School Attainment Research Articles

11.K. Scientific session: Roots of public health: school health literacy to enhance population health outcomes in Europe

Abstract This workshop will present empirical results from three representative studies on health literacy and digital health literacy conducted in primary and secondary schools in Wales and Germany: (1) Digital Health Literacy in Schools, (2), HLCA HL-Kids, (3) WHO HBSC Wales. While research on child and adolescent health literacy has gained traction in the past decade, only a few studies focus on health literacy in schools. While the European Commission and WHO, as well as most European governments, highlight the importance of schools to support children’s health literacy, schools remain neglected as a research context. With only little evidence available, it is difficult to derive strategies and programs to promote health literacy in schools. We aim to provide practical novel knowledge and contribute to closing the school health literacy gap that is prevalent in Europe. In turn, this will also contribute to European public health development and population health outcomes. Levels of health literacy in child and adolescent populations across European countries and age groups are alarmingly low, making low health literacy a severe risk factor for health outcomes. Low health literacy is associated with worse health conditions and unhealthy behaviours, and in turn, impacts school attainment and educational outcomes. Evidence suggests that health literacy acts as a determinant of health and itself is influenced by other social determinants of health, such as education, intertwining health and education. All studies conducted so far provide evidence that low health literacy follows a social gradient, with children from less affluent families being more likely to have lower health literacy, widening preexisting health inequities observed in almost all health domains within Europe. While effective interventions on the individual and system levels are needed to enhance health literacy, implementation and evaluation research concerning children’s health literacy is rare. Workshop objectives The aim of this workshop is to present findings from three representative studies on health literacy and digital health literacy in primary and secondary schools: (i) The 1st speaker will introduce a study on health literacy and health behaviours of children aged 8-11 (ii) The 2nd speaker will discuss the influence of living environments on health literacy in 4th-grader school kids (iii) The 3rd presentation will have its focus on navigating the infodemic through digital health literacy in adolescent students (iv) The 4th speaker will show links between digital health literacy and health behaviour in adolescent students The format of this workshop will be 4x10-minute presentations followed by a 20-minute panel discussion with the audience, reflecting the relevance of the results to public health research, practice, and policy. The chairs will provide a brief introduction to the concept and moderate the presentations and panel discussion. Key messages • Our results show that health literacy should be addressed as early as in primary schools and that the places, households, and environments children grow up are critical social determinants of health. • Digital health literacy has proven to be a valid learning topic in secondary schools and is linked to digital and media literacy, allowing us to define it as a targeted curriculum item.

Social Determinants of Health and US Health Care Expenditures by Insurer

US health expenditures have been growing at an unsustainable rate, while health inequities and poor outcomes persist. Targeting social determinants of health (SDOH) may contribute to identifying and controlling health care expenditures. To determine whether SDOH are associated with US health care expenditures by Medicare, Medicaid, and private insurers. Cross-sectional study of adults, representing the US civilian, noninstitutionalized population with Medicare, Medicaid, or private coverage, from the 2021 Medical Expenditure Panel SDOH Survey. Data analysis was conducted from October 2023 to April 2024. SDOH as individual-level, health-related social needs categorized by Healthy People 2030 domains: (1) educational access and quality, (2) health care access and quality, (3) neighborhood and built environment,(4) economic stability, and (5) social and community context. The primary outcome was health care expenditures (US dollars) by Medicare, Medicaid, and private insurers. A 2-part econometric model (probit regression model and generalized linear model with gamma distribution) was used. Among the 14 918 insured adults in the analytic sample (mean [SD] age, 52.5 [17.9] years; 8471 female [56.8%]), the majority had middle to high family income (10 524 participants [70.5%]) and were privately insured (10 227 participants [68.5%]). Annual median (IQR) expenditure was $1648 ($389-$7126) for Medicaid, $3643 ($1321-$10 519) for Medicare, and $1369 ($456-$4078) for private insurers. Educational attainment and social isolation were associated with Medicaid expenditures. Medicaid beneficiaries with a high school diploma or general educational development certificate had on average (mean difference) $2245.39 lower annual Medicaid expenditures (95% CI, -$3700.97 to -$789.80) compared with beneficiaries with less than high school attainment. Compared with those who never felt isolated, Medicaid beneficiaries who often felt isolated had on average $2706.94 (95% CI, $1339.06-$4074.82) higher annual Medicaid expenditures. Health care access, built environment, and economic stability were associated with Medicare expenditures. Medicare beneficiaries living in neighborhoods with lower availability of parks had on average $5959.27 (95% CI, $1679.99 to $10 238.55) higher annual Medicare expenditures. Medicare beneficiaries who were very confident in covering unexpected expenses had on average $3743.98 lower annual Medicare expenditures (95% CI, -$6500.68 to -$987.28) compared with those who were not confident. Medical discrimination and economic stability were associated with private expenditures. Private insurance beneficiaries who experienced medical discrimination had on average $2599.93 (95% CI, $863.71-$4336.15) higher annual private expenditures compared with those who did not. Private beneficiaries who were contacted by debt collections in the past year had on average $2033.34 (95% CI, $896.82 to $3169.86) higher annual private expenditures compared with those who were not contacted. In this cross-sectional study of 14 918 insured adults, individual-level SDOH were significantly associated with US health care expenditures by Medicare, Medicaid, and private insurers. These findings may inform health insurers and policymakers to incorporate SDOH in their decision-making practices to identify and control health care expenditures, advancing health equity.

