Uneven impacts of COVID-19 on the attendance rates of secondary school students from different socioeconomic backgrounds in Australia: A quasi-experimental analysis of administrative data

This paper contributes to the growing body of research that demonstrates uneven impacts of the COVID-19 pandemic on educational outcomes of students from different socioeconomic status (SES) backgrounds. We evaluate the early impacts of COVID-19 on student attendance in secondary school and show how these impacts depend on students' SES. We employ a quasi-experimental design, using difference-in-differences (DiD) estimation extended to incorporate third-order differences over time between low-SES and other students, and pre- versus during-COVID-19, leveraging robust administrative data extracted from the registers of the Tasmanian Department of Education. Using data from multiple cohorts of secondary school students in government schools in Tasmania (N = 14,135), we find that while the attendance rates were similar pre- and during-COVID-19 for high-SES students, there was a significant drop in attendance rates during COVID-19 among socioeconomically disadvantaged students, demonstrating the more pronounced impacts of COVID-19 for these students. The findings demonstrate that even “relatively short” lockdowns, as those in Tasmania in 2020 (30–40 days of home learning), can significantly affect the learning experiences of students from socioeconomically disadvantaged backgrounds. We discuss the implications of this for future pandemic planning in educational policy and practice and how this needs to be addressed in Australia's COVID-19 recovery.     

Adolescents at risk of mental health problems in the COVID-19 pandemic: A prospective population-based study of the effects of government mandates and school closures

There is increasing evidence that the COVID-19 pandemic has had substantial mental health impacts for adolescents. Yet, few definitive studies have investigated which adolescents were at higher risk of poor mental health and well-being during the pandemic. Data were drawn from the Childhood to Adolescence Transition Study, a prospective cohort study of students in Australia (N = 1211). Prevalence of mental health outcomes (depressive symptoms, anxiety symptoms, self-harm and good subjective well-being) was estimated in school Years 5–12, where Years 11 (2020) and 12 (2021) coincided with the pandemic. The age- and sex-adjusted relative risk of each mental health outcome for each priority group during the pandemic were estimated. During the pandemic, over 50% of study participants reported depressive symptoms, and one quarter reported anxiety symptoms. There was a decrease in good subjective well-being compared with pre-pandemic years, while self-harm prevalence remained similar. History of mental health problems, school disengagement and frequent peer victimisation increased the risk of experiencing mental health problems during the pandemic. Schools play a central role in maintaining the mental health and good subjective well-being of students, and this is particularly important during periods of social disruption, such as the COVID-19 pandemic.     

Making a connection: school engagement of young people in care

Intervention to improve educational attainment for children in out‐of‐home care is increasingly being recognized as important for their well‐being and future opportunities. This paper reports on a mixed method study of the school engagement or connectedness of young people in care. The study comprised a survey of 202 young people in care in Queensland, Australia, and a matched comparison group of young people not in care, plus interviews with a subset of 65 young people in care who were surveyed. Both the school environment and the perceived levels of support influenced school engagement, with those who were assisted by carers and caseworkers more likely to be positively connected with school. These young people perceived education as a pathway to achieving work and life goals. The findings suggest that active and focused attention on young people's school engagement should be part of case planning and monitoring as it offers an additional strategy for improving their educational experience.     

Connection,connectivity and choice: Learning during COVID-19 restrictions across mainstream schools and Flexible Learning Programmes in Australia

The COVID-19 pandemic and associated school closures may have constrained educational participation particularly for students in disadvantaged circumstances. We explore how 30 disadvantaged students in secondary school (14 mainstream/16 Flexible Learning Programme) from Queensland, New South Wales and Tasmania experienced home learning during the first wave of COVID-19, teasing out nuances across two educational models. Drawing on semi-structured interviews with these students, our analysis revealed three interconnected themes inflecting their learning: connection, connectivity and choice. Connection captures the desire for belonging and practices that facilitated meeting this desire during system-wide disruptions to school routines and face-to-face learning. Connectivity captures the impact of digitally facilitated learning at home on students' ability to engage with curriculum content and with their learning community. Choice captures the availability of viable options to overcome barriers students encountered in their learning and possibilities to flexibly accommodate student preferences and learning needs. Students from Flexible Learning Programmes appeared generally better supported to exercise agency within the scope of their lived experience of home-based learning. Findings indicate a need for strengthening student-centred policy and practices aimed at leveraging the affordances of information technology, balancing self-directed and structured learning and providing holistic support to enable meaningful student choice.     

