Eligibility For Free School Meals Research Articles

Understanding the diffusion of non-evidence-based health interventions: The role of experiential evidence

Objective: The utilisation of evidence-based health interventions remains a challenge in educational settings. Although driving forward the scientific evidence-base may contribute to the diffusion of such approaches, abstract notions of population-level impact may not be seen as priorities in local. This paper considers the alternative forms of evidence that inform schools’ decision-making in relation to the adoption and implementation of health programmes. Design: Pragmatic formative process evaluation of a non-evidence-based social and emotional learning intervention, the Student Assistance Program, was conducted. Case-study methodology was used. Setting: Cases comprised four socio-economically contrasting secondary schools (free school meal eligibility ranging from 11.3% to 36%). Method: Semi-structured interviews were conducted with 15 programme stakeholders. Results: The results explore (a) how school staff acquired belief in the merit of the Student Assistance Program through an intervention training course; (b) how experiential evidence gained in this course is used in the effort to secure intervention adoption; and (c) how intervention implementation may be limited by the lack of opportunities to develop experiential evidence within the educational setting. Conclusion: Alternative forms of evidence, specifically experiential evidence, are of importance in the diffusion of interventions within educational settings. Evidence-based approaches need to further acknowledge and accommodate these alternative forms of understanding to enhance their uptake and implementation.

Revisiting free school meal eligibility as a proxy for pupil socio‐economic deprivation

Whether someone has ever had free school meal (FSM) eligibility over a six‐year period is the measure of socio‐economic disadvantage currently used in the English school system. It is used to monitor the socio‐economic gap in achievement in the education system, to identify particular children at risk of low achievement and to direct funding to particular children and schools. In this paper we assess how well this measure predicts pupil attainment in secondary school in comparison to other measures of socio‐economic background known to influence pupil attainment, such as parental education or income. We ask whether the FSM measure is an adequate proxy for a pupil's socio‐economic disadvantage in an educational context. To do this we draw on the Longitudinal Study of Young People in England and matched administrative data. We find that the FSM eligibility measure correlates highly with other measures of socio‐economic disadvantage, however it does not identify all children living in what would be deemed deprived households. We then compare the extent to which the FSM eligibility measure predicts educational achievement relative to other measures of deprivation and find that its predictive power is only marginally lower than many richer survey measures. This provides some reassurance on its use in policy.

The student resilience survey: psychometric validation and associations with mental health.

BackgroundPolicies, designed to promote resilience, and research, to understand the determinants and correlates of resilience, require reliable and valid measures to ensure data quality. The student resilience survey (SRS) covers a range of external supports and internal characteristics which can potentially be viewed as protective factors and can be crucial in exploring the mechanisms between protective factors and risk factors, and to design intervention and prevention strategies. This study examines the validity of the SRS.Methods7663 children (aged 11–15 years) from 12 local areas across England completed the SRS, and questionnaires regarding mental and physical health. Psychometric properties of 10 subscales of the SRS (family connection, school connection, community connection, participation in home and school life, participation in community life, peer support, self-esteem, empathy, problem solving, and goals and aspirations) were investigated by confirmatory factor analysis (CFA), differential item functioning (DIF), differential test functioning (DTF), Cronbach’s α and McDonald’s ω. The associations between the SRS scales, mental and physical health outcomes were examined.ResultsThe results supported the construct validity of the 10 factors of the scale and provided evidence for acceptable reliability of all the subscales. Our DIF analysis indicated differences between boys and girls, between primary and secondary school children, between children with or without special educational needs (SEN) and between children with or without English as an additional language (EAL) in terms of how they answered the peer support subscale of the SRS. Analyses did not indicate any DIF based on free school meals (FSM) eligibility. All subscales, except the peer support subscale, showed small DTF whereas the peer support subscale showed moderate DTF. Correlations showed that all the student resilience subscales were negatively associated with mental health difficulties, global subjective distress and impact on health. Random effects linear regression models showed that family connection, self-esteem, problem solving and peer support were negatively associated with all the mental health outcomes.ConclusionsThe findings suggest that the SRS is a valid measure assessing these relevant protective factors, thereby serving as a valuable tool in resilience and mental health research.Electronic supplementary materialThe online version of this article (doi:10.1186/s13034-016-0132-5) contains supplementary material, which is available to authorized users.

