External Publications Using GUI Data

Purposes
Dietary free sugars (FS) are the most important risk factor for dental caries and can contribute to excess energy intake. Measuring FS intake is limited by food composition databases and appropriate dietary assessment methods. The aim of this analysis was to estimate total sugar (TS) and FS intakes for Irish pre-schoolers and examine the proportion of dietary TS and FS captured using a short food questionnaire (SFQ).

Methods
This is a secondary analysis of 3-year-old children from two national surveys; Growing Up in Ireland (GUI), N = 9793 of whom 49% were girls and the National Preschool Nutrition Survey (NPNS), N = 126 and 52% were girls. GUI used SFQs and NPNS used semi-weighed food diaries to collect dietary data from 3-year-old children. Dietary intake databases were linked using an established approach. Mean daily TS and FS intakes and frequency were calculated, and consumption patterns from foods and meals are presented. The proportion of foods that were covered or non-covered by the GUI SFQ was calculated by comparison with the NPNS food diary.

Results
75% of 3 year-olds had FS intake greater than the maximum recommended by WHO guidelines for free sugar intake, while 4% met the lower threshold. The median frequency of TS and FS consumption was 5.0 (4.0–6.0) and 4.0 (3.0–5.0) times/day. Less than one-quarter of TS intake (g/day) was non-covered by the GUI SFQ while less than one-third of FS intake was non-covered.

Conclusions
A large majority of 3-year-old Irish children do not meet the WHO recommended guidelines for FS intake and almost none meet the desired conditional recommendation. SFQs only capture two-thirds of FS intake at this early age.

The objective of this study was to explore the extent to which the association between screen time and psychosocial development in preschool children differed between the sexes and according to their frequency of engagement in physical activity. Data are based on a prospective cohort of Irish children, collected between 2010 and 2013 when children were ages 3 (n=9786) and 5 years (n=9001). Children’s screen time (h/day), psychosocial development (Strengths and Difficulties Questionnaire), and physical activity (bouts/week) were assessed via caregiver report. The magnitude of the association between screen time and changes in behavioural difficulties differed significantly between the sexes. For boys, the association between increased screen time and the onset of behavioural problems coincided directly with a reduction in their frequency of engagement in physical activity. The association between screen time and changes in behavioural difficulties was not moderated by girls’ engagement in physical activity, however; and there was no difference in the association between screen time and prosocial behaviours at different frequencies of engagement in physical activity for either boys or girls.

Conclusions
Results support recommendations to establish greater balance between physical activity and sedentary behaviours in token economy systems to minimise the negative effects of excessive screen time.

Background
There is growing concern around youth mental health. A population health approach to improve mental health must address, among other issues, economic insecurity, access to housing and education, harm reduction from substance use. As a universal public health intervention, increasing physical activity at a population level may have an important role in our approach. The aim of this study was to examine the longitudinal association between physical activity patterns between childhood and early adolescence and emotional-behavioural difficulties in later adolescence.

Methods
This study was based on data from the ′98 Child cohort of the Growing Up in Ireland Study. Participants were categorized according to physical activity levels at ages 9 and 13. Emotional-behavioural difficulties at age 17 were measured using the parent-reported Strengths and Difficulties Questionnaire. Logistic regression was used to examine the association between physical activity and emotional-behavioural outcomes.

Results
Among 4618 participants included in the regression model, those categorized as Inactive (n=1607) or Reducer (n=1662) were more than twice as likely to have emotional-behavioural difficulties at age 17 compared with those who were Active [adjusted odds ratio (AOR) 2.1, 95% CI 1.46–3.01, P<0.001; AOR 1.93, 95% CI 1.34–2.76, P<0.001, respectively]. Among those with emotional-behavioural difficulties at baseline (n=525), those categorized as Active had 2.3-fold reduced odds for emotional-behavioural problems at age 17 compared with those who were Inactive (AOR 0.43, 95% CI 0.23–0.78, P=0.006).

Conclusions
Increasing physical activity among adolescents is a safe and sustainable public health intervention associated with improved mental health.

Background
The COVID-19 pandemic has been dubbed the “biggest public health crisis since the Second World War”. In Ireland, schools were closed for 141 days, dramatically altering the day to day lives of children in Ireland. This research aimed to evaluate the overall wellbeing of schoolchildren in Ireland and capture the prevalence and factors contributing to poor mental health.

Methods
A cross-sectional study was performed based on data from the Growing Up in Ireland COVID-19 web survey of the ’08 Infant cohort. Mental Health Inventory-5 scores were used to assess children at risk of mental health disorders. Logistic regression examined associations between various demographic and psychosocial factors and risk of mental health disorders.

