Abstract:The uniformly positive view of social mobility in the United Kingdom overlooks the difficulties working‐class young people have in reconciling a working‐class background with the middle‐class environments of the university and the professional labour market. But even more hidden are the subtle processes of exclusion and exclusivity that permeate social life in, particularly, the elite universities. Here, working‐class students' marginalisation in relation to advantageous social activities and networks, comprom… Show more
“…As a result, opportunities for those with better or improving mental health to take advantage of it economically and to enhance their income are reducing, especially for young people. The cost of radically increasing income through training, acquisition of materials or resources, etc., is historically high (e.g., Reay [ 50 ]). As such, people’s income is likely to follow fairly stable trajectories for their own sectors of employment or sources of welfare, with large changes in income the result of significant life events, such as trauma, and serious mental health crises which, again, disproportionately occur at the lower end of the SES spectrum, or outlying luck.…”
A substantial body of evidence suggests that young people, including those at the crucial transition points between 16 and 24, now face severe mental health challenges. In this article, we analyse data from 10 waves of a major UK longitudinal household cohort study, Understanding Society, to examine the relationship between income and anxiety and depression among 16- to 24-year-olds. Using random effects logistic regression (Model 1) allowing for whether the individual was depressed in the previous period as well as sex, age, ethnicity, whether the individual was born in the UK, region, rurality, highest qualification, marital status, employment status and attrition, we find a significant and inversely monotonic adjusted association between average net equivalised household income quintiles and clinical threshold levels of depressive symptoms SF-12 Mental Component Summary (MCS score ≤45.6). This means that being in a higher income group is associated with a reduced likelihood of clinically significant depressive symptoms, allowing for observable confounding variables. Using a ‘within-between’ model (Model 2), we find that apart from among those with the very highest incomes, increases in average net equivalised household income over the course of childhood and adolescence are significantly associated with reduced symptoms of anxiety and depression as measured by a higher SF-12 MCS score. Compared with previous reviews, the data presented here provides an estimate of the magnitude of effect that helps facilitate microsimulation modelling of impact on anxiety and depression from changes in socioeconomic circumstances. This enables a more detailed and complete understanding of the types of socioeconomic intervention that might begin to address some of the causes of youth mental health problems.
“…As a result, opportunities for those with better or improving mental health to take advantage of it economically and to enhance their income are reducing, especially for young people. The cost of radically increasing income through training, acquisition of materials or resources, etc., is historically high (e.g., Reay [ 50 ]). As such, people’s income is likely to follow fairly stable trajectories for their own sectors of employment or sources of welfare, with large changes in income the result of significant life events, such as trauma, and serious mental health crises which, again, disproportionately occur at the lower end of the SES spectrum, or outlying luck.…”
A substantial body of evidence suggests that young people, including those at the crucial transition points between 16 and 24, now face severe mental health challenges. In this article, we analyse data from 10 waves of a major UK longitudinal household cohort study, Understanding Society, to examine the relationship between income and anxiety and depression among 16- to 24-year-olds. Using random effects logistic regression (Model 1) allowing for whether the individual was depressed in the previous period as well as sex, age, ethnicity, whether the individual was born in the UK, region, rurality, highest qualification, marital status, employment status and attrition, we find a significant and inversely monotonic adjusted association between average net equivalised household income quintiles and clinical threshold levels of depressive symptoms SF-12 Mental Component Summary (MCS score ≤45.6). This means that being in a higher income group is associated with a reduced likelihood of clinically significant depressive symptoms, allowing for observable confounding variables. Using a ‘within-between’ model (Model 2), we find that apart from among those with the very highest incomes, increases in average net equivalised household income over the course of childhood and adolescence are significantly associated with reduced symptoms of anxiety and depression as measured by a higher SF-12 MCS score. Compared with previous reviews, the data presented here provides an estimate of the magnitude of effect that helps facilitate microsimulation modelling of impact on anxiety and depression from changes in socioeconomic circumstances. This enables a more detailed and complete understanding of the types of socioeconomic intervention that might begin to address some of the causes of youth mental health problems.
“…This large‐scale massification has resulted in a highly competitive higher education setting where students are experiencing immense pressure to be successful (Wass et al., 2020). Research also indicates that this expansion may be driving class‐based inequalities (Reay, 2021), further adding to the stress of students. Consequently, student well‐being (SWB) is a significant concern, attracting much attention in recent times (Abbas et al., 2020).…”
Section: Introductionmentioning
confidence: 99%
“…This social structure of competition may serve as a systemic source of anxiety and stress (Posselt & Lipson, 2016). Furthermore, studies also highlight that this expansion can increase class‐related inequalities (Reay, 2021). Students from more advantaged social backgrounds find themselves better placed to take up new educational opportunities that crop up with expansion (Boliver, 2011).…”
The concept of students‐as‐consumers has gained traction with the neo‐liberal agenda taking root in the higher education arena. A key value that these consumers look for and derive from their tertiary education is well‐being. Thus, a cognizance of the nature of student well‐being (SWB) is vital for educational institutions to effectively foster the well‐being of their consumers. This calls for synthesizing existing literature to facilitate an aggregate understanding of the construct. This review paper aims to integrate the bulk of psychological, higher education and consumer literature on well‐being of students to arrive at a holistic picture. To achieve this, a framework‐based systematic review of 112 articles from the last two decades was conducted. A combination of two well‐established organizing frameworks has been used to generate structured insights. The antecedents, decisions and outcomes (ADO) framework reveals what we know about the construct. Simultaneously, the theories, contexts and methods (TCCM) framework sheds light on the different theories, contexts and methods applied in SWB research. Additionally, this paper also strives to uncover the major gaps in extant literature and provide concrete directions for future research. Scholars across the disciplines of psychology, marketing and consumer behaviour can draw on these findings and directions for conducting their research. Because the review was undertaken from a global standpoint, it has implications for researchers and practitioners across the world. Higher education institutes can use these findings to develop support mechanisms that will allow them to fulfil their pastoral role to student consumers and inculcate a positive brand image.
“…Sin embargo, no siempre los estudiantes logran integrarse de buena manera. En efecto, diferentes estudios realizados en el Reino Unido dan cuenta de las dificultades de integración universitaria enfrentadas por los estudiantes de la clase trabajadora, las que pueden suponer riesgos en su permanencia en la universidad (Reay, 2015(Reay, , 2021.…”
Section: Permanencia En Educación Superiorunclassified
En este estudio, de carácter cualitativo, se analizaron las percepciones de estudiantes con gratuidad de 11 universidades chilenas respecto de su permanencia en la universidad. A través de un análisis de contenido, se identificaron tres dimensiones que dan cuenta del fenómeno. Primero, para los estudiantes la gratuidad facilita la permanencia en términos económicos, académicos y de salud mental. Segundo, los relatos de los entrevistados expresan dificultades en la integración social en las universidades privadas más elitistas, producto de las diferencias socioeconómicas y culturales con el perfil tradicional de su estudiantado, asociado a un nivel socioeconómico alto. Esta situación pone en riesgo su permanencia en la universidad. Tercero, los discursos expresan el sentido de responsabilidad que asumen los estudiantes con gratuidad respecto de sus estudios y comunidades. Estos resultados permiten una mejor comprensión de las percepciones de los propios beneficiarios de la gratuidad. A partir de estas, queda en evidencia la necesidad de realizar algunos ajustes a la gratuidad, particularmente en lo concerniente a su duración y a la posibilidad de complementar con beneficios de mantención.
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