A focus on quality of teaching in schools increases students’ progress of attainment. Evidence from English secondary schools

ABSTRACT This article investigates the relationship between school-level factors associated with school quality and progress in student attainment in English secondary schools. Furthermore, it examines the relationship between frequency of classroom observation of teaching (by school leaders or by fellow teachers) in English secondary schools and progress in student attainment. It details findings of a quantitative phase of analysis within a broader mixed-methods study with the purpose of informing best practice in school development in Austria. Results suggest that students attending schools in which leaders and teachers perceive a greater emphasis on policy concerning quality of teaching tend to achieve greater progression in attainment relative to peers. Whilst frequency of classroom observation by leadership staff does not appear to be associated with progress in student attainment, students attending schools in which classroom observation is undertaken by fellow teachers with greater frequency tend to achieve greater progress in attainment relative to peers.

Effects of Hidden Costs of Fee-Free Education On Students Academic Attainment in Public Secondary Schools in Karatu District, Tanzania

This study aimed at investigating the effects of hidden costs of fee-free education on students’ academic attainment in ordinary level secondary schools in Karatu district, Tanzania. The study employed convergent research resign which used both qualitative and quantitative designs. The study was conducted in 14 public secondary schools selected randomly from 31 public secondary schools in the Karatu district. The sample size was 318, consisting of form four students selected using systematic random sampling whereas fourteen parents, fourteen Head of School’s and fourteen Ward Executive Officers were selected using purposive sampling. Data were collected using questionnaires and semi structured interview guide. Quantitative data were analyzed using descriptive statistics while qualitative data were analyzed thematically. The study found that hidden costs had severe effects on students’ academic attainment. Other negative phenomena found to result from hidden costs include truancy and lack of concentration in class. Based on the findings the study concludes that there are serious negative consequences associated with hidden costs and consequently, in free education provision, hidden costs can be counterproductive, potentially able to decrease the chances of attaining the objectives of free education provision. The study recommends that strategies in free education provision should further expand to counterbalance costs of education. Strategies targeted at enhancing general improvements in people’s wellbeing and livelihood are also measures required to enhance the capacity of parents to shoulder the burden of education.

Adapting Child Development Assessment Tools to the Rural Indian Context.

