Young People In Scotland Research Articles

Building Recognition, Redistribution, and Representation in Disadvantaged Neighbourhoods: Exploring the Potential of Youth Activism in Scotland

This is a time of intersecting crises for young people in Scotland. More than a decade of austerity, the Covid‐19 pandemic, cost‐of‐living crisis, climate emergency, and ongoing global conflict all threaten youth security and create barriers to economic and civic participation. Alongside this, youth non‐participation is often framed as an individualised moral problem, diverting focus away from its structural causes. Evidence on youth activism suggests that young people are seeking new, creative spaces and modes of expression to challenge stigma, express dissent, and challenge inequalities in their communities. With support from grassroots youth and community organisations, youth activists can build trust, critical thinking skills, and solidarity. However, the extent to which youth activism can succeed in challenging structural causes of inequality, especially in disadvantaged neighbourhoods, requires further scrutiny. We draw on Nancy Fraser’s theory of participatory parity to explore how redistribution, recognition, and representation play out in the lives of young people, and how grassroots youth and community organisations support their development as activists. Based on a research study on the barriers and enablers to youth activism in Scotland, we seek to understand how neighbourhood‐based efforts to challenge stigma and economic inequality build dignity and hope, how relationship‐building between young people and the adults in their communities can support status recognition, and how these both contribute to emergent youth political representation.

Visions of peace: Exploring how Scottish youth understand and define peace

AbstractIn this article, we report on a study that explored how young people in Scotland understand and define peace. A total of 59 young people aged 12–18, from three schools (independent, state Roman Catholic, and state non-denominational) participated in this study. The young people were asked to participate in a peace data walk and, after that, to draw or paint pictures of what peace means for them in their local community and beyond. We utilize a combination of Personal Meaning Mapping, visual content analytic procedures, and visual art coding scheme to analyse the pictures. We drew on Critical Peace Education as an overarching framework to approach data collection and on the Peace Education Curricular Analysis framework to examine the presence of positive peace elements in youth drawings/paintings. Previous research in different contexts suggests that youth find it difficult to conceptualize peace, whereas it appears to be easy to explain war and negative peace (i.e., absence of war). Previous research conducted in Scotland showed that the curriculum focused on the element of wellbeing, with many other positive peace elements being either absent or not well represented. By contrast, youth in our study showed a strong understanding of positive peace, with a particular emphasis on the following facets: peace zone, eco mind, wellbeing, peace bond, and social justice. In our conclusion, we discuss these findings in relation to Scottish education policies and ways of capitalizing on this method of engagement and overall findings to support youth learning about peace.

Survey on barriers to psychiatrists' use of clozapine for young people in Scotland and suggestions for reducing these.

The Mental Welfare Commission for Scotland published a report into the death of a young person, with recommendations for the Royal College of Psychiatry in Scotland Child and Adolescent Faculty; to explore if there were barriers to the use of Clozapine in young people in Scotland. A mixed-methods study was performed using a cross-sectional survey of clinicians working in child and adolescent psychiatry across Scotland, to determine attitudes towards clozapine use and the perceived barriers and facilitators to clozapine treatment. Results suggest that there may be a lack of clearly defined pathways within and between services, as well as a lack of resources provided for the necessary monitoring of a young person started on clozapine. Multiple respondents felt unskilled in clozapine initiation and had not accessed formal training. The most frequently mentioned themes for improving facilitation of clozapine prescription were that of increased resources and training. National policymakers including the Mental Welfare Commission, NHS Education for Scotland, and NHS Scotland should consider these findings to address the potential underutilisation of clozapine for people aged under 18 in services across Scotland. A review of current service provision should take place, with consideration of whether the facilitators to clozapine prescription which our study has highlighted could be implemented more effectively. This may help reduce identified barriers and increase clozapine prescription to those who would benefit from it, potentially improving outcomes for young people with treatment-resistant psychosis.

