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Exploring cumulative disadvantage in early school leaving and planned post‐school pathways among those identified with special educational needs in Irish primary schools
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Carroll, Eamonn, McCoy, Selina and Mihut, Georgiana (2022) Exploring cumulative disadvantage in early school leaving and planned post‐school pathways among those identified with special educational needs in Irish primary schools. British Educational Research Journal, 48 (6). pp. 1065-1082. doi:10.1002/berj.3815 ISSN 0141-1926.
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Official URL: https://doi.org/10.1002/berj.3815
Abstract
Reflecting the neglect of childhood disability in social stratification research, there is a notable dearth of research on the mechanisms underpinning disability differentials in educational outcomes. Drawing on rich longitudinal data collected at 9, 13 and 17 years as part of Ireland's ‘Growing Up in Ireland’ study, we look at the impact of special educational needs (SEN) identification in primary school on upper secondary outcomes. A bioecological framework and the Process–Person–Context–Time model allow us to understand how interactions with family, teachers, friends and school—as proximal processes—relate to early school leaving and post‐school planned pathways after accounting for personal and context characteristics. Overall, young people identified at age 9 as having SEN are at increased risk of early school leaving and are more likely to plan to attend further education and training, rather than higher education. However, after accounting for proximal processes and personal and context variables, students identified at age 9 as having SEN are no longer distinct in terms of secondary attainment and post‐school planning. Instead, these young people are more likely to experience forms of vulnerability that are important in shaping these outcomes. These key educational outcomes are strongly shaped by family and school‐related factors—both proximal processes and context characteristics—suggesting that efforts to support retention and pathway planning should be underpinned by an ecological understanding of young people's trajectories and the cumulative disadvantages they face.
Item Type: | Journal Article | ||||||||
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Subjects: | L Education > LC Special aspects of education | ||||||||
Divisions: | Faculty of Social Sciences > Centre for Education Studies (2013- ) | ||||||||
SWORD Depositor: | Library Publications Router | ||||||||
Library of Congress Subject Headings (LCSH): | Special education , Early childhood special education -- Ireland, Dropouts , Elementary school dropouts -- Ireland | ||||||||
Journal or Publication Title: | British Educational Research Journal | ||||||||
Publisher: | Routledge | ||||||||
ISSN: | 0141-1926 | ||||||||
Official Date: | December 2022 | ||||||||
Dates: |
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Volume: | 48 | ||||||||
Number: | 6 | ||||||||
Page Range: | pp. 1065-1082 | ||||||||
DOI: | 10.1002/berj.3815 | ||||||||
Status: | Peer Reviewed | ||||||||
Publication Status: | Published | ||||||||
Access rights to Published version: | Open Access (Creative Commons) | ||||||||
Copyright Holders: | © 2022 The Authors. British Educational Research Journal published by John Wiley & Sons Ltd on behalf of British Educational Research Association. | ||||||||
Date of first compliant deposit: | 5 July 2022 | ||||||||
Date of first compliant Open Access: | 6 July 2022 | ||||||||
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