Patterns of care and service use amongst children in England, Wales and Northern Ireland 2013.

Background The 2013 Children's Dental Health survey is the fifth in a series of national surveys.Aims This paper describes children's reported use of dental services, their experience of receiving dental treatment and parental satisfaction with services.Methodology A representative sample of children (aged 5, 8, 12 and 15 years) in England, Wales and Northern Ireland were invited to participate in dental examinations. Older children and all parents were invited to complete a questionnaire about oral health behaviours and attitudes.Results Over 80% of 12- and 15-year-olds reported attending for a check-up. According to parents, 9 in 10 children of all ages had visited a dentist in the last year and 9 in 10 parents reported they were satisfied with the last dental practice their child had visited. There was some variation by country with respect to children's experiences of fillings and extractions.Conclusions There has been little change in the reported attendance patterns of children since the 2003 survey. Family deprivation (measured by children's eligibility for free school meals) negatively influenced dental attendance for regular check-ups, attendance within the last 12 months and the likelihood of having experienced difficulties accessing NHS dental services for children.

Traumatic dental injuries and socioeconomic position – findings from the Children's Dental Health Survey 2013

The aim of this study was to assess whether traumatic dental injuries (TDI) were socially graded among children and adolescents in England, Wales and Northern Ireland, using nationally representative data from the Children's Dental Health Survey (CDHS) 2013. This cross-sectional study used data from the Children's Dental Health Survey 2013 which was conducted among a nationally representative sample of schoolchildren in England, Wales and Northern Ireland. Children's family socioeconomic position (SEP) was measured through free school meal eligibility and relative area deprivation using the Indices of Multiple Deprivation. The analytical sample included 6707 schoolchildren aged 8, 12 and 15. Multiple logistic regression was used to model the associations between experience of TDI and the two markers of SEP, after adjusting for sex and age. The overall prevalence of traumatic dental injuries to permanent incisors was 9% (n = 590). There were no statistically significant associations between TDI and either SEP measure. Further subgroup analyses (n = 2650) showed also no significant associations between TDI and additional SEP markers (parental education and social class). The odds of having sustained a traumatic dental injury were higher for boys than for girls and were greater in older age groups. This study found no significant relationships between the experience of traumatic dental injuries and two markers of family socioeconomic position among children living in England, Wales and Northern Ireland. This implies that rather than specifically targeting the more deprived sectors of society, TDI prevention policies should use upstream public health strategies incorporating a whole-population approach.

London Education and Inclusion Project (LEIP): Exploring Negative and Null Effects of a Cluster-Randomised School-Intervention to Reduce School Exclusion--Findings from Protocol-Based Subgroup Analyses.

This paper presents subgroup analyses from the London Education and Inclusion Project (LEIP). LEIP was a cluster-randomised controlled trial of an intervention called Engage in Education-London (EiE-L) which aimed to reduce school exclusions in those at greatest risk of exclusion. Pupils in the control schools attended an hour-long employability seminar. Minimisation was used to randomly assign schools to treatment and control following baseline data collection. The study involved 36 schools (17 in treatment—373 pupils; 19 in control—369 pupils) with >28% free school meal eligibility across London and utilised on pupil self-reports, teacher reports as well as official records to assess the effectiveness of EiE-L. Due to multiple data sources, sample sizes varied according to analysis. Analyses of pre-specified subgroups revealed null and negative effects on school exclusion following the intervention. Our findings suggest that the design and implementation of EiE-L may have contributed to the negative outcomes for pupils in the treatment schools when compared to those in the control schools. These findings call into question the effectiveness of bolt-on short-term interventions with pupils, particularly those at the highest risk of school exclusion and when they are faced with multiple problems. This is especially pertinent given the possibility of negative outcomes.Trial Registration: Controlled Trials: ISRCTN23244695

Protocol for a systematic review: School‐based interventions for reducing disciplinary school exclusion: A systematic review