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

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

School transition difficulty in Scotland and Ireland: a longitudinal perspective

ABSTRACT There is a large body of research exploring the difficulties young people experience on the transition to secondary education. However, there has been little comparative research yielding insights into how these experiences vary by institutional context. This article explores differences in school transition difficulties among young people in Scotland and Ireland using nationally representative longitudinal datasets – Growing Up in Ireland and Growing Up in Scotland. Despite generally making the transition with most or all of their friends, transition difficulties are greater on average in Scotland than in Ireland, perhaps reflecting the shorter duration of primary education in Scotland. In both systems, young people coming from households with lower levels of income and education experience greater difficulties and this gap is only partially accounted for by school experiences at primary and secondary level. An interesting feature is contrasting gender patterns in the two systems, with boys experiencing more difficulties in Scotland and girls more adjustment problems in Ireland. The male disadvantage in Scotland is partly explained by school experiences; the female disadvantage in Ireland is related to more negative attitudes to Maths at primary level than boys. Vocabulary development in middle childhood plays a stronger role in influencing ease of transition in Ireland, most likely because of the large number of (literacy-based) subjects students take on entry to secondary school. The article points to the potential for further comparative research on school transitions to better understand the dynamics in different contexts.

Exploring young people’s views of their local area related to the 20-minute neighbourhood policy: a national cross-sectional study

ABSTRACT This study aimed to examine how young people subjectively perceive their local neighbourhoods and compare these perceptions with objective data regarding access to amenities aligned with features of the 20-minute neighbourhood (20MN) policy. Objective data (n:287 aged 12-18 years) were gathered through an online adaptation of the Place Standard Tool for Young People in Scotland. Subjective data concerning access to ten amenities in line with the 20MN concept, along with crime statistics, area-level deprivation and urbanicity were spatially linked. The association between perceptions of localities and factors such as gender, as well as both subjective and objective neighbourhood assessments were examined. Young people were most satisfied with nature and active travel in their local area. Conversely, their satisfaction was lowest for active travel to school. Rural young people were more dissatisfied with their localities. Agreement was observed between satisfaction with their 20 neighbourhoods and objective data indicating the presence of frequent public transportation, recreational spaces, and access to services. In conclusion, our study highlights the importance of amenities in healthy urban planning, showing a positive impact on young people’s perceptions. Additionally, we uncover a connection between crime perceptions and area-level crime variables, potentially influencing health outcomes.

Food insecurity in children and young people in Scotland.

The aim of this review is to highlight the key issues in relation to food insecurity among children and young people living in Scotland. It provides an overview of the current context of food insecurity more generally within the UK and specifically in Scotland. Food insecurity has risen in Scotland evidenced through responses to national surveys and the dramatic increase in households relying on emergency food provision. Food insecurity is highest among young people, single parent families and single men. The key drivers of food insecurity include insufficient income, welfare reform, food inflation and geo-political events. Evidence suggests that food insecurity is negatively related to sufficient nutritional intake, and the implications for physical and mental health are profound. Policy actions implemented to mitigate the impact of food insecurity on children and young people include the introduction of the Scottish Child Payment, food voucher schemes, free school meals, and holiday food provision. Further evidence is required to evaluate the success of these policies in reducing or mitigating food insecurity. The review concludes by considering the ways in which a rights-based approach to food might benefit children and young people living in Scotland, and argues that wider systemic change is required.

Online qualitative research with disabled children and young people in Scotland: A reflection on its advantages and disadvantages, and how limitations were addressed

With the COVID-19 pandemic, online recruitment strategies and data generation processes have become popular in social science research. Although online and creative methods, such as digital photo elicitation, online interviews, and discussion forums are increasingly used in qualitative health research, their use with disabled children and young people is not well established. Drawing on the online methodological approach used for a qualitative study conducted with disabled children and young people in Scotland, exploring their experiences of accessing healthcare and other supports during the pandemic, we reflect on our concerns and learning in relation to a digital interviewing process. Limitations and challenges of online and digital methods were varied and partially addressed by both research subjects and researchers. A significant limitation entailed the digital divide, which meant that families without the equipment and connectivity might have had less opportunity to hear about the research and participate. However, an online approach minimised travel costs, facilitated interview data transcription and, most importantly, offered children and young people a variety of participative and digital tools to talk about their experiences. Our paper raises questions on the assumptions often made about the difficulty of doing research with disabled children and young people by highlighting the benefits of this approach. It also suggests that some limitations can be addressed by engaging in collaborative and creative work between research participants and researchers.