Deprivation and the well-being of children and young people in Taiwan

This article draws on data from the second wave of the Taiwan Panel Study of Children and Youth survey to explore the relationship between deprivation and subjective well-being among children and young people in Taiwan using a child-centric approach. The survey data allows the deprivation status of disadvantaged children and young people to be identified using information that they themselves have provided. The results indicate that item-specific deprivation rates and the overall intensity of deprivation are generally higher among children. Further analysis reveals that deprivation is associated with lower levels of subjective well-being and poorer educational outcomes among both groups.     

Relation between young children's anger and fathers' mental health during the COVID-19 epidemic: Moderating role of gender and child number

The father–child interaction deserves attention during the COVID-19 epidemic. This study administrated the Child Anger Questionnaire and the SCL-90 Symptom Checklist to collect primary data from 1862 fathers of Chinese young children during the COVID-19 outbreak, examined the relation between young children's anger and their fathers' mental health, and verified whether the relation was moderated by the gender or the child number. The results demonstrated that the detection rate of anger among Chinese young children was 60.08%, the scores of SCL-90 factors of their fathers were significantly lower than the Chinese normal adult male norms and those of infant parents, and the anger of young children had a significant effect on their fathers' mental health. Gender and child number moderated this relation. It is of great significance to strengthen the attention to the anger of young children and the mental health of fathers during the period of public health emergencies, and to promote the harmonious interpersonal relationship between young children and their fathers.     

Students in out-of-home care: Their experiences of Transforming Educational Achievement for Children at Risk,an Australian education programme

Children living in out-of-home care are at greater risk of poor educational outcomes compared to other children. To address their educational needs, several programs have been developed. Within a qualitative paradigm, this study explored the experiences of students about their involvement in TEACHaR (Transforming Educational Achievement for Children at Risk), a specialized education programme. Eight students (aged 13 to 18 years) from the programme participated in individual, semi-structured interviews. Responses were analysed using Interpretive Phenomenological Analysis. Participants indicated that the programme provided individualized and flexible academic support, reduced their shame and embarrassment and provided them with more than academic support. They highlighted the importance of the student–educator relationship, and the need for encouragement and motivation to pursue their educational goals. Finally, findings report on how COVID-19 impacts on student experiences of the programme. Recommendations for the development and improvement of education programs for students in out-of-home care conclude this paper.     

Analysis of care and education pathways of refugee and asylum‐seeking children in care in England: Implications for social work

There are currently 4,560 refugee and asylum‐seeking children in care in England, but little is known about their care histories and educational outcomes. This study analysed the educational outcomes of unaccompanied refugee and asylum‐seeking children in care at age 16 (n = 167) in 2013, using secondary data analysis. It compared their care histories and educational experiences with other children in care and those in the general population. Secondly, it used linear regression to determine what factors predict educational outcomes. Refugee and asylum‐seeking young people in care faced fewer difficulties than their peers in care or those in need, but they lagged behind children in the general population. Age at entry, placement type, Strengths and Difficulties Questionnaire scores, school type and mobility predicted attainment. Special educational needs (SEN), number of placements and absences did not. Better care planning and a greater understanding of SEN are required to enhance the well‐being of this population.     

“Wearing a Mask Won't Protect Us from Our History”: The Impact of COVID-19 on Black Children and Families

The data on COVID-19 show an irrefutable and disturbing pattern: Black Americans are contracting and dying from COVID-19 at rates that far exceed other racial and ethnic groups. Due to historical and current iterations of racism, Black Americans have been forced into conditions that elevate their risk for COVID-19 and consequently place Black children at the epicenter of loss across multiple domains of life. The current paper highlights the impact of the pandemic on Black children at the individual, family, and school levels. Based on an understanding of the influence of structural racism on COVID-19 disparities, policy recommendations are provided that focus on equitable access to quality education, home ownership, and employment to fully address the needs of Black children and families during and after the pandemic. Research, practice, and policy recommendations are made to journal editors, funding agencies, grant review panels, and researchers regarding how research on COVID-19 should be framed to inform intervention efforts aimed at improving the situation of Black children and families.     

