Trajectories and transitions throughout the educational career: Implications for young peoples health and health inequalities.

一般来说，童年和青春期是健康和幸福的时期。然而，有证据表明，根据年轻人的社会经济地位(SES)和上学类型，他们的健康和福祉存在很大差异。SES较低或就读于低成绩学校的学生自我评价较差，生活满意度较低。到目前为止，德国的大多数横断面研究都是可用的，将健康和幸福视为一种静态特征，而它实际上是随着时间的推移而发展起来的。有了小组数据，就有可能从纵向角度分析健康和幸福的轨迹，并检查在整个教育生涯中经历了健康和幸福的非规范性转变(即年级重复)的短期影响。本研究项目的总体目标是调查健康和幸福的轨迹，以及在整个德国中学教育中非规范性转变对健康和幸福感的影响，以回答以下问题：1.在初中和高中教育的学生中，可以确定哪些健康和幸福的轨迹，他们在社会地位和学校类型上有差异吗？2.非规范性转变对学生的健康和幸福有什么(短期)影响，它们是否因社会地位和学校类型而不同？3.学生在健康和幸福方面是否表现出不同的轨迹，这取决于他们在整个教育生涯中是否经历过非规范性转变？分析基于德国国家教育小组研究(NEP)的纵向数据，使用了两个队列。开始队列3(SC3，5年级)涵盖了从5年级到9年级的学生，最初是从普通学校抽样的5.208名学生，后来加强到6.211名学生，并在7年级增加了一个样本。开始队列4(SC4，9年级)涵盖了9到12年级，从普通学校抽样调查了14.540名学生。根据NEPS时间表，到项目预计开始时，将提供两个群体至少一个额外年级的数据，从而涵盖德国初中和高中教育的全部课程。线性混合效应模型(LMEM)将被用来识别学生的健康和幸福轨迹，并根据社会经济地位、就读学校类型和是否经历过非规范性转变来区分这些轨迹中的个体差异。固定效应模型将被用来分析非规范性过渡的短期影响。拟议的项目将为学生个体内部的健康和幸福发展提供新的经验证据，并分析社会经济背景、就读学校类型和整个德国中学教育中非规范性过渡性的差异影响。

In general, childhood and adolescence are periods of good health and wellbeing. However, there is evidence for strong disparities in young peoples health and wellbeing according to their socioeconomic status (SES) and attended school type. Students with lower SES or attending low track schools report poorer self-rated health and lower life satisfaction. So far, mostly cross-sectional studies in Germany are available, treating health and wellbeing as a static trait, while it actually develops over time. With the availability of panel data, it is possible to analyse trajectories of health and wellbeing from a longitudinal perspective, as well as to examine short-term effects of having experienced a non-normative transition (i.e. grade repetition) for health and wellbeing throughout the educational career.Overall aim of this research project is to investigate trajectories of health and wellbeing as well as the effect of a non-normative transition on health and wellbeing throughout secondary education in Germany to answer the following questions:1. Which trajectories of health and wellbeing can be identified among students in lower and upper secondary education, and do they differ by SES and school type?2. What (short-term) effect does a non-normative transition have for students health and wellbeing, and do they differ by SES and school type?3. Do students show different trajectories of health and wellbeing, depending on whether they have experienced a non-normative transition throughout their educational career?Analyses are based on longitudinal data from the German National Educational Panel Study (NEPS), using two cohorts. Starting Cohort 3 (SC3, 5th Grade) covers students from grades 5 to 9, started with 5.208 students sampled in regular schools, and later was reinforced to 6.211 students with an additional sample in 7th grade. Starting Cohort 4 (SC4, 9th Grade) covers grades 9 to 12 and started with 14.540 students sampled in regular schools. According to the NEPS time table, data for at least one additional grade for both cohorts will be available by the estimated start of the project, thus covering the full course of lower and upper secondary education in Germany. Linear Mixed Effects Models (LMEM) will be used to identify students trajectories of health and wellbeing as well as to differentiate inter-individual differences in these trajectories by SES, attended school type, and the presence of having experienced a non-normative transition. Fixed Effects Models will be used to analyse short term effects of non-normative transitions.The proposed project will provide new empirical evidence on students intra-individual development of health and wellbeing and analyse the differential effect of socioeconomic background, attended school type and a non-normative transition throughout secondary education in Germany.