Outcomes for children and young people growing up in kinship care in Scotland: A population-level data linkage study

ObjectivesThe number of children and young people living in kinship care (living separately from their parents with a family friend/relative) in Scotland has increased consistently since 2010. This study aims to explore outcomes for children and young people in kinship care in terms of their health, education, and care journeys.
 MethodsThis population-wide data linkage study will utilise data on all children and young people who have been placed in formal kinship care from 2008 onwards. The datasets linked for this study are:
 
 Looked After Children
 Child Protection
 Health Visiting
 Educational attainment, attendances, absences and exclusion
 Children’s Hearings data
 
 Through descriptive analysis the study will provide insight into the experiences and outcomes of children and young people in kinship care. Where appropriate, comparisons will be drawn with the wider care population and the general population of children and young people in Scotland.
 ResultsData will be presented which highlight:
 
 Levels of kinship care usage in Scotland, and how this varies regionally and over time.
 The routes into kinship care in terms of child protection concerns and legal reasons data.
 How children fare while in kinship care – specifically in terms of their childhood development, placement stability and educational attainment/engagement.
 The pathways out of formal kinship care, and whether these differ over time.
 
 Full results will be available for publication at the 2023 ADR UK conference.
 Conclusion This is the first population-wide study on outcomes for children and young people living in kinship care within Scotland. It is hoped that insight arising from this work will aid local authorities, government and others in meeting the needs of the steadily increasing number of children living in formal kinship care.

A narrative inquiry into the physical education and youth sport experiences of gay male rugby players: a Bourdieuian perspective

ABSTRACT Background Emerging within the Physical Education (PE) and Youth Sport (YS) context is literature that runs counter to a previous focus on the negative treatment and outcomes for gay pupils (Monk, D. 2011. “Challenging Homophobic Bullying in Schools: The Politics of Progress.” International Journal of Law in Context 7 (2): 181–207; Anderson, E. 2011b. “Masculinities and Sexualities in Sport and Physical Cultures: Three Decades of Evolving Research.” Journal of Homosexuality 58 (5): 565–578), as they negotiate their way through a predominantly heteronormative environment (Landi, D. 2018. “Toward a Queer Inclusive Physical Education.” Physical Education and Sport Pedagogy 23 (1): 1–15). While it would be false to assume that a vast number of gay young people do not suffer at the hands of gendered expectations and homophobic abuse (Stonewall. 2017a. Schools Report Scotland: The Experiences of Lesbian, Gay, Bi and Trans Young People in Scotland’s Schools in 2017.), there remains an absence of research into those who have successfully negotiated this – at times – toxic climate (Marshall, D. 2010. “Popular Culture, the ‘Victim’ Trope and Queer Youth Analytics.” International Journal of Qualitative Studies in Education 23 (1): 65–85; Monk, D. 2011. “Challenging Homophobic Bullying in Schools: The Politics of Progress.” International Journal of Law in Context 7 (2): 181–207). Purpose This paper seeks to make a meaningful contribution to addressing a gap in current research by exploring specifically the lives of gay men who have continued to engage in physical activity (PA) in later life. By exploring these individuals’ PE and YS experiences, greater detail can be identified to how inhibiting factors were mitigated and facilitating factors were exploited in leading to their successful current participation. Design and analysis Three gay males’ experiences are explored through a narrative approach that provided a voice to, and challenged, the cultural story of this often-marginalised community. Through the theoretical lens of Bourdieu’s (Bourdieu, P. 1977. “Structures and the Habitus.” In Outline of a Theory of Practice, 72–95. Cambridge: Cambridge University Press; Bourdieu, P. 1986. “The Forms of Capital.” In Handbook of Theory and Research on the Sociology of Education, edited by Pierre Bourdieu, 241–258. Westport: Greenwood; Bourdieu, P. 1989. “Social Space and Symbolic Power.” Sociological Theory 7 (1): 14–25; Bourdieu, P. 2002. “Habitus.” In Habitus: A Sense of Place, 43–53. Burlington: Ashgate) underpinning social theory, and his conceptual tools of Habitus, Capital and Field, the researchers were able to disentangle the complex negotiations of three gay males’ social experiences offering detailed and unique insights throughout each stage of the research process. Within their stories, notions of heteronormativity, hypermasculinities and low perceived physical competence were identified as inhibiting factors, while increased opportunities, representation and education were recognised to facilitate their return to rugby and potentially enhance future youth PE and YS experiences. Conclusion The paper makes links between three gay males involvements in PE and current engagement in YS, and identifies how inhibiting factors were mitigated and facilitating factors were exploited in order to achieve successful current participation.

