Educational Underachievement Research Articles

Ethnic minority underachievement in UK higher education: an analysis of nationally representative data provides little support for the intersectionality thesis

ABSTRACT This study evaluated the intersectionality thesis, which suggests that the interaction of ethnicity, sex, and socioeconomic status significantly affects achievement in UK higher education. The study used a sample of 135,699 students from the Graduate Outcomes survey for the 2018/19 cohort, the last to leave higher education before the COVID-19 pandemic. Conditioning on a rich set of background characteristics, results from a series of regressions indicated that some interactions are statistically significant predictors of obtaining a good degree. However, the estimated size of these interaction effects, as estimated using marginal effects, appeared to be negligible. Robustness checks included consideration of selection on observables using Inverse Probability Weighted Regression Adjustment (IPWRA), which confirmed the main results’ robustness. Overall, the findings suggest that the data do not support the intersectionality thesis and that markers of disadvantage, when combined, do not have an effect on educational outcomes that is over and above that of the single factors in isolation. These results could have implications for recent policies introduced in England to close ethnic achievement gaps in higher education by 2038. However, the findings should be treated with some caution due to the ethnic categories used in the analysis and the potential bias from omitted and unobserved variables that may lead to an underestimation of ethnic penalties.

Building up bit by bit, parent’s experiences of equine–assisted intervention among children and adolescents with mental illness: a grounded theory study

ABSTRACT Background Mental ill health among children and adolescents has increased worldwide. Mental health difficulties from a young age are associated with school absence and educational underachievement. A holistic perspective of treatments besides medical treatment is essential Thus, there is a need for research regarding equine-assisted intervention (EAI). Purpose The present study aimed to understand the outcomes of an equine-assisted intervention for children and adolescents with mental ill health from the perspectives of parents and close relatives. Methods This study used a qualitative research design informed by Charmaz’s Grounded Theory, with a purposive sample including six in-depth interviews. Results The theory “building up bit by bit” was constructed, explaining the recognition that their children/adolescents were built up bit by bit and created a stronger self-identity. The participants referred to changes in the child’s or adolescent’s way of being and emotional regulation, which constituted building blocks leading to the child’s or adolescent’s 1. increased Harmony. 2. enhanced Self-identity, and 3. improved Capability. Conclusion Parents and close relatives experienced that their child or adolescent was built up bit by bit and gained a stronger foundation to stand on. This led to increased harmony in everyday life with stronger self-worth, better performance, and reduced school absenteeism.

A novel approach to mitigate academic underachievement in higher education: Feature selection, classifier performance, and interpretability in predicting student performance

The main goal of this study is to address the ongoing problem of low academic performance in higher education by using machine learning techniques. We use a dataset from a higher education institution that includes various information available at student enrollment, such as academic history, demographics, and socio-economic factors. To address this issue, we introduce a new method that combines the Slime Mould Algorithm (SMA) for efficient feature selection with a Forest-Optimized Neural Network (FO-NN) Classifier. Our method aims to identify students at risk of academic failure early. Using the SMA, we simplify the feature selection process, identifying important attributes for accurate predictions. The Forest Optimization technique improves the classification process by optimizing the neural network model. The experimental results of this study show that our proposed method is effective, with significant improvements in feature selection accuracy and notable enhancements in the predictive performance of the neural network classifier. By selecting a subset of relevant features, our approach deals with high-dimensional datasets and greatly improves the quality and interpretability of predictive models. The innovative combination of the SMA and the FO-NN classifier increases accuracy, interpretability, and the ability to generalize in predicting student performance. This work contributes to a more effective strategy for reducing academic underachievement in higher education.

