenomenon of well-being, the necessity to find the ways for identification of children and young people’s self-assessment of well-being at school has become very important. There are many challenges related to conducting new longitudinal studies on children and young people’s well-being. The phenomenon of well-being at school cannot be seen only in the context of local situation; it is deeply contextual. Its essence is also determined by the content and values that have emerged in the development of wider global or regional relations and attitudes. Therefore, for the formation of a broader perspective of the article, such phenomena as sustainability and unsustainability were used. This made it possible to refer to the trends of sustainability and unsustainability that had long been highlighted in the studies of global development and education. The analysis of the phenomenon of well-being at school is offered based on the research results within EU FP7 project “Measuring Youth Well Being” (MYWeB) that took a balanced approach to assessing the feasibility of a European Longitudinal Study for Children and Young People through prioritising both scientific and policy imperatives and was carried out in cooperation with eleven European countries. The aim of the article in accordance with one of the specific tasks of the project is to find out the meaning and significance that children and young people allocate to well-being. The article discusses one of the most relevant domains of wellbeing - school, and how it relates to happiness, life-satisfaction and psychological wellbeing of children and young people. The article outlines the results of fieldwork undertaken in project consortium countries (Croatia, Estonia, Georgia, Germany, Greece, Hungary, Latvia, Portugal, Slovakia, Spain, and the United Kingdom) with the goal to understand the subjective experiences of children and young people from different age groups, regions and socio-economic backgrounds. The results of the research confirmed that educational spaces could take a more significant role in promoting well-being of children and young people; in its turn, the education system must rebalance academic learning and emotional well-being.

scholarly journals What Is the Health and Well-Being Burden for Parents Living With a Child With ADHD in the United Kingdom?

2020 ◽  
pp. 108705472092589 ◽  
Author(s):  
Tessa Peasgood ◽  
Anupam Bhardwaj ◽  
John E. Brazier ◽  
Katie Biggs ◽  
David Coghill ◽  
...  
Keyword(s):  
United Kingdom ◽  
Well Being ◽  
Control Groups ◽  
Childhood Adhd ◽  
The United Kingdom ◽  
The Uk ◽  
The Impact ◽  
Mental Well Being ◽  
Health And Well Being

Objective: To explore the burden associated with childhood ADHD in a large observational study. Methods: We recruited familes with at least one child (6-18 years) with ADHD via 15 NHS trusts in the UK, and collected data from all family members. We made careful adjustments to ensure a like-for-like comparison with two different control groups, and explored the impact of controlling for a positive parental/carer ADHD screen, employment, and relationship status. Results: We found significant negative impacts of childhood ADHD on parents’/carers’ hours and quality of sleep, satisfaction with leisure time, and health-related quality of life (measured by the EuroQol-5D [EQ-5D]). We found a decrement in life satisfaction, mental well-being (as measured by the Short–Warwick Edinburgh Mental Well-Being Scale [S-WEMWBS]), and satisfaction with intimate relationships, but this was not always robust across the different control groups. We did not find any decrement in satisfaction with health, self-reported health status, or satisfaction with income. Conclusion: The study quantifies the impact on the health and well-being of parents living with a child with ADHD using a survey of families attending ADHD clinics in the United Kingdom.

scholarly journals Vulnerable and forgotten: The impact of the COVID-19 pandemic on autism special schools in England

2020 ◽  
Author(s):  
Laura Crane ◽  
Freddie Adu ◽  
Francesca Arocas ◽  
Rachel Carli ◽  
Simon Eccles ◽  
...  
Keyword(s):  
Young People ◽  
Special Educational Needs ◽  
Special Schools ◽  
Children And Young People ◽  
Educational Rights ◽  
Holistic Approaches ◽  
The United Kingdom ◽  
Home Learning ◽  
The Uk ◽  
The Impact