Assessing the Impact of Social Factors on the Mental Health of Chinese at Risk Adolescents in Hong Kong

Correspondence to Dr Cindy Davis, University of Tennessee, College of Social Work, Nashville Campus, 193E Polk Avenue, Nashville, TN., 37210, USA. E-mail: cdavis3eutk.edu Summary The purpose of this study was to explore the relationship offamily, peer and school factors on the mental health of Chinesemale and female at risk adolescents and secondary school studentsin Hong Kong. Questionnaire surveys based on various standardizedassessment scales were conducted with 398 (183 female and 215male) Chinese at risk adolescents and 320 (160 female and 160male) Chinese secondary school students between 12 and 18 yearsof age in Hong Kong. Compared to secondary school students,at risk adolescents had poorer relations with parents, morenegative family and peer influence, a more negative school environment,and poorer social functioning. Findings also revealed that femaleparticipants had more somatic symptoms, anxiety, and depressioncompared to males. The importance of environmental factors onthe mental health of Chinese adolescents supports previous researchin Western countries. Implications for intervention and preventionwere discussed from a cross-cultural perspective.     

“Trying to be positive in the face of the storm”: The experiences of independent college students during the COVID-19 pandemic

The COVID-19 pandemic created multiple stressors for college students, particularly for young adults experiencing multiple forms of disadvantage. Little is known about the pandemic experiences of independent college students, many of whom are emancipated minors, former wards of the state, and other students who lack familial financial and practical support as they pursue higher education. Twenty-three independent students, ages 18–23, from one northeastern university were interviewed to understand how independent students were affected by the COVID-19 pandemic, and their needs for support from the university during this time. Most participants were identified as Black or Latinx, and two thirds were first-generation college students. Participants reported an overall lack of support from their families prior to the pandemic. During the pandemic, they experienced compounding academic, economic, and mental health-related stressors. Students responded to these stressors in resilient and resourceful ways, by adapting to their new realities, expressing gratitude, and finding opportunities for self-growth. Participants recommend that institutions of higher education support independent students during periods of emergency through providing financial assistance, offering opportunities for connection with both adults and peers, and demonstrating administrative flexibility and understanding of their unique needs.     

Into adulthood: a follow-up study of 718 young people who were placed in out-of-home care during their teens

In this study, national register data were used to analyse long‐term outcomes at age 25 for around 700 Swedish young people placed in out‐of‐home care during their teens. The sample consisted of 70% of all 13‐ to 16‐year olds who entered out‐of‐home care in 1991. Results revealed a dividing line between young people placed in care for behavioural problems and those placed for other reasons. Young woman and men from the first group had – in comparison with peers who did not enter care – very high rates of premature death, serious involvement in crime, hospitalizations for mental‐health problems, teenage parenthood, self‐support problems and low educational attainment. Young people who were placed for other reasons had better outcomes, but still considerably worse than non‐care peers. Young women tended to do better than young men, regardless of reasons for placement. Very high rates of hospitalizations for mental health problems were found among young people placed for behavioural problems. Breakdown of placement was found to be a robust indicator of poor long‐term prognosis.     

Rising food security concerns among New Zealand adolescents and association with health and wellbeing

The current paper explores recent changes in food insecurity among adolescents and determine if food security concerns are associated with poorer wellbeing. Data were collected as part of two nationally representative surveys of the health and wellbeing of high-school students in New Zealand in 2007 and 2012. In 2012, 11% of young people reported food security concerns often or always, with 33% reporting food security concerns occasionally/sometimes. The prevalence of food security concerns at both frequencies increased significantly from 2007 (8% and 28%, respectively). Young people with food security concerns were more likely to report poor indicators of health and wellbeing, including truancy, poor general health, mental health concerns and obesity. Our findings highlight the growing concerns of food insecurity reported by adolescents in New Zealand. Interventions that address food security for families may provide a tangible means of promoting the healthy development of children and young people.     

Relationship between childbirth and access to postsecondary education among young women ageing out of foster care

Early childbirth is common among young women ageing out of foster care and may impede their educational progress. However, few studies have explored access to postsecondary education among young mothers who have been in foster care. The present study used data from a large, national sample of young people in foster care (National Youth in Transition Database, NYTD) to examine the link between early childbirth and young women's access to postsecondary education between ages 19 and 21, controlling for an array of covariates. The study sample included 2,207 young women who had completed a high school diploma or GED by age 19 and who participated in three NYTD interviews at ages 17, 19 and 21. Childbirth between ages 19 and 21 was linked to decreased access to postsecondary education. However, no relationship was found between access to postsecondary education and childbirth by age 17 or childbirth between ages 17 and 19. Implications for policy, practice and research are discussed.     