Educational attainment as a predictor of poverty and social exclusion: Empirical analysis of Serbian case

This study examines the impact of education on the risk of poverty and social exclusion in a single-country framework. Relying on household and individual level data from the annual EU-SILC survey obtained in Serbia in 2020, we estimate the market and non-market benefits of education in the context of combating poverty and social exclusion in developing countries. Based on a representative sample of the adult population in Serbia, we explore to what extent the risk of poverty and social exclusion can be predicted by the levels of educational attainment. Econometric estimations indicate that educational underachievement acts as a significant driver of poverty and social exclusion. Probit regression analysis indicates that the risk of experiencing poverty and social exclusion decreases substantially with higher education levels. We include three model specifications that calculate the predicted probability of being at risk of poverty, severely materially deprived and exposed to combined risks. Holding other predictors constant, the decrease in poverty and social exclusion probability attributed to a one level increase in educational attainment amounts up to 7.96% (for unemployed women with only primary education). The analysis confirms that the highest gains from schooling are materialized for the categories of respondents who are not active in the labor market and those with the lowest levels of educational attainment. Besides this, self-perceived health and labor market activity significantly affect the risk of poverty, material deprivation and social exclusion. The impact of age differs across our model specifications, indicating that age increases the probability of severe material deprivation and the combined risk of poverty and deprivation, while older age appears to go in hand with a lower risk of poverty itself. These results offer relevant information that should be considered when determining the optimal level of social investment in education.

Children in Northern Ireland need play more than ever

Dr Glenda Walsh, head of Early Years Education and assistant director of the Centre for Research in Educational Underachievement at Stranmillis University College, outlines the many benefits play brings and argues that young children should be encouraged to play more.

Cardiovascular Disease and Risk Factors in Individuals With a History of Out-of-home Care.

Exposure to childhood out-of-home care (foster family and residential care) is associated with an increased risk of ill-health and disability in adulthood, but the risk for cardiovascular disease has not previously been studied longitudinally. This was a national cohort study generated from linkage of a range of population-based registers, resulting in a national cohort of 881 731 of whom 26 310 (3.0%) had a history of out-of-home care. The study population, born 1972 to 1981, was followed from age 18 to age 39 to 48 years for hospitalizations and death. After adjusting for year of birth and maternal education, individuals with a history of childhood out-of-home-care experienced a doubling of the risk for coronary disease (hazard ratio; 95% confidence interval: 2.05; 1.74-2.41) and stroke (hazard ratio 1.85; 1.59-2.15), compared with the general population, with similar estimates for men and women. Women with a history of out-of-home care had a more than doubled risk for cigarette smoking in early pregnancy, with a relative risk of 2.26; (2.18-2.34) and a moderately increased risk for gestational diabetes relative risk 1.49 (1.19-1.86). There was marked attenuation (40% to 90%) in effect estimates for disease and risk factors after further control for cohort members educational achievement at age 15-16 years. A history of childhood out-of-home care was associated with a doubled risk of early cardiovascular disease events. Cigarette smoking and educational underachievement were the main identified risk factors.

Prevalence of dichotic deficits in adjudicated adolescents: Implications for language skills and competency within the juvenile justice system

This study reports the prevalence of dichotic listening weaknesses in 10-18-year-old adjudicated adolescents and its potential impact on their language skills. The findings reveal that 35% of adjudicated adolescents exhibited matched dichotic deficit patterns sufficient to diagnose an APD, a prevalence rate that is higher than the 19% rate among age-matched typically developing children but lower than the 45% rate among age-matched children evaluated clinically for an auditory processing disorder (APD). These rates for all groups are significantly higher than the 2-7% prevalence rate commonly reported for APD in the pediatric population. The study also identified a link between low scores on dichotic listening tests and language deficits, suggesting potentially negative consequences for successful navigation through the juvenile justice system for these adolescents. These results challenge the sustained underestimation of auditory processing risks in children and advocate for early identification and treatment of common processing deficits, emphasizing the need for consensus among researchers and clinicians in identifying and treating them. The implications of untreated auditory processing deficit on educational achievement, language skills, and behavior in adjudicated adolescents are discussed, emphasizing how they contribute to the schools-to-prison pipeline in the United States (U.S.). The study concludes by suggesting that early intervention through an evidence-based short-term auditory training protocol can improve dichotic listening and may alleviate some long-term educational underachievement and dysregulated behaviors associated with juvenile incarceration. The findings underscore the need for increased awareness, screening, and intervention for dichotic listening deficits in general and particularly in the at-risk, underserved pediatric populations world-wide.