Child development assessment tests serve many purposes, including educational placement, identifying cognitive weaknesses, and initiating early interventions. Much of the research associated with developmental testing has been conducted in high-income countries, offering limited guidance on adapting these tests to other settings. As part of the first phase of a study exploring the impact of childhood vaccines on cognition and school attainment, we aimed to assess the feasibility of enrolling children from the community, documenting immunization, and conducting child development assessments for children between 18 months and 8 years of age in a rural setting in Haryana, India. To ensure assessments are optimally tailored to the context, child development assessment tests require valid translation and cultural adaptation. This report describes the rigorous seven-step adaptation process we designed for the contextually appropriate adaptation of the following three child development assessment tests: the Bayley Scales of Infant Development-IV, the Stanford Binet Intelligence Scale Fifth Ed. for Early Childhood, and the Wechsler Intelligence Scale for Children IV. This process involved translating tests into the local language, back-translating them for accuracy, adapting them to the rural context via several iterations, and field-testing to refine and validate adaptation quality. This adaptation process may be beneficial for other researchers involved in adapting child development assessment tests to other settings. Further, this adaptation process may inform other researchers involved in adapting tests for diverse settings.

Exploring longitudinal patterns of absences, exclusions and attainment in secondary schools in Scotland

Objective and ApproachWe seek to understand the impacts that absences and exclusions have on educational outcomes in secondary school pupils in Scotland. We adopt a Multilevel Structural Equations Modelling approach to analyse data from the newly linked administrative database created under the “Children’s Lives and Outcomes” research strand of the Scottish Centre for Administrative Data Research (SCADR), which includes data from Education Analytical Services (Scottish Government) and Public Health Scotland (NHS) from the period between 2007-2019, and the 2001 and 2011 Census. ResultsWhile exclusions, absences and attainment are known to be associated with each other and with individual and structural factors, less is known about how these phenomena play out over time in the Scottish education system. Our analyses focus on a particular cohort of students followed up over their entire schooling period to understand how longitudinal patterns of school absences and exclusions, and other relevant individual and structural factors are interrelated over time. We show that variation across schools and local authorities in these outcomes is significant and substantial in Scotland. We also analyse the impact of these longitudinal patterns on attainment, with an emphasis on mental health wellbeing and familial socioeconomic circumstances. Conclusions and ImplicationsBy elucidating further these relationships and interrelationships, we expect our findings to be pertinent to policymakers and practitioners, contributing to inform strategies, policies and/or interventions to reduce the inequalities in exclusions, absences and attainment, ultimately helping to improve children and young people’s school experiences and outcomes.

The European Union Settlement Scheme Data Linkage Project in Wales: Findings relating to mental health and education

Objective Following the UK’s exit from the European Union (EU) a settlement scheme was introduced for EU nationals currently living in the UK to apply to continue living in the UK. The European Union (EU) Settlement Scheme project compares the living experiences of EU and UK citizens in Wales. ApproachWe conducted a retrospective population cohort study within the Secure Anonymised information Linkage (SAIL) Databank to explore the mental health, educational experiences and involvement in the Welsh labour market of EU citizens living in Wales in comparison to British citizens. UK Census data relating to country of birth, sex, week of birth, date of arrival in the UK and socio-economic status have been linked to variables of relevance in the Education for Wales and Welsh General Practice datasets respectively and analysed. ResultsFindings indicate statistically significant differences in secondary school attendance and attainment between Welsh born pupils and pupils born in EU countries. We will present findings on our exploration if differences exist between Welsh born and EU country born individuals in relation to diagnosis of depression and anxiety. Additional findings from this linking and analysis reveal other interesting differences between EU and UK born citizens. ConclusionsLinking data in this way has gained a better understanding of the experiences and outcomes of EU citizens in Wales, generating better evidence to inform policies and services that address the needs of this population and a dataset of interest to academics. Reproduceable analytical pipelines have been created for other researchers to use.