Protocol for a systematic review: School‐based interventions for reducing disciplinary school exclusion: A systematic review

An Unsure Start for Young Children in English Urban Primary Schools

This article, written by three research-active teachers and their academic partner, registers concerns with the ways the so-called ‘achievement gap’ is portrayed in policy announcements in England. It charts a challenge to the current view that it is the task of urban nursery and primary schools to train children to be school-ready. It portrays a collective professional judgement that some young children from less affluent backgrounds face a range of barriers to their learning on entry, which hampers their success at primary school. Further, it argues these barriers arise from children’s multiple vulnerabilities which cannot be encapsulated by a single category of need such as eligibility for Free School Meals or a Special Educational Need represented in official national-school quantitative data. This article proceeds to report on three inter-linked teacher inquiry projects, which seek to define and identify the range of vulnerabilities faced by some young children and consider intervention measures that will address their academic and social learning needs. The intention is to show that a more refined view of identifying these needs based on a research-informed reading of young children’s multiple vulnerabilities, framed by their social context, will lead to more equitable provision of primary schooling experiences.

An evaluation of the ‘Switch‐on Reading’ literacy catch‐up programme

This paper is based on one of the first completed studies funded by the Educational Endowment Foundation (EEF). EEF was set up in response to repeated demands for clearer evidence on school improvement. The paper presents the results of an intensive 10‐week literacy intervention called Switch‐on Reading. This was trialled in England as part of a government initiative to assist children below Level 4 literacy while at age 10 to catch up with their peers on transfer to secondary school. Switch‐on took place in 19 Nottinghamshire schools, with 314 year 7 pupils individually randomised to treatment in the first or second term of school year 2012/13. This is the largest trial so far conducted of this kind of 10‐week reading intervention. It was delivered on a one‐to‐one basis by trained school staff, mostly teaching assistants. The independent evaluation was based on pre and post administration of the New Group Reading Test, and on observations and interviews in schools. The overall result was an effect size of +0.24, based on the pooled standard deviation of the post‐test score (and the gain score) for both groups, meaning that the programme made a noticeable positive impact. This effect can be envisaged as suggesting that on average a pupil receiving the intervention would make approximately three additional months’ progress over the course of a year compared with similar pupils who did not, at a cost of around £600. The evaluation identified positive results for all groups of pupils (defined by sex, first language, ethnicity, special educational needs, free school meal eligibility and measured attainment at the outset). The trial also illustrates a key role for teaching assistants and shows the feasibility of the EEF research programme.

Cultural and human capital, information and higher education choices

This study examines ways in which economic and sociological explanations of higher education (HE) choices may intersect through student’s use of information. We find substantial positive associations between intention to go to university in England and each of: (i) parents’ education; (ii) cultural capital; and (iii) expectations of the size of the graduate premium. We also find an association between beliefs about the size of the graduate premium and cultural capital. These results support an integrated model of participation in HE in which social and economic factors are treated as complementary rather than competing explanations. The results run counter to previous research which has found that associations between participation in HE and socio-economic status (SES) largely disappear once students’ attainment is taken into account. One policy implication of this research is that some indicators of SES (notably household income, eligibility for free school meals or parental occupation) are sub-optimal for interventions to widen participation in HE.

School food in England: Are we getting it right?

School food in <scp>E</scp>ngland: Are we getting it right?

The role of school and individual differences in the academic attainment of learners with special educational needs and disabilities: a multi-level analysis

Students with special educational needs and disabilities (SEND) are at a greatly increased risk of poor academic outcomes. Understanding the factors that influence their attainment is a crucial first step towards developing more effective provision. In the current study we present a multi-level, natural variation analysis which highlights important determinants at school and individual levels in two core academic subjects (English and Maths) using a nationally representative sample of over 15,000 students with SEND attending more than 400 schools across England. We found that at the school level, inclusivity, attainment, free school meal (FSM) eligibility, behaviour (in primary schools) and linguistic diversity (secondary schools), and at the student level, age, sex, FSM eligibility, SEND provision, SEND primary need, attendance, behaviour and positive relationships each contributed to the distribution of academic attainment. Implications of these findings are discussed and study limitations are noted.