Adult ADHD in the Republic of Ireland: the evolving response.

Historically, attention-deficit hyperactivity disorder (ADHD) was conceptualised as a disorder of childhood that gradually improved and diminished as individuals transitioned to adulthood. Over the past decade, several studies have been published describing a cohort of adolescents with a childhood diagnosis of ADHD experiencing a continuity of ADHD symptoms into adulthood. Untreated ADHD in adults is associated with personal relationship difficulties, educational and occupational underachievement, comorbid mental health problems, substance misuse, and increased rates of road traffic accidents and criminality. These result in an increased economic burden and broader public health challenges. This review outlines the current framework and stage of development of ADHD services for adults in the Republic of Ireland.

Raising Boys to be Men: Indonesian Muslim Single Mothers’ Perspective

Due to the pressure of society on boys as the future heads of households, in addition to the trend of masculinity crisis and male underachievement in education, single parents bear the massive burden of parenting, educating and nurturing boys without the presence of their fathers. Single mothers must prepare specific strategies to fulfil their boys’ need for a father figure. This study aims to provide an overview of single mothers' strategies for parenting their sons. This study uses a qualitative method. The phenomenological approach is used in this study. Researchers used purposive sampling in selecting informants, 5 informants were single mothers, 3 were due to the death of their husbands, and 2 were due to divorce. Data collection was carried out using in-depth interviews and documentation techniques. The analysis uses NVivo software. The findings of this study imply that to build the character of boys, apart from religious education and leadership, it is necessary to teach responsibility and train entrepreneurship skills so that they can stand on their own. To anticipate the father's absence, he can be replaced or rely on close relatives such as uncles, grandfathers and ustadz or teachers as a filler for the male figure. Besides, being a single mother due to divorce does not cut off the child's communication with his biological father. This paper sheds light on cross-gender parenting practices among Muslim single mothers. As a policy maker or social institution, it is appropriate to provide programs that help single mothers care for and educate their sons.

Factors Affecting the Educational Achievement of Chinese College Students

China has achieved tremendous economic success over the past three decades. Meanwhile, privatisation and marketisation policies and corresponding implementations also greatly legitimise educational inequality in higher education, namely College Entrance Examinations (CEE), the extra-score policy and the recommendations system. This article comprehensively investigates the causes behind educational underachievement in China’s higher education. This article aims to understand the relationship between social stratification and educational inequality. It surveyed 120 Chinese undergraduate students through an online questionnaire with 15 questions related to the students’ basic information. The results show that urban-rural distinction in household registration and annual income, housing conditions, educational expectations and teacher professionalism are the main factors affecting educational achievement and enrolment in universities. The above issues are worthy of consideration in education policymaking, and the widening gap between advantaged and disadvantaged groups of students still exists. In general, middle-class, and urban students benefit the most in their educational experiences.

School-based social skills group training (SKOLKONTAKT™): a pilot randomized controlled trial.

Differences in socio-communicative behaviors contribute to social challenges for autistic learners at school and, in turn, are associated with increased risks of educational underachievement, social exclusion, and mental health issues. Given that intervention delivery in natural contexts may enhance skills generalization, build support capacities in society, and have practical advantages for youth and families, SKOLKONTAKT™ has been adapted from the clinically based social skills group training KONTAKT™ for mainstream educational settings to mitigate these risks. A pilot, randomized controlled trial with active controls was conducted in a mainstream Swedish high school. Autistic learners and students with social skills challenges (N = 33; MAGE = 17.5) were randomized to SKOLKONTAKT™ (n = 17) or active control (n = 16). Efficacy was measured at post and follow-up (3 months) on social skills [Social Skills Group Assessment Questionnaire (SSGQ); primary outcome] by parent-, self-, and (masked) teacher-report as well as self-reported life quality and social goal attainment. Despite COVID-19 challenges, 70.6% (n = 12) completed SKOLKONTAKT™, and 87.5% (n = 14) completed control groups. SKOLKONTAKT™ improved on a series of items on SSGQ as well as subjective life quality beyond controls. A larger proportion of social goals were attained, and side-effects were of little impact and proportionally fewer in SKOLKONTAKT™. SKOLKONTAKT™ is a safe, feasible, and promising intervention option for autistic learners in mainstream educational settings. A larger-scale study is desirable to confirm the effects identified in this pilot study.