Suicide: children and young adults

British Journal of NursingVol. 32, No. 2 EditorialSuicide: children and young adultsIan Peate FRCN OBEIan Peate FRCN OBEEditor in Chief, British Journal of NursingSearch for more papers by this authorIan Peate FRCN OBEPublished Online:30 Jan 2023https://doi.org/10.12968/bjon.2023.32.2.49AboutSectionsView articleView Full TextPDF/EPUB ToolsAdd to favoritesDownload CitationsTrack CitationsPermissions ShareShare onFacebookTwitterLinked InEmail View article References Public Health Scotland. Suicide among young people in Scotland. A report from the Scottish Suicide Information Database. 2022a. https://tinyurl.com/2eecy2wt (accessed 17 January 2023) Google ScholarPublic Health Scotland. A profile of deaths in Scotland 2011-2019. A report from the Scottish Suicide Information Database (ScotSID). 2022b. https://tinyurl.com/39tb5fhf (accessed 17 January 2023) Google Scholar FiguresReferencesRelatedDetails 26 January 2023Volume 32Issue 2ISSN (print): 0966-0461ISSN (online): 2052-2819 Metrics History Published online 30 January 2023 Published in print 26 January 2023 Information© MA Healthcare LimitedPDF download

Strengthening precarity? A critical analysis of education and training programmes in the UK (Scotland)

PurposeThe aim of this paper is to examine the provision of education and training programmes for young people in Scotland for work and lifelong learning within the context of the skills ecosystem approach adopted by the Scottish Government.Design/methodology/approachThe research drew upon findings from a large EU-funded multi-country project which ran from 2016 to 2019 that comprised experiences and perspectives with young people who were affected by these programmes as well as the managers and practitioners tasked with delivering them. The work was conducted in Aberdeenshire and Glasgow and included in-depth interviews with young people and programme managers and practitioners.FindingsThe research showed that there is a gap between the rhetoric of the intentions of the policies and how those involved at ground level experience the programmes enacted under policies which draw on a skill ecosystem approach. Whilst there was public funding for training, it was not clear from the enactment of the relevant policies where employers' responsibilities lie. Locating the findings in the skills ecosystem model highlights the weak engagement of employers in their pivotal role in the education and training system and the resulting increased precarity of the young people's futures.Research limitations/implicationsThe paper sheds light on the shape of education and training provision in Scotland, the range of participants engaged in the provision and the commitment of providers in comparison to policy language and intentions.Originality/valueThrough the skill ecosystem approach, this paper draws together policy narratives and the experiences of young people.

