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使用相关管理数据的令人兴奋的机会(参见https://www.adruk.org/)，以检查与儿童健康和教育相关的重要问题。具体地说，博士将使用在英格兰长大(GUIE)数据集以及其他数据集来检验环境预测英格兰特殊教育需要和残疾儿童(SEND)的结果。成功的候选人将有机会开发他们的博士将在监督团队的指导下解决的精确研究问题。英国有超过150万儿童收到了这封信。只有45%的有SEND的儿童在18岁前达到了GCSE的预期水平(相比之下，没有SEND的儿童有82%)，而且有SEND的儿童也更有可能被学校拒之门外(Timpson，2019年)。研究的重点是儿童和学校水平对儿童智力低下的预测。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患有SEND的儿童的成就。这项博士研究将利用新建立联系的行政数据集，研究儿童更广泛的环境如何支持患有SEND的儿童取得积极的教育和健康结果。有一些初步证据表明，家庭和当地环境可能很重要。例如，接触自然影响ADHD儿童的行为发展(Amoly等人，2014年)，在控制了广泛的因素后，拥有住房与儿童的成就有关(Lien等人，2008年)。然而，到目前为止，这项研究仍然相对稀少。因此，这个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.