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Background Ileus is common after elective colorectal surgery, and is associated with increased adverse events and prolonged hospital stay. The aim was to assess the role of non‐steroidal anti‐inflammatory drugs (NSAIDs) for reducing ileus after surgery. Methods A prospective multicentre cohort study was delivered by an international, student‐ and trainee‐led collaborative group. Adult patients undergoing elective colorectal resection between January and April 2018 were included. The primary outcome was time to gastrointestinal recovery, measured using a composite measure of bowel function and tolerance to oral intake. The impact of NSAIDs was explored using Cox regression analyses, including the results of a centre‐specific survey of compliance to enhanced recovery principles. Secondary safety outcomes included anastomotic leak rate and acute kidney injury. Results A total of 4164 patients were included, with a median age of 68 (i.q.r. 57–75) years (54·9 per cent men). Some 1153 (27·7 per cent) received NSAIDs on postoperative days 1–3, of whom 1061 (92·0 per cent) received non‐selective cyclo‐oxygenase inhibitors. After adjustment for baseline differences, the mean time to gastrointestinal recovery did not differ significantly between patients who received NSAIDs and those who did not (4·6 versus 4·8 days; hazard ratio 1·04, 95 per cent c.i. 0·96 to 1·12; P = 0·360). There were no significant differences in anastomotic leak rate (5·4 versus 4·6 per cent; P = 0·349) or acute kidney injury (14·3 versus 13·8 per cent; P = 0·666) between the groups. Significantly fewer patients receiving NSAIDs required strong opioid analgesia (35·3 versus 56·7 per cent; P < 0·001). Conclusion NSAIDs did not reduce the time for gastrointestinal recovery after colorectal surgery, but they were safe and associated with reduced postoperative opioid requirement.

1Sociology of education makes contributions to the understanding of an important institution present in every society -education. In the following article members of the Board of the ISA Sociology of Education Research Committee, RC04, explore aspects of the field including theory, methods, emerging issues, stratification, inequalities in developing countries, politics of education and multiculturalism, educational assessment and accountability, peer group effects, school-to-work transitions, adult and lifelong learning, teacher supply, demand, status and morale, and social control. Attention is also paid to emerging issues in the sociology of education. Theory in the sociology of educationAs a major contributor to the field of sociology and to the testing of established theories, sociology of education plays a vital role in the continuing development of sociology. Émile Durkheim is generally considered to be the founder of the sociology of education, having provided a sociological conceptualization of education as a system that transmits society's culture and social order to new generations. The sociology of education also derives its conceptual and theoretical roots from the contributions of Marx and Weber. Marx laid down the foundations for conflict theory and later conflict theorists have explored the ideological role of the state in education as it reproduces and maintains class statuses. Weber developed a multidimensional approach in which structure, human agency, the material and the normative were combined.Building on this early foundation, several more recent directions have emerged. Among structural conflict theories, Pierre Bourdieu's (1984) theory of practice, Basil Bernstein's (1996) theory of language codes and Randall Collins's (1979) Weberian theory of social exclusion have had a major impact on contemporary sociology of education. According to Bourdieu's (1984) theory of praxis, the social world consists of the history of accumulation. Education as a part of social and cultural reproduction is linked to cultural capital (capital based on students' social settings and opportunities that provide knowledge of the world derived from live experiences) and subsequent social differences between students. Similarly, in Bernstein's 'code theory ' (1975) he explores the performance of working-class students and argues that socialization is based on class. The dominant school abstract Because education is an essential institution in society, the sociology of education must focus on an array of salient social issues, many with vital policy implications. Following a discussion of the various theoretical orientations and methods used by sociologists of education, this article, which was written by members of the Board of the Sociology of Education Research Committee (RC04), examines a selection of these significant and emerging issues.

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