Project ran 2013- 2014 (completed)
Trajectories and transitions in the cognitive and educational development of disabled children and young people is a research project which aims to develop a better understanding of disabled children’s early cognitive development and their subsequent educational transitions.
The project is a collaboration between the Centre for Longitudinal Studies, the National Children’s Bureau and the Council for Disabled Children and is funded by the Economic and Social Research Council. It is also part of a wider body of work, From school to work: getting on equally, which examines how children progress through school and on to university and work, what factors and aspects of their lives help them get on and thrive and what things hold them back.
This project uses data from two longitudinal studies:
Millennium Cohort Study (MCS) , which has followed the lives of 19,000 children born between 2000-2002.
Next Steps, previously known as the Longitudinal Study of Young People in England, LSYPE)which has tracked nearly 16,000 young people first surveyed as they turned 13/14.
Roles and responsibilities
I lead the project, working closely with Becky Fauth, Stella Chatzitheochari, Helena Jelicic and Sam Parsons.
Research from the project has been published in Sociology and and we have also created a number of summaries, which have been produced with non academics in mind. All our outputs from the project are freely available online and to download.
Published journal articles
Doubly Disadvantaged? Bullying Experiences among Disabled Children and Young People in England Sociology April 28, 2015.
Bullying experiences among disabled children and young people in England: Evidence from two longitudinal studies. QSS Working Paper No. 14-11. London: Institute of Education, University of London, 2014.
Convergence or divergence? A longitudinal analysis of behaviour problems among disabled and non-disabled children aged 3 to 7 in England. QSS Working Paper No.14-13. London: Institute of Education, University of London, 2014
Disabled children’s cognitive development in the early years. QSS Working Paper No.14-15. London: Institute of Education, University of London, 2014.
Disability among young children: Prevalence, heterogeneity and socio-economic disadvantage. CLS Working Paper 2013/11. London: Centre for Longitudinal Studies, 2013.
Do families with a disabled child face greater socio-economic disadvantage? And how does the risk of disadvantage vary with age?
What is the prevalence of childhood disability?
Are disabled children and young people at higher risk of being bullied?
How does disability affect young people’s experiences of growing up?