The Long Shadow of Youth: Girls' Transition From Full-Time Education and Later-Life Subjective Well-Being in the English Longitudinal Study of Ageing.

Abstract

To investigate whether the timing and nature of women's transitions out of full-time (FT) education are related to later-life subjective well-being and the life-course experiences that might explain any associations seen. Data are from women in Wave 3 of the English Longitudinal Study of Ageing who have participated in the life history interview and were aged 50+ at the interview (n = 3,889). Using multichannel sequence analysis, we identified 6 types of transition out of FT education (ages 14-26). Regression models were used to examine associations between transition types and life satisfaction, quality of life, and depressive symptoms at age 50+. Women who made early transitions to married parenthood and FT domestic labor had lower levels of well-being on all 3 later-life well-being outcomes (p < .01), compared to women who made later transitions to family life and remained employed. Women who remained single up to age 26 also had lower life satisfaction (p < .05) and quality of life (p < .01) in later life than their counterparts who married and had children. These associations were explained by the life-course socioeconomic and relationship pathways. Advantaged childhood socioeconomic circumstances and higher educational qualifications set "Later Marriage and Later employment" women apart onto advantaged trajectories and a better quality of life later (p < .01). The timing and nature of exits from FT education played a pivotal role in setting people onto life-course trajectories that influence well-being in later life for this older generation of women.