Who Takes Care of Education 18 months on? A follow‐up study of looked after children's perceptions of support for educational progress

This paper represents a follow‐up publication to the findings of a previous paper by documenting the views of a follow‐up sample of 56 young people, aged 12–19 years, looked after in three English local authorities. Young people were interviewed on two separate occasions, 18 months apart, to assess their perceptions of educational progress and identify factors that might support or hinder their education. The interviews took place as part of an ongoing evaluation of the Taking Care of Education project, a development programme designed to facilitate improvements in the education of looked after children. Most young people were aware of individual project‐related activities and a number of these were seen to contribute towards educational progress. Perceptions of educational progress were significantly higher at follow‐up interview and an increased proportion of young people reported that being looked after had had a positive impact upon their education. Carers and teachers continued to be the most frequently mentioned providers of educational support, but the proportion of comments relating to educational support from social workers increased at follow‐up. The most consistent explanation given for improved educational progress was the availability of support and encouragement for educational progress and acknowledgement of young people's achievements.     

The school to work transition for young people in state care: perspectives from young people,carers and professionals

Workforce participation has many positive effects on quality of life. However, as young people in care have generally below‐average levels of educational participation and attainment, they may be ill‐equipped for the transition to further education and work. A mixed‐method study conducted in Australia about career development for young people in care investigated how this population develops ideas about future work: the social and cognitive variables that influence career decision‐making; practices for preparing young people in care for the transition to work or further education; and factors that support or impede the transition. Findings from the qualitative study are reported in this paper. Interview data were obtained from the multiple perspectives of young people in care, foster carers, caseworkers and school personnel. The overall picture was one of young people in care lacking the encouragement, resources and capacity to realistically plan for the job they want. Specific interventions are required to enhance career development and employment outcomes for this population.     

Examining family and school factors as predictors of delinquency: A study of juvenile offenders,at‐risk students,and low‐risk students in Malaysia

This study aims to examine family and school factors as predictors of delinquency among adolescents in Malaysia. A total of 101 juvenile offenders, 86 at‐risk students, and 92 low‐risk students were involved in this study. Multinomial logistic regression was used to predict the likelihood of an adolescent being in a group of juvenile offenders or of being an at‐risk or low‐risk student, based on four predictor variables: family structure, family relationships, school relationships, and commitment to learning. The results show that family relations, school relations, and commitment to learning have different predictive effects on the likelihood of different levels of delinquent behavior. However, family structure is not found to be a significant predictor in the logistic regression in this study. The findings of the study suggest that keeping young people in school can serve as a strong protective factor that serves to prevent at‐risk students from moving along the trajectory of serious delinquent behaviors.     

What changes in ‘parenting’ approaches occur over the course of adolescent foster care placements?

An overview of the parenting skills and strategies utilized by foster carers looking after adolescents was given in an earlier paper. This paper focuses specifically on the relationship between the behaviour of fostered adolescents and the quality of parenting provided by the carer. In particular, the paper considers the consequences of situations in which fostered young people have a detrimental impact on other children within the foster family, as this was an especially difficult situation for foster carers to manage. Similarly, foster carers appeared to find it difficult to maintain good parenting skills with young people who were at risk due to their own sexual behaviour although, conversely, caring for a young person whose sexual behaviour put others at risk was connected with improved parenting. The quality of parenting provided by the foster carers was also influenced by the level of stress they were experiencing, with increased levels of stress leading to poorer parenting of the fostered adolescent.     

Better educational inclusion of migrant children in urban schools? Exploring the influences of the population control policy in large Chinese cities

The educational inclusion of rural–urban migrant children in Chinese urban schools has been promoted in the past decades. This paper provides a contextualized interpretation of recent policy developments governing large Chinese cities and evaluates its impact upon the status of migrant children's education. Drawing on data collected from 1,331 migrant children in urban inclusive schools, this study compared current migrant children's family backgrounds and psychological sense of belonging at school in relation to educational outcomes at the primary education level. Results showed that migrant children's socioeconomic status (SES) levels were slightly higher than their counterparts in inclusive schools and a salient SES stratification of migrant students was found. This correlates with students’ reports of fewer incidences of discrimination than hypothesized. Furthermore, capital in migrant families was positively associated with the psychological sense of belonging and academic achievement. These results reveal a significant change to migrant students’ SES as a result of the recent population control policy pertaining to China's large cities since 2014. Implications for research and educational practice, especially with at‐risk migrant students of low‐SES, are discussed.