Young People In England Research Articles

Belonging and becoming in the city and the countryside: young people, (multi)culture and the urban/rural divide

ABSTRACT This article reports selected findings from the EC Horizon 2020-funded CHIEF project, which examined young people’s understandings of cultural identity and heritage across nine countries. Drawing on observational work and interviews, the article explores how young people in England attending two social organisations with non-formal educational remits, perceive and attach meaning to cultural belonging and intercultural encounter. The two organisations were based in very different settings and engaged young people with different characteristics: the first being based in a highly diverse urban area, the second in a low diversity rural community. By focusing on synergies between young people’s perceptions and experiences, we contribute insights to a growing literature which is problematising the binary definition of the convivial urban against the exclusionary rural in studies of diversity and intercultural encounter.

An exploration of the factors affecting the likelihood of young people in England progressing into higher education

ObjectivesThis research sought to identify the extent to which the likelihood of young people in England progressing into Higher Education (HE) is affected by their gender, ethnicity, socioeconomic background, area of residence, school attainment and the intersection of these characteristics.
 MethodsData from the Department for Education’s National Pupil Database concerning the entire cohort of young people in English state schools who turned 16 between September 2014 and August 2015 was accessed. Data concerned pupils’ attainment, personal characteristics and postcode of residence. This data was matched with records from the Higher Education Statistics Agency to identify whether pupils had progressed to HE by the age of 19. Raw differences in progression rates by pupil characteristic were established and binary logistic regression was used to explore how individual factors influenced the likelihood of progression once attainment and other characteristics were controlled for.
 ResultsFemales were more likely than males to progress to HE, however this could be explained predominantly by their higher average attainment in school examinations. Pupils in receipt of free school meals were substantially less likely to progress to HE, though this trend reversed once attainment was controlled for.
 Pupils residing in London were considerably more likely to progress to HE than pupils in all other regions of England, though this can be explained almost entirely by the higher average attainment of pupils in London as well as average demographic differences between London and other English regions.
 There are large disparities in progression to HE by pupil ethnicity and these disparities persist even once prior attainment and other characteristics are controlled for.
 ConclusionThe results overall suggest that some disparities in access to HE (such as by gender and FSM status) might be eliminated if corresponding disparities in school attainment were eliminated. The relationship between attainment disparities and HE progression disparities is less straightforward with respect to other characteristics such as pupil ethnicity.

‘I make a lot of the choices myself—I think I've taught myself that through the imbalance of support’: The internal conversations, reflexivity and post‐school educational achievement of care‐experienced young people

AbstractThe percentage of care‐experienced young people in England progressing to university by the age of 19 currently stands at around 12–13% with a further 10% of care‐experienced adults attending university during their 20s and 30s. This figure remains lower than both the general population and other groups of disadvantaged learners. It is well established that the educational attainment of care‐experienced young people can be impacted by a range of barriers to learning. Existing research often focuses on the importance of key adults and their role in supporting young people in care. A small number of studies examine the reflexive capacities of the young people themselves through the lens of sociologist Margaret Archer's model of modes of reflexivity and internal conversations. Archer's theory can be utilised to understand how care‐experienced young people navigate their circumstances. The notion of the internal conversation offers a way to understand how some young people growing up in care develop more stable modes of reflexivity, namely autonomous, communicative or meta‐reflexive. Here we contribute to new knowledge by considering care‐experienced young people who develop communicative and autonomous aspects to their day‐to‐day life functioning. This paper draws on findings and analysis from interviews conducted as part of the first author's PhD (2020) which considered the reflexive capacities of care‐experienced young people who self‐identified as higher achievers. We utilise Archer's modes of reflexivity to explore participants’ internal conversations and to develop our understanding of the relationships, experiences and personal skills that underpin successful educational journeys.

Theorising the potential of physical education and school sport to support the educational engagement, transitions and outcomes of care‐experienced young people

AbstractMuch research highlights the potential of physical education and school sport (PESS) to provide personal, social and educational benefits for young people. As such, it is suggested that PESS contexts could be particularly relevant to pupils who might be considered marginalised or ‘at risk’—including care‐experienced young people—affording opportunities to gain skills, connections and experiences to aid a positive educational trajectory. This paper presents findings from an empirical project that explored the role of sport/physical activity within the day‐to‐day lives of care‐experienced young people in England. A participatory methodology, underpinned by a youth voice perspective, was employed to generate data via semi‐structured, activity‐based focus groups with care‐experienced young people (aged 8–21 years) and via narrative interviews with care leavers (aged 23–32 years). Data were analysed using inductive and deductive procedures in a process also informed by the work of Bourdieu. Drawing on data related specifically to PESS contexts, this paper looks to theorise the potential of PESS to support the educational engagement, transitions and outcomes of care‐experienced young people. It demonstrates how this context can support the acquisition of physical, social and cultural capital, which can both facilitate engagement and support personal outcomes. In addition, it documents how social support provided within/through PESS can be promotive of positive transitions into further and higher education contexts. As such, it can be recognised as a valuable site within the educational landscape for care‐experienced young people.