There Is No Relationship between Academic Achievement and Body Mass Index among Fourth-Grade, Predominantly African-American Children

School-based initiatives to combat childhood obesity may use academic performance to measure success. This cross-sectional study investigated the relationship between academic achievement and body mass index percentile, socioeconomic status (SES), and race by linking existing datasets that are not routinely linked. Data from a school-based project (with National Institutes of Health funding) concerning dietary recall accuracy were linked with data from the state's Department of Education through the state's Office of Research and Statistics. Data were available on 1,504 fourth-grade, predominantly African-American children from 18 schools total in one district in South Carolina during the 2004-2005, 2005-2006, and 2006-2007 school years. School staff administered standardized tests in English, math, social studies, and science. Researchers measured children's weight and height. Children were categorized as low-SES, medium-SES, or high-SES based on eligibility for free, reduced-price, or full-price school meals, respectively. Results from marginal regression analyses for each sex for the four academic subjects, separately and combined, showed that test scores were not related to body mass index percentile, but were positively related to SES (P values <0.0001), and were related to race, with lower scores for African-American children than children of other races (P values <0.0039). Cost-efficient opportunities exist to create longitudinal data sets to investigate relationships between academic performance and obesity across kindergarten through 12th-grade children. State agencies can house body mass index data in state-based central repositories where staff can use globally unique identifiers and link data across agencies. Results from such studies could potentially change the way school administrators view nutrition and physical education.

Who is eligible for free school meals? Characterising free school meals as a measure of disadvantage in England

This paper presents a description of the background characteristics and attainment profile of pupils eligible for free school meals (FSM) in England, and of those missing a value for this variable. Free school meal eligibility is a measure of low parental income, widely used in social policy research as an individual indicator of potential disadvantage. It is routinely treated as context for judging both individual and school‐level attainment, as an indicator of school composition, and has been proposed as the basis for the pupil premium funding policy for schools. Knowledge of the quality, reach and limitations of FSM as an indicator is therefore fundamental to accurate decision‐making in a number of important areas. This paper uses a national dataset of all pupils (PLASC) for 2007. It looks at the relationship between different indicators of pupil background and attainment to help decide how useful FSM remains in relation to its suggested alternatives, and how to handle the crucial question of missing data and to describe more fully than previously the national picture of who is eligible for free school meals. The results show that, while the distinction between take‐up and eligibility has been eroded, FSM remains a useful and clear stratifying variable for pupil attainment patterns in school, linked to type of school attended, school mobility, living in care, special needs, first language and minority ethnic group. The pupils missing FSM values fall into two groups, based largely on their type of school and how long they have been there. One group attends fee‐paying schools and is most similar to non‐FSM pupils elsewhere and could be aggregated with them in future analyses that do not want to omit them. The remaining missing FSM pupils form a deprived and perhaps super‐deprived group. These should not be omitted, nor assumed to be like non‐FSM pupils, as currently happens in official school performance figures in England in a way that disadvantages schools with very deprived intakes. The proposal here is that missing FSM pupils in state‐funded institutions should be treated in future as a third distinct group. If these issues about missing data are resolved, and other limitations accepted, FSM remains a better indicator of low socioeconomic status than the current alternatives discussed in the paper.

An investigation of measurement invariance of the Key Stage 2 National Curriculum science sampling test in England

Since 2010, the whole national cohort Key Stage 2 (KS2) National Curriculum test in science in England has been replaced with a sampling test taken by pupils at the age of 11 from a nationally representative sample of schools annually. The study reported in this paper compares the performance of different subgroups of the samples (classified by gender, ethnicity, English as an additional language, eligibility for free school meals and special education needs) in the test over the 2010 and 2011 test series. To study measurement invariance of the test across the different subgroups, factor analysis and Rasch modelling have been used to analyse item level-data for differential item functioning and differential test functioning in order to investigate the functioning of the items in the tests and the overall tests across the subgroups. A range of measurement properties related to the science construct being measured by the tests, including dimensionality, item difficulty, expected scores on individual items and expected total test scores, have been examined. It is concluded that the KS2 science sampling tests function similarly across the different subgroups at both item level and the overall test level and provide a measure of pupils’ attainment in science on the same measurement scale for all subgroups studied over the past two years.