Factors determining high academic attainment in primary school (based on the longitudinal study of year 2 and year 4 Russian schoolchildren)

Introduction. The study attempts to solve the problem of predicting academic attainment in primary school. The main emphasis in selecting factors to predict success in learning was on personal and contextual ones. Among personal factors, executive functions were considered, which are described by many authors as significant for successful learning. Among the contextual factors, the main focus is on marks given to schoolchildren in each subject by their teacher. An attempt is made to predict children’s academic attainment in Year 4 based on data on academic attainment in Year 2. Materials and Methods. 53 primary schoolchildren were examined first in Year 2 and then in Year 4. The following executive functions were studied: working memory (using the O. M. Razumnikova’s technique) and inhibitory control (using E. G. Vergunova and E. I. Nikolaeva’s inventory). In addition, final marks in all subjects were analyzed for each year. All schoolchildren were assigned to one of the following groups: ‘excellent students’, ‘good students’, ‘C students’. This parameter was called ‘academic attainment’. First, using factor analysis, correlations between the studied parameters were identified separately for Year 2 and Year 4, then a regression analysis was carried out, with the help of which the factors influencing high academic attainment in Year 2 and Year 4 for the same children were identified. Finally, a factor analysis was conducted in order to assess academic attainment in Year 4 based on data collected in Year 2. Results. Factor analysis revealed that marks given to primary schoolchildren by the main teacher in Year 2 correlate with each other, that is, a halo effect is noted when marks are given not for a particular student’s answer, but according to teacher’s general impression about them. As part of the regression analysis, it was shown that in Year 2, academic attainment is determined only by final marks in the Russian language. Only in Year 4 the influence of inhibitory control and working memory on academic attainment was found. An attempt to predict academic attainment based on the results of Year 2 showed that academic attainment in Year 4 can only be predicted on the basis of final assessment in the Russian language. It can be assumed that this subject is more difficult for children than others; therefore it requires maximum inclusion of executive functions. Conclusions. The study revealed that executive functions do not affect academic attainment in Year 2, but inhibitory control is a significant factor predicting academic attainment in Year 4. Inhibitory control at the behavioral level is assessed as the level of manifestation of volitional quality in a child. A significant relationship was found in Year 4 between high scores in Reading and high scores in Music, Art, and Science. This indicates that central processes that underlie activities in these subjects are interconnected. Finally, it was found that a significant factor predicting academic attainment in Year 4 is the mark for Russian language in Year 2.

GDP and temperature: Evidence on cross-country response heterogeneity

We estimate individual country real GDP per capita growth responses to country, global, and idiosyncratic temperature shocks. Negative growth responses to country and global temperature at longer horizons are found for all Group of Seven countries. Positive country (global) responses are found for approximately eight (seven) of the nine poorest countries at longer horizons. Both country and idiosyncratic temperature shocks have more negative than positive effects on growth across countries, but it is more evenly split for the global temperature shock. After controlling for average temperature, positive growth responses to global temperature shocks are more likely for countries that are poorer, have experienced slower growth, are more educated (higher high school attainment), and more open to trade.

Cultural capital as a predictor of school success: evidence and gender differences in Chinese middle schools

Cultural capital is vital for equitable educational development. This paper studies the effect of family cultural capital on the performance of middle school students with regard to gender, using a multiple linear regression model. Participants from four representative middle schools, totalling 1036 students, were selected during the online learning period. The study found that institutionalised and objectified cultural capital had a pronounced positive effect on students’ school outcomes, but cultural capital that was embodied had both positive and negative effects. Significant differences in the effects of cultural capital on school success were found between male and female students. The educational level of a mother has a significant impact on the school attainment of female students in Chinese, English, math and overall achievement, whereas a father’s education level has a significant effect on male students’ English achievement and overall achievement. The results of the study showed that cultural capital contributed to the academic success of middle school students in different ways. The results presented above contribute to a better comprehension of the mechanisms of the influence of cultural capital on the school performance of middle school students, which has important implications for students’ educational equity. This study recommends improving the mechanism of collaborative education among schools, families and society, by paying attention to vulnerable groups that lack cultural capital, improving the methods of educational evaluation and providing tailor-made education for all types of students.