Eco-Capabilities: Arts-in-Nature for Supporting Nature Visibilisation and Wellbeing in Children

Estimates of mental health disorders and poor wellbeing among children and young people in England are escalating. While maintaining a positive relationship with nature is thought to promote personal and collective wellbeing, children and young people are spending less time outdoors, exhibiting a lack of appreciation for the environment and degrees of ‘plant blindness’. As such, there is a pressing need on behalf of schools to address these issues, and to adapt to students’ needs for a deeper and more purposeful connection with nature. This study aimed to explore the potential of one avenue to achieving this: arts-in-nature practice. This involved utilising arts-based research methods, through which 97 children aged 7–10 drew their ‘happy place’, alongside participatory observations, and interviews and focus groups with artists and teachers, as part of the wider Eco-Capabilities project. Findings suggest that following the arts-in-nature sessions there was a significant increase in the number of children’s drawings which featured nature as a main focus. This was achieved in three ways: by drawing newfound attention to nature; by attributing increased value to nature; and by explicitly placing nature within the purview of wellbeing. As such, we argue that creative pedagogies outdoors likely enhance what we term ‘nature visibilisation’ in children, an outcome necessary for their personal wellbeing and sustainability of the environment. This has significant implications for school practice in relation to how to support children’s mental health and wellbeing, alongside boosting interest in environmental sustainability and pro-environmental behaviour.

The school-to-work transition for young people who experience custody

We use individual-level population data to characterise the pathways followed by young people in England who experience custody. We identify a typology of pathways up to age 18 and a separate typology covering ages 19–22. Our results confirm the generally poor prospects among this group, showing 80% to be firmly established as not in employment, education or training (NEET) by age 22. Despite the high level of deprivation in the population considered, prospects are still found to vary with specific markers of disadvantage. Managing to avoid NEET when 16–18 is an important part of the strategy for avoiding NEET when older. This suggests the importance of policy interventions aimed at re-engagement of those who experience custody as a young person.

Residential Social Care Experiences of LGBTQ+ Young People in England: A Qualitative Interview Study

Abstract Lesbian, gay, bisexual, transgender and queer or questioning (LGBTQ+) young people are overrepresented in out-of-home social care and face significant physical health, mental health and well-being inequalities compared with their non-LGBTQ+ peers. Their residential care experiences have been missing from the knowledge base, with no prior in-depth published research in the UK. Theoretically informed by an intersectional minority stress framework and combining qualitative and co-production methodologies, this study produced a nuanced understanding of the residential care experiences of LGBTQ+ young people. We interviewed twenty young people (sixteen–twenty-four years old) in England with a broad range of LGBTQ+ and multiple intersecting minority identities. We analysed data using reflexive thematic analysis, producing four themes: widespread discrimination and marginalisation; unmet mental and sexual health needs; importance of affirming professional relationships and resilience and self-relying strategies. Findings suggest that multiple minority identities magnified young people’s challenges. Combining the findings with our systematic scoping review developed an explanatory model which provides a dynamic understanding of (un)supportive or (dis)affirming residential care environments. Implications for policy, practice and research include LGBTQ+ inclusive policies and services, mandatory competency-based training combined with ongoing reflexive supervisory practice and incorporating the voices of LGBTQ+ young people in service delivery.

Co-designing guidance for Relationships and Sex Education to ‘transform school cultures’ with young people in England

ABSTRACT Young people’s perspectives on the potentialities of and problems with Relationships and Sex Education (RSE) in England are well documented. This article shares insights from a co-design project conducted with young people and third-sector experts during 2020/21 which sought to identify and develop recommendations for schools regarding the design and delivery of critically informed RSE that engages with the realities and complexities of youth sociosexual life and development. The article discusses findings from workshops pertaining to how RSE can address the ‘ecosystem’ of young people’s sociosexual lives and development; judgment and shame within and beyond the classroom; safe, constructive, and inclusive teaching and learning; and inclusivity and cultural sensitivity. The challenges of designing and delivering safe, inclusive, and meaningful RSE for learners, that upholds and supports their development as sexual citizens, are acknowledged and addressed.