Are Immature Neuromotor Skills Significant Factors in Educational Under-achievement and Special Educational Needs? Literature review of the role of Primitive Reflexes as Indicators and Measures of Neuromotor Immaturity

An overview of research carried out in the last eighteen years investigating the incidence of immature neuromotor skills in children of pre-school and school age; the impact of immature neuromotor status on educational achievement and the influence of daily movement programmes on neuromotor status. Based on published material and independently commissioned reports, the literature indicates that persistence of primitive reflexes is associated with a range of presenting difficulties which include: educational under-achievement; attention deficit hyperactive disorder (ADHD); developmental language disorder; emotional and behavioural issues; visual perception and poverty related differences in physical literacy.Evaluation of intervention programmes indicated that specific developmental movement programmes can help to reduce signs of neuromotor immaturity improving the physical basis for motor related aspects of classroom learning and poverty related differences in physical literacy skills.

Educational Outcomes in Children and Adolescents With Type 1 Diabetes and Psychiatric Disorders

Research shows that children and adolescents with type 1 diabetes (T1D), compared with their peers without diabetes, have a greater risk of psychiatric disorders. However, no study has comprehensively examined whether having psychiatric disorders is associated with educational outcomes in children and adolescents with T1D. To investigate educational outcomes in children and adolescents with T1D with and without psychiatric disorders. This cohort study used data from multiple Swedish registers. The main study cohort included individuals born in Sweden between January 1, 1973, and December 31, 1997, who were followed up from birth through December 31, 2013. Data analyses were conducted from March 1 to June 30, 2022. Type 1 diabetes and psychiatric disorders (including neurodevelopmental disorders, depression, anxiety disorders, eating disorders, bipolar disorder, psychotic disorder, and substance misuse) diagnosed before 16 years of age. Achieving educational milestones (completing compulsory school [primary and lower secondary education], being eligible to and finishing upper secondary school, and starting and finishing university) and compulsory school performances. Of 2 454 862 individuals (51.3% male), 13 294 (0.5%; 53.9% male) were diagnosed with T1D (median [IQR] age at diagnosis, 9.5 [6.0-12.5] years), among whom 1012 (7.6%) also had at least 1 psychiatric disorder. Compared with healthy individuals (without T1D and psychiatric disorders), individuals with T1D alone had slightly lower odds of achieving the examined educational milestones. However, those with both T1D and any psychiatric disorder had much lower odds of achieving milestones, including completing compulsory school (odds ratio [OR], 0.17; 95% CI, 0.13-0.21), being eligible for (OR, 0.25; 95% CI, 0.21-0.30) and finishing (OR, 0.19; 95% CI, 0.14-0.26) upper secondary school, and starting (OR, 0.36; 95% CI, 0.29-0.46) and finishing (OR, 0.30; 95% CI, 0.20-0.47) university. They also showed lower grade point averages for compulsory school subjects. These findings remained similar in sibling comparison analyses, suggesting independence from familial confounding. In this cohort study of Swedish-born children and adolescents, those with T1D alone had minor difficulties with their educational outcomes, whereas those with both T1D and psychiatric disorders had universal long-term educational underachievement. These findings highlight the importance of identifying psychiatric disorders in pediatric patients with T1D and the need for targeted educational intervention and support to minimize the education gap between the affected children and their peers.