Mother’s age at marriage and gender-differential in child schooling: Evidence from Pakistan

In this study, we provide empirical evidence in support of intergenerational effects of women’s marriage age on girl-specific child education outcomes using a nationally representative household survey of 24,809 households from Pakistan. Our key findings are four-fold: First, we find that mother’s age at marriage has no girl-specific impact on the education of children of school going age in terms of school enrolment, type of school (public/private) or education expenditure. However, there is a positive effect of delaying mother’s marriage on girls in terms of relative grade progression and primary school attainment, implying that late-marrying mothers are more likely to transfer their human capital advantages/disadvantages to the daughters. Second, the impact does not depend on whether the child is firstborn or later-order, youngest child or with no siblings. Sex of the previous child does not affect the relationship either. Third, the beneficial impact of mother’s marriage age on girls’ education is visible only in the cohort of women who got married in 2000 or later. Fourth, father’s marriage age is significantly associated with an increase in daughters’ school enrolment and primary completion. The impact of smaller spousal age difference is also positive. These findings are robust to the use of empirical strategies and specifications that address potential endogeneity, collider bias, recall bias, sample selection and confounding factors. These findings suggest that delay in women’s marriage is helping to narrow down gender disparities in education. The findings underscore the need to promote social and behavioural changes that encourage later marriages.

Socio-Economic Factors Impacting Education Attainment in Primary Schools in Katagum LGA, Bauchi State Nigeria

In recognizing education as a fundamental right, Nigeria has striven to eliminate barriers that impede access, ensuring that learners from diverse backgrounds can thrive and contribute meaningfully to society. This endeavor is grounded in the belief that education is not just a privilege but a powerful catalyst for personal growth, social progress, and global harmony. However, despite this, Nigeria has the highest number of children not enrolled in school even globally. This study explores socio economic factors affecting enrollment in primary schools in Katagum Local Government Area in Nigeria. The Human Capital Theory by economists Gary Becker and Theodore Schultz guided this study. A qualitative study, framed within an interpretivism paradigm, drawn on a phenomenology design was used. 29 participants were purposively sampled from the study’s population who are stakeholders of primary education including parents, teachers, head teachers and Education Secretary while the data were generated using interviews and focus group discussions and thematically analysed. Trustworthiness was ensured and ethical principles were adhered to. Findings revealed that the stakeholders perceived socio-economic factors affecting enrollment in primary schools as poverty, child labour, distance norms and location of the school, influx of Internally Displaced Persons, belief system and unemployment. It was envisioned that, strategies like abolishing of school fees, shifting socio-cultural norms, introduction of skills acquisition, school’s improvement projects and offering financial incentives to poor families would improve and sustain enrollment in primary schools.

Primary school attainment outcomes in children with neurodisability: Protocol for a population-based cohort study using linked education and hospital data from England

Background Neurodisability describes a broad range of heterogenous conditions affecting the brain and/or the neuromuscular system that result in functional limitations including cognitive, sensory, and motor impairments. Children with neurodisability have complex health and educational needs. They are likely to achieve below-expected levels in measures of school attainment and require special educational needs provision. While the educational outcomes of children with specific conditions under neurodisability have been investigated previously, there is little evidence on the collective outcomes of population or the progression of their attainment throughout primary school. This study aims to describe educational attainment and attainment trajectories by the end of primary school for children in England with neurodisability recorded in hospital records, compared to their peers. Methods We will use the Education and Child Health Insights from Linked Data (ECHILD) database, which links educational and health records across England. We will define a primary school cohort of children who were born in National Health Service funded hospitals in England between 1st September 2003 and 31st August 2008, who were enrolled in reception of a state-funded primary school at age 4/5 years. Children with neurodisability will be identified using diagnostic and procedure codes recorded from birth to the end of primary school (age 11) in hospital admission records. We will describe educational outcomes at reception (Early Years Foundation Stage Profile, age 4/5), year two (key stage one, age 6/7), and year six (key stage two, age 10/11) for three groups of children: those with an indicator of neurodisability first recorded before the beginning of primary school, those with an indicator of neurodisability first recorded during primary school, and those without a record of neurodisability before the end of primary school. We will additionally explore the variation in educational outcomes between these groups, accounting for socioeconomic and demographic characteristics.

Influence of Socioeconomic Status on Functional Outcomes After Stroke: A Systematic Review and Meta-Analysis.

