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

经历过虐待或有其他保护需要的年轻人往往没有那么积极的教育成果。创伤和抑郁等心理健康问题被认为起着关键作用，但很少有研究从经验上考察这种关系，这阻碍了提供判断准确和有针对性的服务。在我的人口健康科学硕士学位和公共卫生与初级保健博士学位课程中，我将利用来自该国两个地区的前所未有的、相互关联的匿名卫生、教育和社会保健记录数据集。这包括大约1.5万名有虐待史或其他保障需要的年轻人的数据。它还包括心理健康数据和心理健康服务机构对另外约55 000名没有社会照顾参与的年轻人进行的保障评估。我将探索：- 1。心理健康问题在保护需求和16岁受教育程度之间的关系中扮演什么角色？- 2。参与社会关怀的青少年所提供的不同心理健康支持对他们的教育成果有影响吗？对于1)和2)，将检查潜在调节因子和协变量的作用，包括：1。接受社会关怀的留在家中的年轻人与被当地政府带走的年轻人之间的差异，以及发生这种情况的年龄。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