Environmental predictors of educational outcomes for children with Special Educational Needs and Disabilities (SEND). (Ref 4690)

博士学位提供了一个令人兴奋的机会，可以利用相关的行政数据（见https://www.adruk.org/）来研究与患有SEND的儿童的健康和教育有关的重要问题。具体来说，博士将使用来自英国成长（GUIE）数据集以及其他数据集的现有数据来研究英国特殊教育需要和残疾儿童（SEND）结果的环境预测因素。成功的候选人将有机会在监督团队的指导下发展他们的博士学位将解决的精确研究问题。英国有150多万儿童患有SEND。只有45%的患有SEND的儿童在18岁时达到了GCSE的预期水平（相比之下，没有SEND的儿童达到了82%），患有SEND的儿童也更有可能被学校排斥（Timpson, 2019）。研究主要集中在儿童和学校层面对SEND儿童成就的预测。例如，Humphrey等人（2013）发现学校包容性、学业成就、行为、年龄、性别和出勤率等因素可以预测SEND儿童的学业成就。这项博士研究将利用新关联的管理数据集，研究儿童更广泛的环境如何支持SEND儿童的积极教育和健康成果。有一些初步证据表明，家庭和当地环境可能很重要。例如，接触大自然会影响多动症儿童的行为发展（Amoly等人，2014），在控制了广泛的因素后，房屋所有权与儿童成就有关（Lien等人，2008）。然而，到目前为止，这方面的研究仍然相对较少。因此，博士学位为推动这一重要研究领域的发展提供了一个独特的机会。

The PhD offers an exciting opportunity to work with linked administrative data (see https://www.adruk.org/) to examine important questions that have relevance to the health and education of children with SEND. Specifically, the PhD will use existing data from the Growing up in England (GUIE) dataset as well as other datasets to examine environmental predictors of outcomes for children with Special Educational Needs and Disabilities (SEND) in England.The successful candidate will have the opportunity to develop the precise research questions that their PhD will address with guidance from the supervisory team. Over 1.5 million children in England have SEND. Only 45% of children with SEND achieve the expected level of attainment at GCSE by age 18 (compared to 82% of children without SEND) and children with SEND are also more likely to be excluded from school (Timpson, 2019). Research has focused on child and school-level predictors of attainment in children with SEND. For example, Humphrey et al. (2013) found that factors such as school inclusivity, school attainment, behaviour, age, sex and attendance predicted attainment in children with SEND.This PhD research will draw on newly linked administrative datasets to examine how children's wider environments can support positive educational and health outcomes for children with SEND. There is some initial evidence that home and local environments might be important. For example, access to nature impacts behavioural development in children with ADHD (Amoly et al., 2014) and home ownership is associated with child attainment, after controlling for a broad range of factors (Lien et al., 2008). To date though, this research remains relatively scarce. This PhD therefore provides a unique opportunity to drive forwards this important area of research.