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dc.contributor.authorCox, Fiona McLean
dc.contributor.authorMarshall, Alan David
dc.identifier.citationCox , F M & Marshall , A D 2019 , ' Educational engagement, expectation and attainment of children with disabilities : evidence from the Scottish Longitudinal Study ' , British Educational Research Journal , vol. Early View .
dc.identifier.otherPURE: 260558899
dc.identifier.otherPURE UUID: 23a91c39-d405-4b6a-ab11-d8bb6d1e3eff
dc.identifier.otherORCID: /0000-0001-9745-9018/work/61622181
dc.identifier.otherScopus: 85072183273
dc.identifier.otherWOS: 000486949200001
dc.descriptionFunding: UK Economic and Social Research Council (ESRC) funded Census and Administrative data LongitudinaL Studies Hub (CALLS Hub) project (ref ES/K000446/1).en
dc.description.abstractGovernment statistics show that children with special educational needs and disabilities do not achieve as well academically as their peers, which impacts on later employment and socioeconomic circumstances. Addressing these inequalities is a key policy area which currently lacks a satisfactory evidence base. To explore the issue, the present study used data from the Scottish Longitudinal Study which contains data from the 1991, 2001 and 2011 censuses along with other administrative data, from a representative sample of the Scottish population. Using this large and longitudinal sample, the present study examines educational engagement, expectations and attainment for children with self-reported disability, controlling for other early childhood factors. The results show that children with mental health problems were at higher risk of leaving school early, and that children with learning difficulties were less likely to gain advanced qualifications. Neither limiting long-term illness in early childhood or disability in adolescence were significant predictors of engagement, however they did predict measures of academic expectation and attainment. Results suggest there is a critical phase for attainment, with area deprivation in early childhood but not adolescence being important for later educational inequalities.
dc.relation.ispartofBritish Educational Research Journalen
dc.rights© 2019 The Authors. British Educational Research Journal published by John Wiley & Sons Ltd on behalf of British Educational Research Association. This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.en
dc.subjectHealth inequalitiesen
dc.subjectMental healthen
dc.subjectLB Theory and practice of educationen
dc.subjectRA0421 Public health. Hygiene. Preventive Medicineen
dc.subjectRJ Pediatricsen
dc.subjectSDG 3 - Good Health and Well-beingen
dc.titleEducational engagement, expectation and attainment of children with disabilities : evidence from the Scottish Longitudinal Studyen
dc.typeJournal articleen
dc.contributor.sponsorEconomic & Social Research Councilen
dc.description.versionPublisher PDFen
dc.contributor.institutionUniversity of St Andrews. School of Medicineen
dc.description.statusPeer revieweden

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