Austerity and young people’s political attitudes in the UK

Abstract This article studies the impact of the 2012 British austerity policies on youth political attitudes using a difference-in-differences. The study achieves this by combining longitudinal survey data from “Understanding Society” with a district-level estimate of the austerity shock that each individual faced between the years 2013 and 2015. The findings indicate that the welfare cuts had a negative impact on the political efficacy of young people, as they were more inclined to believe that public officials did not care about them and that they had no say in the actions of the government. Additionally, their satisfaction with politics, as determined by their perceived level of political influence, also decreased. Overall, the results suggest that the implementation of austerity measures increased the likelihood of political disenfranchisement among young people in Britain.

Exploring the content of self-help toolkits as an intervention for non-suicidal self-injury in young people in England.

Non-suicidal self-harm has been increasing in young people over the last decade leading to several self-help interventions being developed. Self-help toolkits are given a variety of names, such as 'hope box' and 'self-soothe kit', but all seek to provide young people with the tools to manage thoughts to self-harm by bringing together a collection of personal items, distress tolerance activities and help-seeking prompts. They represent a low-cost, low-burden and accessible intervention. This study explored what child and adolescent mental health professionals working with young people are currently recommending as the content of these self-help toolkits. A questionnaire was sent to child and adolescent mental health services and residential units across England and received 251 responses from professionals. Sixty-six per cent described self-help tool kits as being effective or very effective for helping young people manage self-harm urges. The content was categorized into sensory items (subcategorized by sense), distraction activities, relaxation and mindfulness activities, seeking positives and coping strategies, with the caveat that all toolkits should be individualized. The results of this study help to inform the future manualization of the use of self-help toolkits in clinical practice as a self-harm intervention for children and young people.

Learning How to Know Together: Using Barthes and Aristotle to Turn From ‘Training’ to ‘Collaborative Learning’ in Participatory Research with Children and Young People

Dominant approaches to participatory research with children and young people provide ‘training’ for young researchers. In this process there is a risk of schooling out of them their unique insights on how to do research with their peers. This paper proposes an approach to critical reflection which uses the notion of reflecting on the disturbing moments of punctum (Barthes, 1980) in research practice, and uses some of Aristotle’s conceptions of knowledge to help consider the learning that is useful and exchanged in the process of conducting research. We apply this approach to critical reflection to explore a large scale collaborative research study with children and young people in England. This process of reflection reveal that children and young people can teach academics about the need for transparency around facilitation of cocreated spaces of shared learning; the value and possibilities of young-researcher-led off-script peer interviewing; how to mirror young researchers’ wisdom about when to be in silent exchange in moments of interviewing; how to embrace surviving difficult shared experiences as an opportunity to talk about difficult things; how to voice sensitive stories without exposing vulnerabilities; and how to play with data in creative analysis. We argue that this approach to critical reflection can encourage a turn away from the dominant idea of academics delivering ‘training’ in participatory research with children and young people and towards a notion of ‘collaborative learning’ in which everyone’s competences are valued.

Risk of death following COVID-19 vaccination or positive SARS-CoV-2 test in young people in England

Several studies have reported associations between COVID-19 vaccination and risk of cardiac diseases, especially in young people; the impact on mortality, however, remains unclear. We use national, linked electronic health data in England to assess the impact of COVID-19 vaccination and positive SARS-CoV-2 tests on the risk of cardiac and all-cause mortality in young people (12 to 29 years) using a self-controlled case series design. Here, we show there is no significant increase in cardiac or all-cause mortality in the 12 weeks following COVID-19 vaccination compared to more than 12 weeks after any dose. However, we find an increase in cardiac death in women after a first dose of non mRNA vaccines. A positive SARS-CoV-2 test is associated with increased cardiac and all-cause mortality among people vaccinated or unvaccinated at time of testing.

Promoting mental health and well-being in schools: examining mindfulness, relaxation and strategies for safety and well-being in English primary and secondary schools—study protocol for a multi-school, cluster randomised controlled trial (INSPIRE)

There are increasing rates of internalising difficulties, particularly anxiety and depression, being reported in children and young people in England. School-based universal prevention programmes are thought to be one way of helping tackle such difficulties. This paper describes an update to a four-arm cluster randomised controlled trial (http://www.isrctn.com/ISRCTN16386254), investigating the effectiveness of three different interventions when compared to usual provision, in English primary and secondary pupils. Due to the COVID-19 pandemic, the trial was put on hold and subsequently prolonged. Data collection will now run until 2024. The key changes to the trial outlined here include clarification of the inclusion and exclusion criteria, an amended timeline reflecting changes to the recruitment period of the trial due to the COVID-19 pandemic and clarification of the data that will be included in the statistical analysis, since the second wave of the trial was disrupted due to COVID-19.Trial registration ISRCTN Registry ISRCTN16386254. Registered on 30 August 2018.

