Schools in areas of concentrated disadvantage tend to have below-average attainment, but there is no consensus on why. Mental and behavioural disorders in children are correlated with socio-economic disadvantage. This paper puts forward the hypothesis that the first phenomenon can at least partly be accounted for by the second phenomenon through the concept of 'collateral impact' -collateral impact refers to the effect of externalising or internalising behaviour by a pupil on other pupils' learning and attainment. The argument developing the hypothesis is presented. An analysis of where evidence to support the hypothesis is most likely to be found identifies primary schools in areas of concentrated disadvantage, although testing of the proposed hypothesis would best be conducted by independent researchers to pre-empt questions of confirmability. Potential implications for policy and practice are discussed, particularly managing difficult group behaviour in primary schools.
Using economic data, this paper recreates a previously published service industry classification scheme that was derived using discursive data from interviews with industry experts. It triangulates the earlier results using a different methodology, and extends earlier classification schemes in a comprehensive, objective way. A principal component analysis of six sector parameter sets from a regression analysis of a productivity data set covering 14 countries produces three sector factors, the 'capital type', the 'innovation type' and the 'quality type', which form the basis of the classification scheme. A high degree of conformity is found between this and the previously published discursive-based scheme.
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