This review aimed to quantify the impact of socioeconomic status on functional outcomes from stroke and identify the socioeconomic status indicators that exhibit the highest magnitude of association. We performed a systematic literature search across Medline and Embase from inception to May 2022, to identify observational studies (n≥100, and in English). Risk of bias was assessed using the modified Newcastle Ottawa Scale. Random effects meta-analysis was used to pool data. We included 19 studies (157 715 patients, 47.7% women) reporting functional outcomes measured with modified Rankin Scale or Barthel index, with 10 assessed as low risk of bias. Measures of socioeconomic status reported were education (11 studies), income (8), occupation (4), health insurance status (3), and neighborhood socioeconomic deprivation (3). Pooled data suggested that low socioeconomic status was significantly associated with poor functional outcomes, including incomplete education or below high school level versus high school attainment and above (odds ratio [OR], 1.66 [95% CI, 1.40-1.95]), lowest income versus highest income (OR, 1.36 [95% CI, 1.02-1.83]), a manual job/being unemployed versus a nonmanual job/working (OR, 1.62 [95% CI, 1.29-2.02]), and living in the most disadvantaged socioeconomic neighborhood versus the least disadvantaged (OR, 1.55 [95% CI, 1.25-1.92]). Low health insurance status was also associated with an increased risk of poor functional outcomes (OR, 1.32 [95% CI, 0.95-1.84]), although this was association was not statistically significant. Despite great strides in stroke treatment in the past decades, social disadvantage remains a risk factor for poor functional outcome after an acute stroke. Further research is needed to better understand causal mechanisms and disparities.

Quality of life among residents of informal urban settlements during the COVID-19 pandemic in Salvador, Brazil

BackgroundDisadvantaged populations, especially those living in rural and informal settlements, constitute the most affected during the COVID-19 pandemic. However, there is limited information on the health-related quality of life (HRQOL)...

진로준비행동과 대학 만족도, 첫 일자리 만족도의 구조적 관계: 부모 최종학력에 따른 세대 간 비교

This study aimed to examine the mediating effect of college satisfaction on the effect of career preparation behavior on first job satisfaction among college graduates, and to test for differences in this effect by the highest level of parental schooling attainment. Using data from 2019 Graduate Occupational Mobility Survey (2020), we conducted structural equation model analysis and multi-group analysis with the highest level of parental schooling for a total of 6,473 participants, and obtained the following results. First, college satisfaction fully mediated the effect of career preparation behaviors on first job satisfaction among college graduates. Differences in the relationship between college graduates’ career preparation behaviors and first job satisfaction were based on the highest level of parental schooling attainment. Specifically, college satisfaction did not mediate the effect of career preparation behaviors on first job satisfaction in the first-generation college students(FGCS) group, but fully mediated it in the continuing-generation college students(CGCS) group. In addition, the path difference between the two groups was significant only for the effect of career preparation behavior on college satisfaction. We concluded that higher education should be improved to enhance first job satisfaction in terms of career development based Labor Market Effectiveness, and empirical improvement measures and suggestions for follow-up studies were provided.

Educational trajectories for residential care experienced young people are complex. A lived experience perspective from a PhD study in Scotland

PurposeResearch highlights that residential care experienced children and young people in Scotland have poorer educational outcomes than their peers within the wider population. Despite this, poor educational attainment is not inevitable, and further research is needed to increase the understanding of long-term trajectories. This paper aims to address a gap in contemporary literature that is of benefit to practitioners, academics and policymakers. Despite experiencing adversity, attachment, separation and loss, school attainment data on leaving care only reflects part of the educational journey.Design/methodology/approachUsing a mixed methodology and social constructionist theoretical framework, a practitioner-led PhD study gathered data from questionnaires and qualitative information from 13 semi-structured interviews with young people who had experienced residential care in Scotland. Recruitment was through a gatekeeper within a national third-sector organisation. The educational trajectories for young people with experience of residential care in Scotland are complex. A lived experience perspective from a PhD study illustrates that statistical data only captures part of the journey and the author needs to reconsider how success is measured.FindingsOf the 13 participants in the study, 12 achieved success educationally, although for the majority of those interviewed, attainment continued after leaving compulsory education. Barriers to greater success included placement uncertainty and movement, stigma, low expectations, pressure to not become a statistic, procedural obstacles and inconsistency or poor relationships.Research limitations/implicationsSupportive relationships and stable placements can create circumstances conducive to effective learning, but evidence reflects that support is necessary throughout the life course if children, young people and adults with care experience are to reach their full academic potential.Originality/valueResearch into the educational outcomes for those with experience of residential care in Scotland is limited. This paper, from a PhD, provides lived experience accounts from a practitioner-led study.

