School-to-work transitions and health inequalities among young adults

中学教育之后，社会分层和流动的时代开始了。从学校到工作的这一阶段通常发生在16到24岁之间，对整个人生过程和以后的健康都是一个关键时期。因此，现阶段在卫生方面存在的社会经济不平等问题特别严重，需要进行明确研究。因此，必须考虑到个人层面的各种决定因素(行为、物质和心理社会因素)，但也要考虑到这样一个事实，即这些个人决定因素被纳入在中观层面更远的机构环境中，在人生的这个阶段(如大学、职业学校)就读。这些机构中的每一个都提供了直接和间接影响健康的不同背景，并可能加剧或减少健康不平等。因此，要深入了解社会经济地位(SEP)与年轻人健康之间的关系，就需要考虑个人因素和制度因素之间的复杂相互关系。然而，关于中观因素在从学校到工作的转变过程中所起作用的研究明显缺乏。这一分项目的总体目标是就这一问题提供新的证据。研究问题是：1.哪些个人层面的决定因素(行为、物质和心理社会)有助于在年轻人中建立SEP和健康之间的联系？2.在从学校到工作的过渡期间，SEP、个人层面的决定因素和健康之间的联系是否受到学校类型的影响(例如，职业培训和大学)？3.单一机构单位的背景特征(例如，工作环境)哪些影响年轻人的健康不平等？在文献回顾的基础上，该项目将首先总结当前关于从学校到工作过渡期间健康不平等的证据，并为实证部分制定一个概念框架，其中包括三个实证案例研究。第一项研究使用了德国国家教育小组研究的起始队列4的纵向数据，调查了从16岁到24岁的健康不平等是如何发展的，个人水平的因素如何导致健康不平等，以及不同的机构背景如何缓和或调节健康不平等。相反，研究2和研究3侧重于单一机构及其鲜明的特征，使用了两个例子：大学(纵向的、非正规的、开始的队列5、大学生)和职业培训/工作(横截面，‘JugenderwerbstätigenbeFragung’)。结果将提交给协调项目，作为对从出生到成年的健康不平等的总体多层次模型的贡献。这一分项目的结果是一个重要组成部分，因为它们揭示了晚年健康的关键人生阶段和关键的社会机构。

After secondary education, a time of social stratification and mobility begins. This stage of ‘school-to-work-transitions’ usually occurs between 16 and 24 years and is a crucial period both for entire life courses and for later health. The presence of socioeconomic inequalities in health at this stage is therefore specifically problematic and needs to be studied explicitly. Thereby, various determinants on individual-level must be taken into account (behavioural, material, and psychosocial factors), but also the fact that these individual determinants are incorporated in more distal institutional contexts at the meso level, attended at this stage of life (e.g. universities, vocational schools). Each of these institutions provides distinct contexts that directly and indirectly influence health, and that may aggravate or decrease health inequalities. An in-depth understanding of associations between socioeconomic position (SEP) and health of young adults, thus, needs to consider the complex interrelation of individual and institutional factors.Yet, there is a striking lack of research on the role of meso-level factors during ‘school-to-work-transitions’. It is the overall aim of this subproject to provide new evidence on this issue. Research questions are:1. Which individual-level determinants (behavioural, material, and psychosocial) contribute to an association between SEP and health among young adults?2. Is the association between SEP, individual-level determinants and health influenced by the type of institution entered during school-to-work transitions (e.g. vocational training vs. university)?3. Which contextual characteristics of single institutional units (e.g. of work environments) affect health inequalities among young adults? Based on a literature review, the project will first summarize current evidence on health inequalities during school-to-work transitions and generate a conceptual framework for the empirical part, which covers three empirical case studies. The first study uses longitudinal data from the starting cohort 4 of the German National Educational Panel Study (NEPS) and investigates how health inequalities develop from the ages of 16 to 24 years, how individual-level factors contribute to health inequalities and how different institutional contexts moderate or mediate health inequalities. Studies 2 and 3, in contrast, focus on single institutions and their distinct characteristics, using the two examples university (longitudinal, NEPS, starting cohort 5, university students) and vocational training/work (cross-sectional, ‘Jugenderwerbstätigenbefragung’).Results will be delivered to the Coordination Project as a contribution to the overall multi-level model of health inequalities from birth to young adulthood. Findings of this subproject are an important component as they shed light on a crucial life stage for health in later life and on key societal institutions.