Do mental health interventions contribute to educational outcomes for children and young people with a history of maltreatment or other safeguarding n

有虐待经历或其他保障需求的年轻人在教育方面的成果往往不那么积极。心理健康困难，如创伤和抑郁症被认为发挥了关键作用，但很少有研究已经检查了这种关系的经验，这阻碍了提供良好的判断和有针对性的服务。在我的人口健康科学硕士和公共卫生和初级保健博士学位中，我将利用来自该国两个地区的前所未有的关联，匿名健康，教育和社会保健记录数据集。这包括CA的数据。15，000名有虐待史或其他保障需求的年轻人。它还包括另一个案例的心理健康数据和心理健康服务的保障评估。55，000名年轻人没有参与社会护理。 我将探索：1。心理健康问题在16岁之前的保障需求和教育程度之间的关系中发挥了什么作用？2.由参与社会关怀的年轻人提供的不同心理健康支持有助于他们的教育成果吗？对于1）和2），将检查潜在调节因子和协变量的作用，包括：I。青年人之间的差异已知的社会关怀谁留在他们的家庭，和那些由他们的地方当局，和年龄在这种情况下发生II.人口因素，如贫困，种族，性别和儿童年龄

Young people with experiences of maltreatment or other safeguarding needs often have less positive education outcomes. Mental health difficulties such as trauma and depression are thought to play a key role, yet few studies have examined this relationship empirically, which has hindered provision of well-judged and targeted services. In my MPhil in Population Health Sciences and PhD in Public Health and Primary Care I will draw on unprecedented datasets of linked, anonymised health, education and social care records from two regions of the country. This includes data on ca. 15,000 young people with a history of maltreatment or other safeguarding needs. It also includes mental health data and safeguarding assessments by mental health services for another ca. 55,000 young people without social care involvement. I will explore: - 1. What role do mental health difficulties play in the relationship between safeguarding needs and educational attainment by age 16?- 2. Do different mental health supports provided by young people with social care involvement contribute to their educational outcomes? For 1) and 2) the role of potential moderators and covariates will be examined, including:I. Differences between young people known to social care who remain in their family home, and those removed by their Local Authority, and the age at which this happensII. Demographic factors such as poverty, ethnicity, gender, and child age