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The role of prenatal, obstetric, and post-partum factors in the parenting stress of mothers and fathers of 9-month old infants’.
Introduction The aim of this paper was to examine the role of perinatal, obstetric and post partum factors on maternal and paternal stress. It will present the first examination of the role of prenatal, obstetric, post-partum, and demographic variables in parenting stress for mothers and fathers at…
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Spending Time with Family and Friends: Children’s Views on Relationships and Shared Activities
Sociologists of childhood have stressed the importance of children’s experience in the present and children as agents who actively construct their own lives and influence relationships with family and friends. Current thinking in the field of child well-being emphasises the need to consult children…
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A Tobacco-Free Future – an all-island report on tobacco, inequalities and childhood.
A Tobacco-Free Future – An all-island report on tobacco, inequalities and childhood 2013 reveals declines in smoking rates among both children and pregnant women over the past decade, both North and South of the border. This report published by the Institute of Public Health in Ireland (IPH) and the…
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Changes in Children’s Speech and Language Difficulties from Age Five to Nine: An Irish National, Longitudinal Study
In many countries, information on the prevalence of persistent speech and language disorders in early childhood is sparse due to the lack of nationally representative samples and longitudinal studies. Secondary analysis of data collected on over 7500 Irish children at ages 5 and 9 years, found that…
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Simply Academic? Why children with special educational needs don’t like school.
International studies have raised concerns about the academic and social implications of inclusive policies on school engagement and successful learning and, in particular, on the ways in which friendships are formed between students with SEN and other students. This article stems from research find…
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School matters: How context influences the identification of different types of special educational needs
Despite dramatic changes in Irish special education policy during the last decade, there is little understanding of the factors influencing how special educational needs (SEN) are identified and whether identification varies across different school contexts. International research has tended to focu…
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Too much of a good thing? Gender, ‘concerted cultivation’ and unequal achievement in primary education.
It is well established that cultural and economic resources imparted to children vary significantly by social class. Literature on concerted cultivation has highlighted the way out-of-school activities can reproduce social inequalities in the classroom. Within this literature however, little attenti…
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The role of parental expectations in understanding social and academic well-being among children with disabilities in Ireland
This paper draws on longitudinal data to examine the extent to which parents’ educational expectations shape academic development and changes in self-concept among young people with different types of disability. The analysis is based on the Growing Up in Ireland longitudinal study, which tracked 74…
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The Effects of School Social Mix: Unpacking the Differences
Whether school composition makes a difference for student outcomes has been the subject of much controversy. This article draws on Growing Up in Ireland data, a rich source of information on nine-year-old children along with the characteristics of their school and classroom teacher. In contrast to m…