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The data indicate that both SLI and N-SLI represent significant risk factors for all the outcomes identified. There is a strong case for the identification of these children and the development of appropriate interventions. The results are discussed in terms of the measures used and the implications for practice.

Early receptive language skills are significantly associated with adult mental health as well as psychosocial adjustment during early childhood and in later life. The needs of children with language problems are complex and call for early and continuing provision of educational support and services.

This study investigated the long-term effects of social disadvantage on academic achievement and on subsequent attainments in adulthood. The study drew on data collected for over 30,000 individuals born 12 years apart, following their development from birth to adulthood. The pathways that link social disadvantage to individual development across the life course were analyzed in a developmental-contextual systems model. The results showed that the influence of risk factors associated with socioeconomic disadvantage depended on the developmental stage of the individual, the experience of long-term or continuous disadvantage, and the overall sociohistorical context. Early risk had a moderate influence on the formation of individual competences. The greatest risk was associated with persisting and accumulating experiences of socioeconomic disadvantage throughout childhood and adolescence. Material conditions improved for the later-born cohort, yet pervasive social inequalities existed that affected outcomes during childhood and were consequently reflected in adult attainment.

Uses National Child Development Study (NCDS) data to examine the employment experiences of men and women assessed with poor numeracy compared with those with good numeracy skills at age 37. To uncover the extent of negative effects of having poor numeracy skills, the sample is restricted to those whose poor or good numeracy was accompanied by good literacy skills. As a further control, much of the analysis is also restricted to those who had left full‐time education at age 16. Maps the proportions in full‐time employment between ages 17 to 37 and demonstrates the very different labour market experiences of the two skills groups in the areas of occupation, training, promotion and income. Concludes that poor numeracy reduces employment opportunities and progress in jobs.

There is now a body of evidence that demonstrates strong links between neighbourhood characteristics and mental health and wellbeing. There is an increasing interest in how this relationship varies for individuals of different ages. Understanding the link between neighbourhood and wellbeing for older adults is of particular significance, given the changing age structure of the population and the desire among policy makers and practitioners to promote healthy and active ageing. This paper provides further evidence on the nature and strength of the link between individual perceptions of neighbourhood belonging and mental wellbeing among those over age fifty using both qualitative and quantitative data from three British cohort studies. Between 2008 and 2011 quantitative data were collected from 10,312 cohort members, and 230 of them took part in qualitative biographical interviews. Quantitative analysis confirms that there is a moderate association between neighbourhood cohesion and wellbeing measured at the individual level in each of the three cohorts. This association persists after controlling for a range of covariates including personality. The association between neighbourhood cohesion and wellbeing is stronger for individuals in the older two cohorts than in the younger cohort. Using qualitative biographical interviews with 116 men and 114 women we illustrate how individuals talk about their sense of neighbourhood belonging. The importance of social participation as a mechanism for promoting neighbourhood belonging, and the use of age and life stage as characteristics to describe and define neighbours, is clear. In addition, the qualitative interviews point to the difficulties of using a short battery of questions to capture the varied and multi-dimensional nature of neighbourhood relations.

The aim of this article is to determine the extent to which individual, family, and contextual resources influence the school adjustment of 16-year-old teenagers and to investigate their consequent adult attainments at age 33. Adopting a longitudinal perspective, the experiences of more than 9,000 socially advantaged and disadvantaged young people are compared. The study shows that socioeconomic adversity is a significant risk factor for educational failure and that it influences consequent adjustment in work and healthrelated outcomes. Various social-psychological factors can counterbalance such adversity. In particular, parental educational aspirations for their child are significantly associated with educational resilience among less privileged individuals. The study confirms the long-term stability of secondary school adjustment. It is concluded that the factors and processes that modify the impact of adversity are context specific and that their influences have to be studied in the context in which they operate.