Abstract
We used pupil-level data from the National Pupil Database in England to conduct a longitudinal analysis of the identification of moderate learning difficulties (MLD) and social, emotional, and mental health difficulties (SEMH) among 550,000 pupils ages 5 to 11 years. Survival analysis was used to determine the hazard ratios (HRs) for time to first identification, controlling for prior attainment and social-emotional development at age 5 as well as socioeconomic variables. For MLD, the overrepresentation of Black Caribbean and Pakistani pupils compared with White British pupils was eliminated following age 5 controls, and the predominant picture was of ethnic-minority underrepresentation. For SEMH, Black Caribbean and mixed White and Black Caribbean (MWBC) pupils continued to be overrepresented even after age 5 controls (HR = 1.36 and 1.44, respectively), although this was not true for the larger group of Black African pupils, who were underrepresented in the adjusted analyses (HR = 0.62), as were most other ethnic-minority groups. The results indicate most ethnic-minority groups are underrepresented for special educational needs after adjusting for pupil characteristics on entry to school, though this varies by ethnic group and type of need.
Highlights
The results indicate most ethnicminority groups are underrepresented for special educational needs after adjusting for pupil characteristics on entry to school, though this varies by ethnic group and type of need
The analysis revealed that the odds of Black Caribbean and Pakistani pupils being identified with moderate learning difficulties (MLD) were, respectively, 1.32 and 1.46 times higher than the odds for White British pupils; and the odds of Black Caribbean and mixed White and Black Caribbean (MWBC) pupils being identified with SEMH were 2.3 and 2.0 times higher, respectively, than the odds for White British pupils
We see that 73% of pupils are White British, 10% are from Asian groups (Indian, Pakistani, Bangladeshi, and other Asian groups), 5% are from Black groups, 5% are from White other groups, and 5% are of mixed heritage
Summary
The results indicate most ethnicminority groups are underrepresented for special educational needs after adjusting for pupil characteristics on entry to school, though this varies by ethnic group and type of need. England is an ethnically diverse nation, with the most recent school census indicating one third of pupils in state-funded schools are from ethnic groups other than White British, with 12% Asian, 7% White other, 6% Black, 6% mixed heritage, and 2% any other ethnic group (Department for Education [DFE], 2018c). A recent analysis of trends from 1991 to 2013 (Strand, 2015) indicates that educational attainment for ethnic minorities is improving, with Indian and Chinese young people substantially outperforming White British pupils, Bangladeshi and Black African young people achieving at or above the White British average, and Black Caribbean and Pakistani young people showing clear gains in the past decade. Further information can be found in Office for National Statistics data on population and migration (www.ons.gov.uk) and the government ethnicity facts and figures website (www.ethnicity-facts-figures.service.gov.uk)
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