'She just got me’ : Supporting care‐experienced young people negotiating relationships and identities at school

In this article we examine the complex relationship between care experience, mental health and exclusion from school and how young people (YP) negotiate these different experiences and identities. The study is a secondary analysis, informed by symbolic interactionist theory, of interviews conducted with 19 care experienced YP in Scotland. Not all of the YP were excluded and not all had a formal mental health diagnosis, as such our study design allows interrogation of the contexts and relationships which not only facilitate but also disrupt pathways to exclusion. It also allows reconsideration of assumptions of vulnerability which are often applied to care experienced YP. Our findings suggest that these YP are moving beyond ‘role playing’ the identities ascribed to them and actively seek out relationships which enable them to construct alternative identities.

Successful Transitions? Tracing the Experiences of Migrant School Leavers in Scotland

This paper examines the experiences and aspirations of migrant young people in Scotland. It focuses on students approaching the end of compulsory education and presents findings from a study on the outcomes of young migrants in the transition to adulthood. The research is based on empirical fieldwork carried out with students in two schools (n = 95 in depth interviews). It finds evidence of unique and distinct educational pathways for school leavers with a migrant background. Three themes emerge about the practice of transition for young migrants, (1) the significance of family support and expectations, (2) the impact of the migration process and (3) the changing nature of migrant identity through transition. The study highlights the need for local and national policies which support transition for young migrants.

TeenCovidLife:a resource to understand the impact of the COVID-19 pandemic on adolescents in Scotland.

TeenCovidLife is part of Generation Scotland's CovidLife projects, a set of longitudinal observational studies designed to assess the psychosocial and health impacts of the COVID-19 pandemic. TeenCovidLife focused on how adolescents in Scotland were coping during the pandemic. As of September 2021, Generation Scotland had conducted three TeenCovidLife surveys. Participants from previous surveys were invited to participate in the next, meaning the age ranges shifted over time. TeenCovidLife Survey 1 consists of data from 5,543 young people age 12 to 17, collected from 22 May to 5 July 2020, during the first school closures period in Scotland. TeenCovidLife Survey 2 consists of data from 2,245 young people aged 12 to 18, collected from 18 August to 14 October 2020, when the initial lockdown measures were beginning to ease, and schools reopened in Scotland. TeenCovidLife Survey 3 consists of data from 597 young people age 12 to 19, collected from 12 May to 27 June 2021, a year after the first survey, after the schools returned following the second lockdown in 2021. A total of 316 participants took part in all three surveys. TeenCovidLife collected data on general health and well-being, as well as topics specific to COVID-19, such as adherence to COVID-19 health guidance, feelings about school closures, and the impact of exam cancellations. Limited work has examined the impact of the COVID-19 pandemic on young people. TeenCovidLife provides relevant and timely data to assess the impact of the pandemic on young people in Scotland. The dataset is available under authorised access from Generation Scotland; see the Generation Scotland website for more information.

The Tide Raising all Boats? Social Class Differences in Political Participation among Young People in Scotland

Social class differences in political participation are a pressing issue for democracies and they are particularly severe among young people in the UK. Disadvantaged young people are the least likely to be politically engaged in the UK and it is assumed that with declining levels of participation inequalities in political participation increase. What happens to political inequality though when levels of youth participation increase? Do more advantaged young people account for most of the extra participation or do disadvantaged young people ‘catch up’? Based on representative survey data, this paper investigates levels of political inequality among 16- and 17-year-olds in a context of increasing participation in Scotland. We find that in Scotland young people of all social classes were equally likely to be politically engaged, while among young people in the rest of the UK and adults from Scotland those of higher social status were more likely to be engaged in politics. Overall, social class differences in political engagement were less pronounced amongst 16- and 17-year-olds in Scotland than in the rest of the UK. The paper offers some possible explanations of this finding and suggestions for further research.