Language abilities and associated risk factors of school-aged children with cleft lip and palate.

Previous research on children with cleft lip and palate (CLP) reported unequivocal findings with regard to language skills, with the majority suggesting persistent difficulties in early childhood. While expressive language deficits improved with age, receptive language skills were consistently lower than peers. Further study investigating the long term and persistent impact of language deficits amongst school-aged children with CLP is warranted. This was a cross-sectional study, aimed to determine the language abilities and explore the associated risk factors in Malay speaking children with CLP in Malaysia. Fifty-two children with CLP aged 7- to 12-year-old participated in this study. Language skills were assessed using the Malay Preschool Language Assessment Tool and the adapted Subway-School-age Language & Assessment Measures. Findings revealed that 14 (26.92%) school-aged children with CLP demonstrated language deficits. Children with CLP performed significantly poorer in reading comprehension (p = 0.031) and narrative (p = 0.026) skills. It was found that the age significantly influenced total receptive language score (β = 0.421, p = 0.003) and total expressive language score (β = 0.477, p = 0.000). Findings suggested that children with CLP may continue to have persistent language deficits into their school-age years. Recommendations for regular monitoring of language performance especially for those from younger age groups is warranted to help maximize school attainment.

'Levelling up' social mobility? Comparing the social and spatial mobility for university graduates across districts of Britain.

Social and spatial mobility have been subject to substantial recent sociological and policy debate. Complementing other recent work, in this paper we explore these patterns in relation to higher education. Making use of high-quality data from the higher education statistics agency (HESA), we ran a set of multilevel models to test whether the local authority areas where young people grow up influence social and spatial mobility into a higher professional or managerial job on graduation. We found entry to these patterns reflect pre-existing geographies of wealth and income, with more affluent rural and suburban areas in South-East England having higher levels of entry to these occupations. Graduates clustered from major cities tended to be spatially immobile and those from peripheral areas further away from these cities show a higher density of long-distance moves following graduation. We also explored the intersection between social and spatial mobility for graduates with the economic geography of Britain, showing that access to high-class occupations is not necessarily associated with long-distance moves across most British districts. Our evidence further suggests that the 'London effect', where working-class students have higher school attainment than their peers elsewhere, may not continue through to graduate employment.

Do participants in widening participation outreach programmes in England progress to selective universities at a higher rate than would otherwise be expected?

AbstractYoung people growing up in England from a poorer background are less likely to progress into higher education compared to their better off counterparts. This is especially true with respect to more selective universities. This study used government administrative data to gauge the effectiveness of the ‘Realising Opportunities’ programme, which provides a package of support to prospective university applicants from disadvantaged backgrounds to facilitate their progression to more selective universities. Data was gathered concerning 769 16 to 18‐year‐old students who took part in the programme—which is delivered by a consortium of selective universities—between 2015 and 2017. This data revealed participants' personal characteristics (e.g., gender, ethnicity and socioeconomic status), school attainment and eventual university destination (or lack thereof). Additionally, national administrative data was sourced from the Department for Education's National Pupil Database and the Higher Education Statistics Agency for the entire cohort of state school pupils in England who turned 16 in the 2014–2015 academic year. This national data was used to generate a statistical model that could predict the likelihood of a young person in England progressing to a selective university based on their school attainment and other personal characteristics. Data concerning the programme participants was fed through the model and it was observed that the number of participants who had in fact progressed to selective universities greatly exceeded that predicted. Participation in the Realising Opportunities programme therefore appeared to be positively associated with an increased likelihood of progression to a selective university.