Which children and young people are excluded from school? Findings from a large <scp>B</scp>ritish birth cohort study, the <scp>A</scp>von <scp>L</scp>ongitudinal <scp>S</scp>tudy of <scp>P</scp>arents and <scp>C</scp>hildren (<scp>ALSPAC</scp>)

Paget, Amelia; Parker, Claire; Heron, Jon; Logan, Stuart; Henley, William; Emond, Alan; Ford, Tamsin

doi:10.1111/cch.12525

Cited by 42 publications

(46 citation statements)

References 51 publications

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“…Prospectively collected data at population level offer an opportunity to study temporal relationships between poor mental health and exclusion from school, but given that the latter is uncommon, sufficiently large data sets are rare. Several studies suggested a strong relationship between psychiatric disorder and exclusion from school (Bowman-Perrott et al, 2011;Ford et al, 2012;Paget et al, 2018;Parker et al, 2016Parker et al, , 2018Patton et al, 2014;Whear et al, 2013). Analyses of data from a nationally representative population sample suggested a bidirectional relationship between exclusion and poor mental health (Ford et al, 2018), indicating that effective intervention to support the learning and mental health of children who struggle with school could prevent both future mental disorders and exclusions (Beckett et al, 2010).…”

Section: Introductionmentioning

confidence: 99%

Child and adolescent mental health trajectories in relation to exclusion from school from the Avon Longitudinal Study of Parents and Children

Tejerina-Arreal

Parker

Paget

et al. 2020

Child Adoles Ment Health

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Background: As the prevalence of childhood mental health conditions varies by age and gender, we explored whether there were similar variations in the relationship between psychopathology and exclusion from school in a prospective UK population-based birth cohort. Method: The Avon Longitudinal Study of Parents and Children collected reports of exclusion at 8 years and 16 years. Mental health was assessed at repeated time points using the Strengths and Difficulties Questionnaire (SDQ). Results: Using adjusted linear mixed effects models, we detected a nonlinear interaction between exclusion and age related to poor mental health for boys [adjusted coefficient 1.13 (95% confidence interval 0.55-1.71)] excluded by age 8, but not for girls. The SDQ scores of boys who were excluded in primary school were higher than their peers from age 3, and increasingly diverged over time. As teenagers, these interactions appeared for both genders [boys' adjusted coefficient 0.18 (0.10-0.27); girls 0.29 (0.17-0.40)]. For teenage girls, exclusion by 16 was followed by deteriorating mental health. Family adversity predicted exclusion in all analyses. Conclusion: Prompt access to effective intervention for children in poor mental health may improve both mental health and access to education. Key Practitioner Message • Children who were subsequently excluded from school often faced family adversity and had poor mental health, which suggests the need for an interdisciplinary response and a multiagency approach. • Poor mental health may contribute to and result from exclusion from school, so both mental health and education practitioners have a key role to play. • Boys who enter school with poor mental health are at high risk of exclusion in primary school, which prompt assessment and intervention may prevent. • Both boys and girls who are excluded between the ages of 15 and 16 years may have poor, and in the case of girls, deteriorating, mental health.

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Section: Introductionmentioning

confidence: 99%

Child and adolescent mental health trajectories in relation to exclusion from school from the Avon Longitudinal Study of Parents and Children

Tejerina-Arreal

Parker

Paget

et al. 2020

Child Adoles Ment Health

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“…The bad intention, sometimes with which students can use the internet and mobile phones, generates a new type of aggression called cyberbullying [3]. All these aspects of violence are beginning to be considered a major public health problem [4], specifically for children [5], sometimes generating adverse behavior [6] and even leading to suicidal behavior in young people [7].…”

Section: Introductionmentioning

confidence: 99%

Bullying among Teens: Are Ethnicity and Race Risk Factors for Victimization? A Bibliometric Research

et al. 2019

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Bullying is a problematic situation that negatively affects thousands of children and adolescents in today’s world. The multicultural society resulting from globalization has caused different reactions throughout society. In the school context, some authors indicate that ethnicity and race are risk factors for being victims of bullying. Therefore, the purpose of this paper was to analyze the scientific production on racial or ethnic bullying with the greatest impact at present, considering nine variables: Publication date, authors, organizations, countries, journals, type of document, area of research, language, and reference with more impact (cites). We conducted a bibliometric study through systematic review, documentary quantification, and data visualization techniques. We analyzed 831 documents, with a notable increase in recent years (2011–2019), highlighting the production from Dewey Cornell (University of Virginia, Charlottesville, VA, USA). On the other hand, the results showed that ethnic identity constitutes a differential factor in harassment appearing, accompanied by very poor socio-economic and cultural levels favoring depressive tendencies and drug consumption in the ethnic harassed. In short, bullying has a negative impact both physically and psychologically on the victims. For this reason, we must continue to work from the school context to eradicate the situation that is affecting more and more people.

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“…An extreme issue concerns children's exclusion from school (House of Commons Education Committee, 2018). In this case, children with SEN are even more disadvantaged (Paget et al, 2018). Interestingly, the Warnock report mentioned exclusion only once, with respect to children with emotional and behavioral difficulties.…”

Section: Exclusionmentioning

confidence: 95%

Warnock 40 Years on: The Development of Special Educational Needs Since the Warnock Report and Implications for the Future

Lindsay

Wedell²,

Dockrell³

2020

Front. Educ.

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Which children and young people are excluded from school? Findings from a large British birth cohort study, the Avon Longitudinal Study of Parents and Children (ALSPAC)

Cited by 42 publications

References 51 publications

Child and adolescent mental health trajectories in relation to exclusion from school from the Avon Longitudinal Study of Parents and Children

Child and adolescent mental health trajectories in relation to exclusion from school from the Avon Longitudinal Study of Parents and Children

Bullying among Teens: Are Ethnicity and Race Risk Factors for Victimization? A Bibliometric Research

Warnock 40 Years on: The Development of Special Educational Needs Since the Warnock Report and Implications for the Future

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