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

中等教育之后，社会分层和流动的时期开始。这一“从学校到工作的过渡”阶段通常发生在16至24岁之间，是整个生命过程和以后健康的关键时期。因此，现阶段在保健方面存在的社会经济不平等是一个具体问题，需要明确加以研究。因此，必须考虑到个人一级的各种决定因素（行为、物质和心理社会因素），但也要考虑到这些个人决定因素被纳入在这一人生阶段就读的更远的中间一级机构环境（如大学、职业学校）。这些机构中的每一个都提供了直接和间接影响健康的独特背景，并可能加剧或减少健康不平等。因此，要深入理解社会经济地位（SEP）与年轻人健康之间的关系，需要考虑个人因素和制度因素之间复杂的相互关系。然而，对“从学校到工作的过渡”过程中中观层面因素的作用的研究却极为缺乏。这个分项目的总体目标是提供关于这个问题的新证据。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SEP与年轻人健康之间的关联？2. 在从学校到工作的过渡期间进入的机构类型（例如职业培训与大学）是否影响SEP、个人层面的决定因素和健康之间的关联？3. 单一机构单位（例如工作环境）的哪些背景特征影响青年人之间的健康不平等？根据文献综述，该项目将首先总结目前的证据在学校到工作的过渡期间的健康不平等，并产生一个概念框架的经验部分，其中包括三个经验案例研究。第一项研究使用了德国国家教育小组研究（NEPS）的第4个起始队列的纵向数据，并调查了16至24岁之间的健康不平等如何发展，个人层面的因素如何导致健康不平等，以及不同的制度环境如何缓和或调解健康不平等。与此相反，研究2和3侧重于单一机构及其独特的特点，使用两个例子大学（纵向，NEPS，第5组起始群体，大学生）和职业培训/工作（横截面，“Jugenderwerbstätigenbefragung”），结果将提交给协调项目，作为对从出生到青年成人健康不平等的整体多层次模型的贡献。该分项目的调查结果是一个重要组成部分，因为它们揭示了晚年健康的一个关键生命阶段和关键社会机构。

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.