Out-of-home care characteristics associated with childhood educational underachievement, mental disorder, and police contacts in an Australian population sample

BackgroundChildren in out-of-home care (OOHC) are generally at increased risk of health and social adversities compared to their peers. However, the experiences of children in OOHC are not uniform and their associated health and social indices may vary in relation to characteristics of OOHC placements and child protection contact. ObjectiveTo examine associations between a range of characteristics of OOHC placements and child protection contact (e.g., number, type, and age of placement) with educational underachievement, mental disorder, and police contact (as a victim, witness, or person of interest) in childhood. Participants and settingParticipants were Australian children drawn from the New South Wales Child Development Study cohort who had been placed in OOHC at least once between the ages of 0–13 years (n = 2082). MethodsLogistic regression was used to examine prospective associations of OOHC placement and child protection contact characteristics (type of carer, placement instability, duration and frequency of maltreatment, and amount of time in care) with educational underachievement, mental disorder diagnosis and any type of police contact. ResultsPlacements with foster carers, greater placement instability, longer and more frequent exposure to maltreatment, and longer time spent in care were each associated with greater likelihood of consequences in all domains of functioning. ConclusionsChildren with certain placement characteristics are at higher risk of adverse consequences and should be prioritised for support services. The magnitude of relationships was not uniform across different health and social indices, highlighting the need for holistic, multiagency approaches to support children placed in care.

Resilience, Social Connectedness, Mental Health Status and Quality of Life in Children of Parents with Mental Illness

Background: Children of parents with a mental illness (COPMI) are at greater risk of psychological and physical ill-health, increased behavioral and developmental difficulties, educational underachievement and lower competency than their peers compared to children of healthy parents. The aim of this study was to find resilience, Social Connectedness, mental health status and quality of life (QoL) in COPMI. Materials and Methods: Cross sectional Analytical study was used in the present study. Thirty COPMI with age group of 11–18 years of age, either of the biological parents was diagnosed with severe mental illness (Schizophrenia and Bipolar affective disorder according to international classification of diseases-10) were selected. Socio-demographic data sheet, Connor-Davidson Resilience Scale, KIDSCREEN-27 (QoL), Social Connectedness Scale, Strength and Difficulties Questionnaire (SDQ) were administered. Results: The finding shows that 33.3% of COMPI had low level of resilience and a stronger sense of social connectedness (M = 78.63, standard deviation [SD] = 6.83). Psychological wellbeing (M = 20.77, SD = 2.68) was higher than other domains of QoL, followed by autonomy and parents (M = 18.46, SD = 3.43), school environment (M = 14.56, SD = 2.87), physical wellbeing (M = 14.43, SD = 1.88), and peer and social support (M = 10.87, SD = 2.08). The finding shows that in the total difficulty score (SDQ), 26.7% falls under normal category while 73.3% have abnormal scores. Total Difficulties score (SDQ) has a significant negative correlation with QoL [r=-0.520, P = 0.01] and Social Connectedness (r = ‒0.478, P = 0.01). Conclusion: The study highlighted the risk of developing emotional and behavioral problems among COPMI. Resilience based intervention is required at school and community level for mental health promotion among children.

Pathways from developmental vulnerabilities in early childhood to schizotypy in middle childhood.

Childhood disturbances in social, emotional, language, motor and cognitive functioning, and schizotypy have each been implicated as precursors of schizophrenia-spectrum disorders. We investigated whether relationships between early childhood developmental vulnerabilities and childhood schizotypy are mediated by educational underachievement in middle childhood. Participants were members of a large Australian (n=19,216) population cohort followed longitudinally. Path analyses were used to model relationships between developmental vulnerabilities at age ~5 years, educational underachievement from ages ~8 to 10 years and three distinct profiles of schizotypy at age ~11 years (true, introverted and affective schizotypy). Early childhood developmental vulnerabilities on five broad domains (related to physical, emotional, social, cognitive and communication development) were associated with schizotypy profiles in middle childhood. Educational underachievement in middle childhood was associated with all schizotypy profiles, but most strongly with the true schizotypy profile (OR=3.92, 95% CI=3.12, 4.91). The relationships between schizotypy profiles and early childhood developmental vulnerabilities in 'language and cognitive skills (school-based)' and 'communication skills and general knowledge' domains were fully mediated by educational underachievement in middle childhood, and the relationships with early childhood 'physical health and well-being' and 'emotional maturity' domains were partially mediated. Developmental continuity from early childhood developmental vulnerabilities to schizotypy in middle childhood is mediated by educational underachievement in middle childhood. While some domains of early developmental functioning showed differential relationships with distinct schizotypy profiles, these findings support a developmental pathway to schizotypy in which cognitive vulnerability operates from early childhood through to middle childhood.