Look what’s coming over the hill: DAST-10 problem severity among non treatment seeking young people

PurposeThis study aims to provide data on substance use amongst young people in Scotland to inform policy and practice for an age group who generally do not access specialist alcohol and drug services. The main objectives of the study were to assess the problem severity scores of items from a modified version of the DAST-10 brief screening instrument among respondents; examine correlations between a range of variables in relation to DAST-10 problem severity scores; and explore respondent knowledge of how and where to seek help.Design/methodology/approachA fixed quantitative design methodology recruited a non-probability sample of 4,501 respondents from an online survey made available by “We are With you” Scotland.The survey was ethically approved by the School of Education and Social Sciences, University of the West of Scotland. It consisted of 32 questions exploring substances used within the past 12 months, and 12 weeks, and included the DAST-10. We further explored help seeking, and knowledge of support available to respondents.FindingsSubstance use patterns were markedly different from people currently known to specialist alcohol and drug services. Over half of respondents were under 25, and 62% report being employed. The most commonly used substances were cannabis and cocaine. One third of respondents recorded substantial or severe problem severity scores and reside in Scottish Local Authorities with high concentrations of socio-economic inequality.Secure accommodation, stable relationships and being employed are protective factors in relation to reported negative health consequences associated with problem substance use.Just under one third (27%) of respondents report knowing where to seek help for substance use problems; however, they are unwilling to attend existing specialist alcohol and drug services.Research limitations/implicationsA non-probability sample of the Scottish population has a potential for response bias due to how and what way the survey was made available to respondents. It is acknowledged that while useful as a method of generating drug use data, there are limitations in how recently the substance use occurred, and in relation to the types of substances reported (cannabis, cocaine and ecstasy).Practical implicationsThe study provides data to inform wider public health measures in relation to accessing support and addressing societal discrimination associated with the use of substances. The study provides data on service design for young people who do not access specialist alcohol and drug services.Social implicationsThe study informs substance use policy in the Scottish context in relation to a population of young people who use licit and illicit substances. Data contributes to evidence supporting correlations between problematic substance use and socio-economic inequality. Data indicates that existing specialist services require redesign.Originality/valueThe study is the first to be conducted within a Scottish context.

Uptake, effectiveness and safety of COVID-19 vaccines in children and young people in Scotland: Protocol for early pandemic evaluation and enhanced surveillance of COVID-19 (EAVE II).

BackgroundThe dynamics of acute respiratory syndrome coronavirus 2 (SARS-CoV-2) transmission and severity of disease among children and young people (CYP) across different settings are of considerable clinical, public health and societal interest. Severe COVID-19 cases, requiring hospitalisations, and deaths have been reported in some CYP suggesting a need to extend vaccinations to these age groups. As part of the ongoing Early Pandemic Evaluation and Enhanced Surveillance of COVID-19 (EAVE II) study, we aim to investigate the uptake, effectiveness and safety of COVID-19 vaccines in children and young people (CYP) aged 0 to 17 years in Scotland. Specifically, we will estimate: (i) uptake of vaccines against COVID-19, (ii) vaccine effectiveness (VE) against the outcomes of symptomatic SARS-CoV-2 infection, hospitalisation, intensive care unit (ICU) admissions, and death; (iii) VE for first/second dose timing among different age groups and risk groups; and (iv) the safety of vaccines.Methods and analysisWe will conduct an open prospective cohort study classifying exposure as time-varying. We will compare outcomes amongst first dose vaccinated and second dose vaccinated CYP to those not yet vaccinated. A Test Negative Design (TND) case control study will be nested within this national cohort to investigate VE against symptomatic infection. The primary outcomes will be (i) uptake of vaccines against COVID-19, (ii) time to COVID-19 infection, hospitalisation, ICU admissions or death, and (iii) adverse events related to vaccines. Vaccination status (unvaccinated, one dose and two doses) will be defined as a time-varying exposure. Data from multiple sources will be linked using a unique identifier. We will conduct descriptive analyses to explore trends in vaccine uptake, and association between different exposure variables and vaccine uptake will be determined using multivariable logistic regression models. VE will be assessed from time-dependent Cox models or Poisson regression models, adjusted for relevant confounders, including age, sex, socioeconomic status, and comorbidities. We will employ self-controlled study designs to determine the risk of adverse events following COVID-19 vaccination.Ethics and disseminationEthics approval was obtained from the National Research Ethics Committee, South East Scotland 02. We will present findings of this study at international conferences, in peer-reviewed journals and to policy-makers.

