Risk For Poor Educational Outcomes Research Articles

Risk of poor educational outcomes following threatened preterm labour (TPTL) amongst term-born children

Exposure to antenatal corticosteroids may increase the risk of mental illness and cognitive deficits in childhood. The aim of this study was to evaluate the effect of admission for TPTL <32 weeks’ as a marker of steroid exposure on grade 3 educational outcomes amongst term-born children.

‘They are always in the top of our mind’: Designated Teachers' views on supporting care experienced children in England

AbstractCare experienced children are at substantial risk for poor educational outcomes, so it is vital to understand where the challenges and opportunities may lie in providing improved support for them. Designated Teachers have statutory responsibilities within maintained schools in England to promote the educational achievement of care experienced children, but very little research has examined their views and experiences. Following purposive sampling, in‐depth, online, semi‐structured interviews were conducted with five Designated Teachers during the COVID‐19 pandemic to explore their experiences of the facilitators and barriers to supporting care experienced children. Four themes were developed through reflexive thematic analysis. Designated Teachers enacted change through both systemic working, and the provision of targeted support to address individual child needs. Various facilitators and barriers to role fulfilment were identified, including multi‐agency working and the impact of competing roles and responsibilities. Implications for professionals are discussed and suggestions for future research are made.

Students in out‐of‐home care: Their experiences of Transforming Educational Achievement for Children at Risk, an Australian education programme

AbstractChildren living in out‐of‐home care are at greater risk of poor educational outcomes compared to other children. To address their educational needs, several programs have been developed. Within a qualitative paradigm, this study explored the experiences of students about their involvement in TEACHaR (Transforming Educational Achievement for Children at Risk), a specialized education programme. Eight students (aged 13 to 18 years) from the programme participated in individual, semi‐structured interviews. Responses were analysed using Interpretive Phenomenological Analysis. Participants indicated that the programme provided individualized and flexible academic support, reduced their shame and embarrassment and provided them with more than academic support. They highlighted the importance of the student–educator relationship, and the need for encouragement and motivation to pursue their educational goals. Finally, findings report on how COVID‐19 impacts on student experiences of the programme. Recommendations for the development and improvement of education programs for students in out‐of‐home care conclude this paper.

Diabetes care in the early primary school setting: narratives of Australian mothers

Objective: To explore the experiences of Australian parents caring for a child using intensive insulin therapy in the early primary school setting to identify facilitators of this therapy and implications for parents. Background: Young children with type 1 diabetes require adult support when administering insulin in the early primary school setting, yet availability of school support, such as from nurses, is inconsistent across Australia. This increases the burden on parents and in some circumstances, insulin is avoided at school. Study design and methods: This study was a qualitative research design using narrative inquiry. Mothers (n=14) from six Australian states/territories with children attending Government, Catholic and Independent schools participated in semi-structured telephone interviews between December 2014 and September 2016. Narrative analysis was used to interpret the interview data. Results: Nine narrative threads told the collective story of mothers’ experiences supporting their child with intensive insulin therapy at school. Facilitators of intensive insulin therapy were collaborative partnerships between parents and school staff, diabetes education for school staff, reasonable adjustments for integrated care and the use of continuous glucose monitoring systems. Implications for mothers were the stigma of advocating, being worried about their child’s safety in other people’s care, restricted employment, wanting their child to be like everyone else, and providing 24/7 care behind the scenes. Despite these challenges, all children received intensive insulin therapy at school. Discussion and conclusion: The findings of this study indicate that the Australian education system lacks appropriate health support structures required for children with type 1 diabetes. In order to facilitate diabetes care at school non-nursing staff are trained to administer or supervise insulin and the overall responsibility is transferred onto parents. Implications for policy and nursing practice: Nurses working as diabetes educators need to be aware of the burden on parents and advocate for more supportive practices to facilitative intensive insulin therapy in the early primary school setting. Parents, in collaboration with health and education departments, should demand the allocation of appropriately qualified school nurses to legally provide high quality diabetes care that children are entitled to. If current practices, dictated by insufficient resources continue, the Australian Government will make the assumption that existing systems are adequately meeting the needs of students with type 1 diabetes. What is already known about the topic? Children with chronic health conditions have a high risk of poor educational outcomes. Most Australian schools do not employ nurses. Teaching and administration staff are frequently used for healthcare support including the management of diabetes. What this paper adds: This study is the first to provide qualitative insight into the experience of Australian mothers supporting their child with type 1 diabetes using intensive insulin therapy in the early primary school setting. The findings highlight the significant physical, emotional and financial impact on mothers who support intensive insulin therapy. This paper provides an awareness of the disconnect between mandatory school attendance, accessing education on the same basis as others according to the Disability Standards for Education, and the availability of school nurses to legally administer insulin.