The relationship between subjective wellbeing, low income and substance use among schoolchildren in the north west of England: a cross-sectional study

The consumption of tobacco, alcohol and illegal drugs by young people is a public health concern. This study aimed to explore the associations between subjective wellbeing, living in a low-income household and substance use by schoolchildren. Data were analysed from a nationally representative cross-sectional survey of schoolchildren in England (Tellus4, 2009). Participants were 3903 children aged 10 and 15 years from two local authorities in the North West. Eligibility for free school meals provided a proxy for living in a low-income household. Multiple logistic regression was conducted with the main outcome measure, a composite indicator of self-reported regular substance use. More boys than girls had experimented with drugs or alcohol, but in the fourth year of secondary education, girls were significantly more likely than boys to have been drunk (P ≤ 0.001). In the multivariate analysis, older age was the most important factor associated with the consumption of substances. Living in a low-income household was associated with substance use, adjusting for age and subjective wellbeing (adj. OR = 1.78, 95% CI = 1.36-2.34). Respondents who reported being happy (adj. OR = 0.67, 95% CI = 0.52-0.86) or able to communicate with their family (adj. OR = 0.51, 95% CI = 0.39-0.65), were less likely to be regular users. Interventions to prevent regular substance use should be carefully targeted by age. Policies aimed at social determinants may be an important adjunct to individual-level interventions to reduce some inequalities in health associated with substance misuse.

Intervening to improve the transfer to secondary school

Evaluation data are reported on a Transfer Support Team (TST) intervention which supports pupils identified as vulnerable during secondary school transfer. Information about school concerns and broader adjustment measures were collected from TST supported pupils on three occasions and from a “typical benchmark group” on two occasions. Factors known to confer additional vulnerability around school transfer were also analysed: English as an additional language, free school meals eligibility and special educational needs. Findings indicate that this relatively brief transfer support programme impacts positively on targeted pupils’ levels of school concerns and illustrates the importance of differentiated monitoring of intervention outcomes.

Engagement with the National Healthy Schools Programme is associated with higher fruit and vegetable consumption in primary school children

Improving children's diets is currently a government focus. However, fruit and vegetable consumption, a key target, is still far below the government guidelines of five portions per day. The present study aimed to assess the impact of engagement with the National Healthy Schools Programme (NHSP) on fruit and vegetable consumption in a sample of primary school children. A sample of 511 children, aged 7-9 years, who were attending 10 randomly selected schools in Hampshire, completed the Day in the Life Questionnaire, a validated 24-h recall method of dietary assessment. Fruit and vegetable intake in pupils attending schools engaged with the NHSP was compared with that of pupils attending schools not engaged with the programme. Children attending schools engaged with the NHSP ate a median of two (interquartile range, 0-8.0) portions of fruit and vegetables, compared to one portion (interquartile range, 0-8.0) consumed by pupils attending a school not engaged with the programme (P=0.001). Gender was also a significant predictor of fruit and vegetable consumption, with girls being 1.68 times more likely to consume 2.5 or more portions of fruit and vegetables. After adjustment for free school meal eligibility (as a measure of socio-economic status) and gender, pupils attending schools engaged with NHSP were twice as likely to eat 2.5 portions of fruit and vegetables or more per day. Engagement with the NHSP may be an effective way of increasing fruit and vegetable consumption in primary school children. Further evaluation of the programme is recommended to determine which aspects of the NHSP are successful in achieving this.

The relationship between subjective wellbeing, low income and substance use amongst schoolchildren in the north west of England: A cross sectional study

ObjectivesSubstance use among young people is associated with poor health outcomes. Interventions to reduce consumption of tobacco, alcohol and illicit substances have been targeted on disadvantaged areas, and many address...

Increasing the age for the legal purchase of tobacco in England: impacts on socio-economic disparities in youth smoking

BackgroundThe minimum age for the legal purchase of tobacco increased from 16 to 18 years in England, Scotland and Wales on 1 October 2007. The authors examined the impact of...