The Invention of Foreign Language "Learning Disability"

Research on “Foreign Language” disability offers strong evidence that the growth in the “learning disability” diagnosis owes more to its usefulness in masking educational underachievement than to evidence of real deficiencies.

Childhood-onset type 1 diabetes and attention-deficit/hyperactivity disorder with educational attainment: A population-based sibling-comparison study.

To examine the association of childhood-onset type 1 diabetes (T1D) and attention-deficit/hyperactivity disorder (ADHD) with educational outcomes from compulsory school to university. Using multiple Swedish nationwide registers, we followed up on 1,474,941 individuals born in Sweden from 1981-1995 to December 31, 2013. Associations of T1D and ADHD with achieving educational milestones (from compulsory school to university) and school performances were estimated using logistic and linear regression models and sibling comparison models. Compared to their peers, children with both T1D and ADHD were less likely to achieve any of the educational attainments, including completing compulsory school (adjusted OR [aOR] [95% CI]: 0.43 [0.26, 0.72]), be eligible to and finishing upper secondary school (0.26 [0.19, 0.36], 0.24 [0.17, 0.35], respectively), and starting university (0.38 [0.17, 0.90]). The odds of achieving these educational milestones were substantially lower in children with ADHD alone (aORs: 0.14-0.44), but were slightly worse or no differences in children with T1D alone (aORs: 0.86-1.08). All associations above remained similar in the sibling comparison models. Children and adolescents with both T1D and ADHD had long-term educational underachievement, with ADHD being the major contributor. Our findings suggest the importance of assessing ADHD in children with T1D and targeted support for minimising the education gap between the affected children and their peers.

Addressing educational disadvantage in Northern Ireland 1921–2021: a history of squandered opportunities?

ABSTRACT A century after partition, this article presents a critical reflection on efforts to address educational disadvantage in Northern Ireland using a Foucauldian genealogical theoretical framework. Beset by religious, political and cultural divisions from the very formation of the state in 1921, the article charts the history of opportunities heralded and then lost, including the initially ambitious though arguably naïve vision of the first Minister of Education, Lord Londonderry; the post-war egalitarian promise of the 1947 Education Act; and the introduction of the common Northern Ireland Curriculum in 1989. It is argued that, historically, education and in particular addressing educational disadvantage has not been a key policy priority for successive governments in Northern Ireland, whose attention has instead too often focused on political power struggles. Set against such a context of political instability and intransigence, the article critically examines the latest and perhaps most promising of all opportunities presented by the publication of A Fair Start, the final report and action plan of the Expert Panel on Educational Underachievement in Northern Ireland, established under the terms of the New Decade, New Approach political settlement of January 2020 and published in June 2021.

Academic achievement gaps by migration background at school starting age in Ireland

ABSTRACT In today’s increasingly diverse societies, a key question is how to foster the structural integration of immigrants and their descendants. While research indicates that migrant educational underachievement is a serious issue, relatively little is known about achievement gaps at younger ages and in relatively new immigration countries. The current study sets out to estimate the size of disparities by migration background at age five (i.e. when they start school) and explores the causes of these gaps. It does so in a context that offers a compelling but under-researched case: the Republic of Ireland. It draws on the Growing Up in Ireland (GUI) data, a national longitudinal study of children in Ireland. The results suggest that some disparities by migration background already existed at the start of primary school, but also that gaps were limited to verbal skills and differed widely across groups. Moreover, social background only played a relatively minor role in explaining the differences, whereas the child’s first language was a powerful predictor of disadvantages by migration background in verbal skills.