Adolescent education outcomes and maltreatment: The role of pre-existing adversity, level of child protection involvement, and school attendance

BackgroundMaltreated children are at high risk for low educational achievement, however few studies have accounted for confounding risk factors that commonly co-occur (including child, family and neighbourhood risk factors) and results have been mixed, particularly for adolescents. ObjectivesWe aimed to 1) examine the relationship between maltreatment and low educational achievement among Year 9 students, taking into account child, family and neighbourhood risk factors; 2) assess subgroup differences in outcomes based on level of child protection involvement and maltreatment type; and 3) identify prevalence and risk factors for low educational achievement. Participants and settingA population birth cohort of West Australian children (N = 33,866) who sat national reading achievement tests between 2008 and 2010 was used for the main analysis. MethodsLinked administrative data from Departments of Health, Communities (Child Protection and Family Support), Education, and the Disability Services Commission was used to conduct a series of logistic regression analyses. ResultsMaltreatment was significantly associated with low Year 9 achievement, even after accounting for many child, family and neighbourhood risk factors (aOR 1.51, 95 % CI 1.35–1.69). Educational outcomes were consistently poor across subgroups in the child protection system, including those with different levels of child protection involvement and maltreatment types. Other notable risk factors for low achievement included intellectual disability, attendance, parents’ level of education, Aboriginality, and being older (indicating possible grade retention). ConclusionsAdolescents with a history of maltreatment are at risk for poor educational outcomes and need additional support. Multiple contributing risk factors suggest the need for whole-of-government solutions.

Educational Progress of Looked-After Children in England: A Study Using Group Trajectory Analysis.

Looked-after children in local authority care are among the most disadvantaged, and measures of their well-being, including educational outcomes, are poorer than other children's. The study sample consisted of all children in England born in academic years 1993 to 1994 through 1997 to 1998 who were in local authority care at any point during the academic years 2005 to 2006 through 2012 to 2013 and for whom results of national tests in literacy and numeracy were available at ages 7, 11, and 16 (N = 47 500). Group trajectory analysis of children's educational progress identified 5 trajectory groups: low achievement, late improvement, late decline, predominant, and high achievement. Being looked after earlier was associated with a higher probability of following a high achievement trajectory and a lower probability of following a late decline trajectory. For children first looked after between ages 7 and 16, having a longer total time looked after by age 16 was associated with a higher probability of following a high achievement trajectory. For children with poor outcomes at ages 7 and 11, being looked after by age 16 was associated with an increased chance of educational improvement by age 16. This study provides evidence that early entry into care can reduce the risk of poor educational outcomes. It also establishes group trajectory analysis as an effective method for analyzing the educational progress of looked-after children, with the particular strength that it allows factors associated with a late decline or improvement in educational progress to be identified.

School Functioning and Use of School-Based Accommodations by Treatment-Seeking Anxious Children

Anxiety disorders are commonly occurring among children and are associated with increased risk for poor educational outcomes. However, little is known about the specific supports and accommodations provided to anxious children in schools. This study examines reports of school functioning and school-based supports and accommodations among a sample of 51 anxious youth and their mothers seeking treatment at an outpatient clinic. Children and their mothers reported significant anxiety-related impairment in school functioning, particularly for older children. Children identified as needing special education and related services (through Individualized Education Program [IEP] and 504 plans) more often received anxiety-related supports and accommodations at school than their peers who did not receive IEP/504 services. However, these accommodations were not always well matched to child needs and, in some cases, might facilitate avoidance of anxiety. Results suggest that some children with anxiety disorders receive supports in schools that may be inconsistent with evidence-based clinical practices. School-based mental health providers can be in an important position to facilitate coordinated care for youth with anxiety disorders.

Childhood trajectories of inattention-hyperactivity and academic achievement at 12years.

Few prospective studies spanning early childhood to early adolescence have examined separately the contribution of inattention and hyperactivity to academic achievement. The aim of the present study was to investigate whether the developmental trajectories of inattention and hyperactivity symptoms during early and middle childhood are independently associated with academic achievement at age 12years. The independent associations between inattention and hyperactivity trajectories during early and middle childhood and academic performance at age 12years were examined in a population-based longitudinal birth cohort (n=2120). In adjusted analyses, high early childhood inattention trajectories were associated with teacher-rated academic performance in reading, writing and mathematics and with government exam score in writing. High and moderate inattention trajectories during middle childhood predicted lower performance on both teacher-rated academic performance and government exam scores in reading, writing, and mathematics. Hyperactivity was not a consistent predictor of educational outcomes. Childhood inattention symptoms rather than hyperactivity carry risk of poor educational outcomes at age 12years. Children with high levels of inattention can be identified during the preschool years. Prevention programs supporting the development of attentional capacities and executive functions could help reduce the negative consequences of inattention.

