An epidemiological study of participation in secondary schooling by children receiving social care in England

教育被普遍认为是一项基本人权，受到一系列国际人权文书的保护。在英格兰，从5岁到18岁，教育基本上是义务的。教育的重要性部分源于它与一生中一系列健康结果的密切联系，包括死亡率、一系列慢性病和总体幸福感。然而，英国的一些儿童群体更有可能错过学校教育，包括被照顾的儿童(CLA)和需要帮助的儿童(CIN)。这些儿童群体对国家负有特殊义务，主要是通过地方当局(LAS)提供的儿童社会照料(CSC)服务，向他们提供福利和教育。然而，影响这些群体更有可能旷课的因素却鲜为人知。在这篇论文中，我的目标是：1.通过系统回顾接受CSC服务的英国儿童与没有接受CSC服务的英国儿童的样本中的教育结果，了解现有的证据基础。使用管理数据来确定一组或多组英格兰儿童，我可以在他们的学校职业生涯和CSC职业生涯中对他们进行跟踪，以便描述这些轨迹并定义CSC暴露。了解因CSC暴露而导致儿童缺课的程度的LAS之间的差异，考虑到个人层面的因素(如性别和特殊教育需求)和背景层面的因素(如学校类型和质量)。这项研究的结果将向CSC和教育部门通报这些弱势儿童可能的后果。它还将与儿童医疗保健和其他服务相关。

Education is universally considered to be a fundamental human right protected by a range of international human rights instruments. In England, education is essentially compulsory from age 5 to 18. Its importance stems partly from its very strong and consistently observed associations with a range of health outcomes across life including mortality, a range of chronic disease and general well-being. However, some groups of children in England are more likely to miss out on schooling, including children looked after (CLA) and children in need (CiN). These are groups of children to whom to the state has particular obligations erga their welfare and education, primarily through children's social care (CSC) services deliverd by local authorities (LAs). The factors that influence why these groups are more likely to miss schooling, however, are poorly understood. In this thesis, I aim to:1. Understand the existing evidence base through a systematic review of educational outcomes in samples representative of the population of UK children who receive CSC services compared to children who do not.2. Use administrative data to identify a cohort or cohorts of children in England whom I can follow up across their school careers and CSC careers in order to describe those trajectories and define CSC exposure.3. Understand variation between LAs in the extent to which children miss school by CSC exposures, accounting for individual-level factors (such as gender and special educational needs) and contextual-level ones (such as type and quality of school).Findings from this study will inform CSC and education sectors as to likely outcomes for these vulnerable children. There will also be relevance for healthcare and other services for children.