The COVID-19 pandemic has caused, and continues to cause, unprecedented disruption in the United Kingdom (UK). The impact of the pandemic on the education system has been significant, especially for children and young people with special educational needs and disabilities (SEND). Whilst it was encouraging that the educational rights of children and young people with SEND were prioritised during the COVID-19 pandemic, Government decision-making appeared to be centred around the needs of pupils in mainstream schools. In this article, co-authored by an academic researcher and senior leaders from the Pan London Autism Schools Network (PLASN; a collective of special schools in London and the South East of England, catering for pupils on the autistic spectrum), we reflect on the impact of the COVID-19 pandemic on special schools in England. We document a range of challenges experienced by PLASN schools, including the educational inequalities that were exposed and perpetuated by the COVID-19 pandemic, as well as the manner in which the needs and realities of special schools were overlooked by the UK Government. We also detail the creative and innovative solutions implemented by PLASN schools to overcome barriers that they encountered. These solutions centred on facilitating holistic approaches to support, ensuring clear and regular communication with families, providing effective support for home learning, and promoting collaborative ways of working. We additionally reflect on how the COVID-19 pandemic could be a catalyst for much-needed change to the SEND system: leading to better educational provision, and therefore better outcomes, for pupils with SEND.

scholarly journals Habilitation provision for children and young people with vision impairment in the United Kingdom: A lack of clarity leading to inconsistencies

2017 ◽  
Vol 35 (1) ◽  
pp. 44-54 ◽  
Author(s):  
Kat Hogg ◽  
Clare Thetford ◽  
Sara Louise Wheeler ◽  
Sarah York ◽  
Rachel Moxon ◽  
...  
Keyword(s):  
United Kingdom ◽  
Young People ◽  
Independent Living ◽  
Social Inclusion ◽  
Skills Training ◽  
Well Being ◽  
Vision Impairment ◽  
Children And Young People ◽  
The United Kingdom ◽  
Living Skills

The key to empowering and supporting children and young people (CYP) with vision impairment (VI) to achieve their potential lies in the delivery of habilitation training. Evidence has revealed that provision of habilitation services across the United Kingdom was inconsistent, with CYP with VI not receiving services in some areas. This research explored the accessibility and quality of habilitation provision for CYP with VI via two studies: (1) 12 qualitative case studies of habilitation practice and (2) surveys of habilitation training experiences, with CYP with VI ( n = 43) and with parents of CYP with VI ( n = 68). Five themes were identified highlighting inconsistencies and variability in the delivery of habilitation training in recent years, a lack of focus on independent living skills training, on social inclusion and emotional well-being, a lack of support for parents and a lack of clarity with regard to the definition of habilitation, and who is responsible for providing training.

scholarly journals Learning the price of poverty across the UK

2017 ◽  
Vol 16 (2) ◽  
pp. 130-143 ◽  
Author(s):  
Gabrielle Ivinson ◽  
Ian Thompson ◽  
Lori Beckett ◽  
David Egan ◽  
Ruth Leitch ◽  
...  
Keyword(s):  
Young People ◽  
Knowledge Production ◽  
Well Being ◽  
Poor People ◽  
Research Association ◽  
Policy Advocacy ◽  
Children And Young People ◽  
Multiple Factors ◽  
Critical Scholarship ◽  
The Uk

In 2016, the British Educational Research Association (BERA) Commission on Poverty and Policy Advocacy brought together several academics from across the four jurisdictions of the UK already engaged in work on poverty, education and schooling. The aim of this BERA Commission was to build a network of research-active practitioners across the UK and, internationally, to engage in knowledge building about poverty and multiple factors of deprivation as these find expression in education and schooling. The Commission also aimed to facilitate counter discourses to be voiced and articulated in contrast to the dominant pathologising discourses of poor people and their education. The Commission therefore addressed the question: what can research tell us about the ways that different devolved policy contexts impact on the learning and well-being of young people living in poverty? This article describes the methodology used by the Commission to bring together researchers, policymakers, practitioners and children and young people to learn about the price of poverty in education and to reflect on the implications for policy. In so doing, the article addresses some challenges, opportunities and outcomes in terms of knowledge production, as well as implications for critical scholarship, with a focus on poverty and education.

scholarly journals Conjugate serogroup C meningococcal vaccine use extended in the United Kingdom

2002 ◽  
Vol 6 (2) ◽  
Author(s):  
V Gibbons
Keyword(s):  
United Kingdom ◽  
Young People ◽  
Meningococcal Vaccine ◽  
Children And Young People ◽  
The United Kingdom ◽  
The Uk ◽  
Successful Reduction

The United Kingdom (UK) Joint Committee on Vaccination and Immunisation (JCVI) has reviewed the epidemiology of group C infection in the population aged 20 years and over and recommended that immunisation should be made available for individuals aged 20-24 years (born after 7 January 1977) (1). The vaccine has already been offered to people who are under 20 years of age (2). This decision comes following successful reduction in disease in the UK of children and young people offered the conjugate meningococcal C vaccine (Men C vaccine).

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