Experiencing “the Wrong Kind of Puberty”: Navigating Teenage Years with a Variation in Sex Characteristics

There are many different variations in sex characteristics, some of which have implications for how the body goes through puberty. This paper draws from critical disability studies and childhood and youth studies to understand the teenage experiences and aspirations of young people with variations in sex characteristics, focusing particularly on navigating puberty. We undertook a reflexive thematic analysis with interview data from 12 young people in England, all assigned female at birth. Our analysis produced a central theme: aspiring to certainty through “fixing” the wrong kind of puberty. Participants experience puberty as a time where things exist on a continuum of rightness and wrongness in comparison with their peers and in relation to their specific variation. We suggest that the neoliberal aspiration to and illusion of bodily control and certainty provides the context within which the medical management of variations in sex characteristics makes sense. Going through medical intervention in relation to a variation in sex characteristics provides a very particular aspirational context for young people. The experience of puberty is intersectionally differentiated for young people with variations in sex characteristics.

Mapping mathematical competences across subjects for advanced level qualifications in England

AbstractEfforts to increase the number of young people in England studying mathematics post‐16 have historically focused on participation in standalone mathematics qualifications. However, following the recent A‐level reforms, many advanced level students are engaging with some form of mathematics through the mathematical content now formally embedded within other subjects. To offer a more comprehensive view of the mathematics being learned post‐16 we present a framework analysis of the subject content documents of the 19 A‐level subjects with a required quantitative component, using a recently developed framework of General Mathematical Competences (GMCs). Results are visualised as maps showing the presence of GMC sub‐competences for individual A‐level subjects and combinations of subjects. The application of the GMC framework in this new context provides a much‐needed common language for cross‐curricular discussion of the types of mathematics present in different subjects, with implications for interdisciplinary mathematics learning and curriculum alignment between post‐16 and higher education across the disciplines. In addition, the framework highlights the non‐binary nature of mathematics participation, calling into question what counts as participating in mathematics in the post‐16 phase.

Young people’s explanations for the decline in youth drinking in England

BackgroundYouth alcohol consumption has fallen markedly over the last twenty years in England. This paper explores the drivers of the decline from the perspectives of young people.MethodsThe study used two methods in a convergent triangulation design. We undertook 38 individual or group qualitative interviews with 96 participants in various educational contexts in England. An online survey of 547 young people in England, was also conducted. Participants were aged between 12–19 years. For both data sources, participants were asked why they thought youth alcohol drinking might be in decline. Analysis of interview data was both deductive and inductive, guided by a thematic approach. Content analysis of survey responses further refined these themes and indicated their prevalence within a larger sample.ResultsThe research identified eight key themes that young people used to explain the decline in youth drinking: The potential for alcohol-related harm; Contemporary youth cultures and places of socialisation; The affordability of alcohol; Displacement of alcohol by other substances; Access and the regulatory environment; Disputing the decline; Future Orientations; and Parenting and the home environment. Heterogeneity in the experiences and perspectives of different groups of young people was evident, particularly in relation to age, gender, and socio-economic position.ConclusionsYoung people’s explanations for the decline in youth drinking in England aligned well with those generated by researchers and commentators in prior literature. Our findings suggest that changing practices of socialisation, decreased alcohol affordability and changed attitudes toward risk and self-governance may be key explanations.

The role of the university environment in shaping education and employment inequalities

ABSTRACT Life course theory posits that social, structural, and cultural contexts shape individuals’ life outcomes. Using this theory, we investigated whether inequalities in education and employment outcomes for young people with marginalised identities are shaped by the university environment they attended. Based on UK national statistics, universities with similar social, cultural, economic, and physical environments were clustered. These clusters were linked to the Longitudinal Study of Young People in England (LSYPE) cohort dataset to determine whether different university environments predicted differences in outcomes. We observed a mixed picture with no definitive pattern for any marginalised identity. Social and economic environments played a role in predicting education outcomes of young people. Social, cultural, and economic environments were important in predicting employment outcomes. The physical environment did not have any impact. This research emphasises a need for more creative policies within certain universities that address education and employment inequalities.

Evaluating the provision of paediatric liaison psychiatry services in England.