Excitement lies elsewhere: Teenage film-makers and popular culture

When teenagers are given access to digital media equipment, their teachers and film club leaders may hope that they will take the opportunity to make films of personal significance. Instead, young people often choose to engage in a parodic dialogue with popular culture, in a process which feels more familiar and/or comfortable to them, providing as it does a creative space unburdened by expectations of sincere expression. From a survey of numerous short films made in Scotland, it is evident that the use of pastiche and parody facilitates both progressive and reactionary perspectives, often within the same film. Exploring a series of detailed case studies of films made by young people in Scotland in the early 2000s, this article argues that parody can provide for young people an aesthetic distance from personal expression, which, ironically, is unexpectedly revealing of generalised teenage sociocultural attitudes.

SARS-CoV-2 testing, infections, and hospital admissions with COVID-19 in children and young people in Scotland: a birth cohort study

BackgroundA strong association between deprivation and severe COVID-19 outcomes has been reported among adults. We estimated population-based rates of SARS-CoV-2 testing, laboratory-confirmed infections, and hospital admissions with COVID-19 in children and young people (aged 0–23 years) in Scotland according to sociodemographic risk factors. MethodsWe used a birth cohort of all children and young people born in Scotland in 1997–2020, consisting of linked vital registration, maternity, hospital admissions, and SARS-CoV-2 PCR testing data. Participants were followed from birth or Jan 1, 2020 (whichever occurred last) until Dec 31, 2020, death, or emigration. Admissions with COVID-19 were defined as participants with a positive SARS-CoV-2 test during or up to 28 days before admission to hospital, or a relevant International Classification of Diseases version 10 code recorded (U07.1/U07.2). We calculated crude rates of tests, laboratory-confirmed infections, and admissions, by age group, sex, and Scottish Index of Multiple Deprivation (SIMD) quintiles with 95% CIs. FindingsThe cohort included 1 230 290 children and young people living in Scotland during 2020. By Dec 31, 2020, 243 958 (19·8%) were tested for SARS-CoV-2 at least once, and 17 709 (7·3%) had tested positive. Infants (aged <2 years) and 18–23-year-olds were most likely to be tested; there was no clear trend in testing rates by SIMD quintile. 18–23-year-olds, females, and those from the most deprived SIMD quintile were most likely to test positive. 379 participants had an admission with COVID-19, corresponding to a rate of 32·0 per 100 000 person-years (95% CI 28·9–35·4). Females (admission rate 35·4 per 100 000 person-years [95% CI 30·9–40·6]) and infants (143·5 per 100 000 person-years [113·3–181·7]) were most likely to be admitted to hospital. There was a clear gradient in hospital admissions by SIMD, with participants in the most deprived quintile (42·9 per 100 000 person-years [36·1–50·8]) experiencing 1·9 times (95% CI 1·3–2·6) the admission rate compared with those in the least deprived (22·6 per 100 000 person-years [16·9–30·3]). InterpretationRates of infection and admissions with COVID-19 were associated with area-level deprivation among children and young people. Infants had a relatively low infection rate but the highest admission rate. Analyses examining risk factors, including ethnic group and long-term conditions are underway, to inform the public health response to SARS-CoV-2 in children. Although children and young people in Scotland had low COVID-19-related admission rates versus adults, a socioeconomic gradient was evident, indicating children living in more deprived areas are at increased risk of short-term, and potential long-term, health and education impacts of COVID-19. FundingUKRI Medical Research Council and the Great Ormond Street Biomedical Research Centre.