Conceptualising social capital in relation to the well-being of children and young people: a critical review

This exploratory article forms the background for an empirical study for the Health Education Authority on children, young people, health, well-being and social capital. In terms of morbidity, children tend not to exhibit clear health problems, but obviously engage in activities that have important implications for their health and well-being (West & Sweeting, 1996), and these activities may be influenced by, as well as impact upon, children's social capital. Social capital is an elusive concept and has been defined in various ways, and refers to sociability, social networks and social support, trust, reciprocity, and community and civic engagement. The paper contrasts three interpretations of the concept, by Coleman (1988, 1990), Putnam (1993, 1995) and Bourdieu (1986). It concludes that the concept is currently poorly specified as it relates to children, and that the use of the term is inherently problematic, and needs to be carefully critiqued and empirically grounded before it can usefully be applied in social policy formulations. One possible way forward might be to conceptualise social capital not so much as a measurable ‘thing’, rather as a set of processes and practices that are integral to the acquisition of other forms of ‘capital’ such as human capital and cultural capital (ie qualifications, skills, group memberships, etc).