Exploring the impact of social inequality and poverty on the mental health and wellbeing and attainment of children and young people in Scotland

Mowat, Joan

doi:10.1177/1365480219835323

Cited by 17 publications

(14 citation statements)

References 34 publications

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“…Second, financially disadvantaged individuals might have longer working hours, which prevent them from socially interacting with others. Moreover, poorer financial status might be a risk factor for social isolation (Samuel, Alkire, Zavaleta, Mills, & Hammock, 2018) and poorer health and mental health (Mowat, 2019), which in return result in higher levels of loneliness (Hawkley & Kocherginsky, 2018). Surprisingly, to date, there has been only limited research to look at the relationship between subjective social status and loneliness (Rubin et al, 2016).…”

Section: Subjective Social Status and Lonelinessmentioning

confidence: 99%

Subjective Social Status as a Predictor of Loneliness: The Moderating Effect of the Type of Long-Term Care Setting

Ayalon

2019

Res Aging

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Much has been written about the important role that subjective social status plays in older adults’ well-being and subjective health. Less is known, however, about the potential role played by subjective social status in people’s sense of loneliness. In the present study, the author examined the role of subjective social status as a predictor of loneliness in adult day care centers (ADCCs) and continuing care retirement communities (CCRCs) over a 1-year period. The main analyses consist of data from 245 respondents (141 ADCC participants and 104 CCRC residents) who completed the interviews in Waves 1 and 2. A significant interaction between subjective social status and type of long-term care setting was found. Higher levels of subjective social status were associated with lower levels of loneliness in CCRCs, but no such association was evident in ADCCs. These findings are interpreted in view of the characteristics of the CCRC as a total institution versus the ADCC as a setting that provides support for only several hours per day, several days per week.

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Section: Subjective Social Status and Lonelinessmentioning

confidence: 99%

Subjective Social Status as a Predictor of Loneliness: The Moderating Effect of the Type of Long-Term Care Setting

Ayalon

2019

Res Aging

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“…Similarly, Okoroji et al [62] showed that stigmatization processes produced by representations in media and politics make poor people suffer from marginalization, which in turn causes vulnerability for psychological distress. Another study demonstrates that social injustice and poverty increases negative child experiences [82]. Some other studies focus on poverty in third-world countries which point to similar negative psychological outcomes (see also [83,84]).…”

Section: Outcomes Of Povertymentioning

confidence: 85%

Poverty and Social Psychology: The Importance of Integrative Manner

Polat¹

2022

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As one of the most important social problems in the world, poverty has been studied by various disciplines. Although poverty is a basic subject of economics, it has also become one of the prominent research fields of social sciences in recent years. Poverty also relates to many psychological processes and mechanisms just as in the other social problems in the world. It is assumed that the social-psychological approach to poverty may contribute to establishing different road maps in combating poverty. Therefore this study aims at contributing to poverty reduction efforts from the social-psychological point of view by providing an integrative review of the social psychological correlates of poverty based on the empirical findings. Also, by including arguments such as social identity, migration, ideology and social context in poverty studies to be conducted with a social psychological perspective, a contribution can be made to poverty reduction with multidimensional research methods.

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“…For a further eight focal children attainment and wellbeing diverges in the move from nursery to Primary 1 and for the remaining four wellbeing and attainment converge: coming closer together over time. In many ways such alignments are the more expected outcome: the literature suggests a relationships between positive wellbeing, engagement and attainment (Upadyaya and Salmela-Aro, 2013;Cadime et al, 2016;Mowat, 2019) and conversely a drop in engagement and wellbeing may herald a drop in attainment. The extent to which this sample of children reflects the peer group, variability is to be expected in attainment and wellbeing at times of transition.…”

Section: Aligning Wellbeing and Attainment Over Timementioning

confidence: 99%

On the Margins, Getting By, Persevering, or Flying High? The Intersection of Wellbeing, Attainment, and Transitions in a Scottish Longitudinal Study

Dunlop

2021

Front. Educ.

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This paper draws on a Scottish longitudinal study. It focuses on the variability of a sample of focal children's wellbeing and attainment trajectories on the journey through education from the age of 3 to school leaving at 16–18 years old in one Scottish Council area, in order to respond to the question What aspects of the intersection of wellbeing, attainment, and school transitions help to explain school leaving outcomes? The relationships between wellbeing and attainment either side of primary and secondary school start are explored and the ways these may link to transition experiences and educational outcomes at school leaving are raised. A new interpretation of Bronfenbrenner's “mature” bioecological system model which considers person, processes and educational contexts over time frames the methodology, methods and findings of a data rich exploratory-interpretive longitudinal study and discusses their relationship to current dilemmas surrounding educational outcomes in Scotland at the present time. The role of wellbeing and attainment measures as proxies for school success is considered and found to be too narrow a concept in the form experienced by the focal group of study participants. While wellbeing needs to be much more clearly defined and fostered, concepts of attainment predicated only on maths and literacy (and on some measures, science) are found to be insufficient in that they may discriminate against too many. Attention to the opportunities offered and risks inherent in periods of educational transition allow identification of, and reflection upon the qualities of a good educational transition from both early childhood education to school start, and subsequently in the move to secondary education. It is found that a “good transition” though it exists, is not available to all children: consequently more equitable approaches are advocated, and alternatives for practical and policy action are proposed. Study of educational transitions dates back fifty years: is it not time for systems themselves to change?

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Exploring the impact of social inequality and poverty on the mental health and wellbeing and attainment of children and young people in Scotland

Cited by 17 publications

References 34 publications

Subjective Social Status as a Predictor of Loneliness: The Moderating Effect of the Type of Long-Term Care Setting

Subjective Social Status as a Predictor of Loneliness: The Moderating Effect of the Type of Long-Term Care Setting

Poverty and Social Psychology: The Importance of Integrative Manner

On the Margins, Getting By, Persevering, or Flying High? The Intersection of Wellbeing, Attainment, and Transitions in a Scottish Longitudinal Study

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