Characteristics of family literacy programmes that improve child literacy, behaviour and parenting skills

AbstractChildren who struggle with reading, a critical component of literacy, may exhibit behavioural problems. Having difficulties in both literacy and behaviour increases children’s risk of poor educational outcomes. We reviewed 82 studies of family literacy programmes and identified 15 empirical studies that reported positive child outcomes related to both literacy and behaviour. All parent participants were characterized by low levels of education and marginalization. These studies indicated that improvements in children’s literacy and behaviour were influenced by parents’ enhanced child-rearing skills and participation in literacy activities at home. As parents gained confidence in their abilities to help their children, they were more likely to become involved in their children’s education, which in turn resulted in children’s greater literacy advancement and positive behavioural activity. The studies were conducted in 11 different countries and indicated cross-cultural consistency in beneficial out...

Drinking, smoking, and educational achievement: Cross-lagged associations from adolescence to adulthood

BackgroundAdolescent substance use is associated with lower educational achievement but the directionality of the association remains uncertain. We analyzed data on drinking, smoking and educational achievement to study the associations between substance use and education from early adolescence to young adulthood. MethodsLongitudinal data from four time points (ages 12, 14, 17, and 19–27 years) from a population-based cohort study of Finnish twin individuals were used to estimate bivariate cross-lagged path models for substance use and educational achievement, adjusting for sex, parental covariates, and adolescent externalizing behavior. A total of 4761 individuals (49.4% females) were included in the analyses. Educational achievement was assessed with teacher-reported grade point average at ages 12 and 14, and with self-reported student status and completed education at age 17 and in young adulthood. From self-reported questionnaire items, frequency of any drinking, frequency of drinking to intoxication, any smoking and daily smoking were analyzed. ResultsAlcohol use and smoking behaviors at ages 12 and 14 predicted lower educational achievement at later time points even after previous achievement and confounding factors were taken into account. Lower school achievement in adolescence predicted a higher likelihood of engaging in smoking behaviors but did not predict later alcohol use. Higher educational attainment at age 17 predicted more frequent drinking in young adulthood. ConclusionsAdolescent drinking behaviors are associated with lower future educational achievement independently of prior achievement, whereas smoking both predicts and is predicted by lower achievement. Early substance use indexes elevated risk for poor educational outcomes.

Predicting academic and cognitive outcomes from weight status trajectories during childhood

To identify childhood body mass index (BMI) trajectories and to describe their association with subsequent academic and cognitive outcomes. Prospective cohort: Height and weight measured annually from 4 to 7 years. A mixture of regressions approach grouped children into BMI trajectories (n=1959 children; n=5754 BMI measures). Academic outcomes included teacher-rated progress and achievement. Cognitive outcomes measured by Kaufman's Assessment Battery for Children. Academic and cognitive outcomes were regressed according to BMI trajectories, controlling for family and individual covariates. Subjects drawn from Quebec Longitudinal Study of Child Development (Canada), a 1998 birth cohort (n=2120). Four clusters of BMI trajectories emerged: two healthy weight groups, one overweight group and one low weight group. Relative to healthy weight, belonging to the overweight or low weight clusters was negatively associated with cognitive and academic outcomes. With the exception of the low weight cluster, this relationship was insignificant in the adjusted model. Results suggest that during childhood being overweight does not increase risk for poor educational outcomes. Instead, being underweight may the increase risk for poorer cognitive outcomes. Further group-based trajectory modeling (GBTM) for BMI development over time is needed to confirm results.

Language and Literacy Development of Dual Language Learners Growing Up in the United States: A Call for Research

Statistics show that many dual language learners (DLLs) growing up in the United States are at risk for poor educational outcomes. As a result, national attention has focused on the promotion of DLLs' academic abilities, beginning in the preschool years. Despite this interest, our understanding of DLLs' language and literacy development is limited. The purpose of this article is to discuss the current state of knowledge about the language and literacy development of DLLs during early childhood, and to present a research agenda designed to enhance the field's understanding of DLLs' development, which, in turn, can help improve the educational outcomes of children who are learning two languages.

A Longitudinal Study of Post-High-School Development in Gifted Individuals at Risk for Poor Educational Outcomes

Fourteen gifted late adolescents, considered at risk for poor educational outcomes because of underachievement, depression, or family situation, participated in a 4-year qualitative longitudinal study focusing on 4 developmental tasks: gaining autonomy, becoming differentiated, establishing career direction, and developing a mature relationship. The process of resolving conflict with parents generated the largest portion of narrative data. The majority of participants still lacked direction and a mature relationship at the end of the study, but most respondents had resolved conflict, felt autonomous, and reported good emotional health. Multiple task accomplishments were associated with being able to concentrate on academics.

Educational outcomes in children with disabilities: Linking hospitals and schools

Children with disabilities are at increased risk of poor educational outcomes. Although most participate regularly in educational programs, they are less likely to be functionally independent, socially integrated, psychologically adjusted, and engaged in productive activity following school completion. Improved collaboration between rehabilitation specialists and educators has the potential to prevent these secondary complications of disability. Professionals need to specify important outcome domains to track in both settings, consider using a prevention model to guide interventions, and increase awareness of common underlying beliefs about the need for inclusive environments and interdependence.