Liaison psychiatry provision for children and young people in England is poorly evaluated. We sought to evaluate paediatric liaison psychiatry provision and develop recommendations to improve practice. The liaison psychiatry surveys of England (LPSE) cross-sectional surveys engage all liaison psychiatry services in England. Services are systematically identified by contacting all acute hospitals with emergency departments in England. Questions are developed in consultation with NHS England and the Royal College of Psychiatrists' Faculty of Liaison Psychiatry, and updated based on feedback. Responses are submitted by email, post or telephone. Questions on paediatric services were included from 2015 (LPSE-2), and we analysed data from this and the subsequent four surveys. The number of acute hospitals with access to paediatric liaison psychiatry services increased from 29 (15.9%) in 2015 to 46 (26.6%) in 2019, compared with 100% provision for adults. For LPSE-4, only one site met the Core-24 criteria of 11 full-time equivalent mental health practitioners and 1.5 full-time equivalent consultants, and for LPSE-5, just two sites exceeded them. Acute hospitals with access to 24/7 paediatric liaison psychiatry services increased from 12 to 19% between LPSE-4 and LPSE-5. The proportion of paediatric liaison psychiatry services based offsite decreased from 30 to 24%. There is an unacceptable under-provision of paediatric liaison psychiatry services compared with provision for adults. Number of services, staffing levels and hours of operation have increased, but continued improvement is required, as few services meet the Core-24 criteria.

Rapid rise in COVID-19 among young people in England – learning for the future

ObjectivesWe determined the age and sociodemographic distribution of COVID-19 cases between January and September 2020 to identify the group with the highest incidence rates at the beginning of the second wave in England. Study designWe undertook a retrospective cohort study design. MethodsSARS-CoV-2 cases in England were linked with area-level socio-economic status indicators using quintiles of the Index of Multiple Deprivation (IMD). Age-specific incidence rates were stratified by IMD quintile to further assess rates by area-level socio-economic status. ResultsBetween July and September 2020, SARS-CoV-2 incidence rates were highest amongst those aged 18–21 years, reaching rates of 213.9 (18–19 years) and 143.2 (20–21 years) per 100,000 population by week ending 21 September 2022. Stratification of incidence rates by IMD quintile evidenced that despite high rates observed in the most deprived areas of England amongst the very young and older age groups, the highest rates were observed in the most affluent areas of England amongst the 18- to 21-year-olds. ConclusionsThe reversal of sociodemographic trend in COVID-19 cases in England for those aged 18–21 years at the end of the summer of 2020 and beginning of the second wave showed a novel pattern of COVID-19 risk. For other age groups, the rates remained highest for those from more deprived areas, which highlighted persisting inequalities. Combined, this demonstrates the need to reinforce awareness of COVID-19 risk for young people, particularly given the late inclusion of the 16–17 years age group for vaccination administration, as well as continued efforts to reduce the impact of COVID-19 on vulnerable populations.

A government's shame as pupils go hungry

British Journal of Child HealthVol. 3, No. 6 EditorialA government's shame as pupils go hungryCaroline VoogdCaroline VoogdEditorSearch for more papers by this authorCaroline VoogdPublished Online:17 Feb 2023https://doi.org/10.12968/chhe.2022.3.6.265AboutSectionsView articleView Full TextPDF/EPUB ToolsAdd to favoritesDownload CitationsTrack CitationsPermissions ShareShare onFacebookTwitterLinked InEmail View article References Department for Education. Academic Year 2021/22: Schools, pupils and their characteristics. 2022. https://bit.ly/35yjQe2 (accessed 9 December 2022) Google ScholarFood Foundation. Food Insecurity Tracking. 2022. www.foodfoundation.org.uk/initiatives/food-insecurity-tracking (accessed 9 December 2022) Google ScholarNabarro B. UK outlook: Why we need to do things differently, IFS. 2022: https://bit.ly/3DtbcOr (accessed 9 December 2022) Google ScholarNewlove-Delgado T, Marcheselli F, Williams T et al.. Mental Health of Children and Young People in England, 2022. 2022. NHS Digital, Leeds Google ScholarPatrick R, Anstey K, Lee T, Power M. Fixing Lunch: The case for expanding free school meals. Covid Realities & Child Poverty Action Group, August 2021. https://bit.ly/38vHZn2 (accessed 9 December 2022) Google ScholarSutton Trust. Cost of Living and Education. 2022. https://bit.ly/3W4NFes (accessed 9 December 2022) Google Scholar FiguresReferencesRelatedDetails 2 December 2022Volume 3Issue 6ISSN (print): 2633-5417ISSN (online): 2633-5425 Metrics History Published online 17 February 2023 Published in print 2 December 2022 Information© MA Healthcare LimitedPDF download