Results
This study included 2,867 primary caregiver- child dyads. Almost 25% of 12/13-year-olds were at risk of mental health disorders (MHDs). An adjusted logistic regression model found associations between being at higher risk of MHDs and factors such as reduced physical activity levels (OR 1.35, 95% CI 1.10-1.66), spending less time outdoors (OR 1.48, 95% CI 1.18-1.85), increased screen-time (OR 1.35, 95% CI 1.09-1.67) and increased arguments with PCGs (OR 3.44, 95% CI 2.78-4.27). Having a trusted adult confidante reduced the risk of MHD (OR 0.25, 95% CI 0.14-0.45).

Conclusions
The prevalence of 12/13-year olds at elevated risk of MHD was high, indicating an urgent need for enhancement of child and adolescent mental health services in Ireland. Physical activity, time outdoors and supportive relationships with primary caregivers were positively associated with reduced MHD risk.

Key messages

• Children were impacted by the COVID-19 restriction measures in a way that was disproportionate to their risk.
• To reduce the risk of poor mental health outcomes for a generation of “quarantweens” we need to place children front-andcentre of our response as we recover from COVID-19.

What does young adulthood look like for individuals who had mental health problems across childhood? Using the Growing Up in Ireland cohort (born in 1998 and studied from ages 9 to 20) we explored the association between mental health problems between ages 9 and 13, and subsequent poor outcomes in the same individuals at ages 17-20. We consider educational/economic outcomes, health service use, poor mental and physical health, social isolation, substance abuse, and subjective wellbeing in young adults. In a previous study that used latent class modelling, we identified four groups which captured mental health in a general population sample of children. Between ages 9 and 13, children could be grouped into: a low symptoms group (∼65%), an ‘externalising’ group with ADHD or conduct symptoms (∼20%), an ‘internalising’ group with depressive, anxiety or peer issues (∼10%), or a group showing many combined mental health symptoms (∼2%). All mental health problem groups had elevated odds across all 7 adverse outcomes in young adulthood. The 5 areas of young adult functioning most related to childhood mental health were: education/economics, subjective wellbeing, mental health, social isolation and substance abuse. Poor educational/economic outcomes were as likely as poor mental health (OR ∼ 2) in individuals with childhood psychopathology. The 3 childhood problem groups showed different risk profiles in young adulthood. For instance, the childhood internalising group had lower odds of substance abuse than all other groups, but had the highest odds of poor physical health by adulthood. Findings point to the need for a wider range of preventative supports for children and adolescents with a history of mental health problems, beyond just mental health support. These include interventions to improve physical health, treat substance abuse, reduce social isolation, and improve adverse educational and economic outcomes.

Background
Physical activity (PA) can reduce young peoples’ risk of depressive symptoms. Associations between PA and depressive symptoms are often investigated over timeframes spanning minutes to weeks. Less is known about whether childhood/adolescent PA can predict depressive symptoms in early adulthood.

Methods
Using a nationally representative sample from Ireland, latent growth mixture modelling was performed to investigate the extent to which different PA trajectories existed from ages 9–17, whether gender, weight status, and socio-economic deprivation at age 9, predicted PA trajectories from ages 9–17, and whether trajectory class membership predicted depressive symptoms at age 20.

Results
A 4-class solution was the best fit to the data (AIC = 52 175.69; BIC = 52 302.69; ssaBIC = 52 245.49; entropy = 1.00). Classes were labelled according to their baseline PA and slope of their trajectory: ‘High-Decreasers’; ‘Moderate-Decreasers’; ‘Moderate-Stable’; and ‘Low-Increasers’. A negative linear association existed between activity trajectory and the likelihood class members were female, overweight or socioeconomically deprived at age 9. The most active class (High-Decreasers) were significantly less likely to report depressive symptoms at age 20 than other classes.

Conclusions
Multiple PA trajectories exist throughout childhood and adolescence although differences in PA levels reduced over time. The most/least active children continued to be the most/least active throughout adolescence. Those most active were least at risk of depressive symptoms in early adulthood. Being female, overweight or experiencing deprivation at age 9 were all risk factors for inactivity throughout adolescence. Findings have implications for public health and PA promotion in young people

Self-harm in adolescents and young adults (AYAs) is the result of a complex interaction of biological, psychiatric, psychological, social, and cultural risk factors. A lot of research has already been conducted to identify the risk factors for self-harm in AYAs. On the other hand, there has been less research conducted on the simultaneous effects of, and the interactions between, multiple risk factors for self-harm in heterogeneous AYA individuals. In this study, we conducted a latent class analysis (LCA) of three waves from the Growing Up in Ireland (GUI) longitudinal cohort study at ages 13, 17 and 20 to identify homogenous subgroups of AYA individuals who exhibit similar risk markers for self-harm at these three time points. Then, we evaluated the risk that these subgroups ever self-harmed by age 17, self-harmed at age 20, or were persistently self-harming across both time points. The most at-risk group appeared to be the individuals aged 17 who had been diagnosed with depression/anxiety. Compared to the low-risk-marker group, the ‘diagnosed with depression/anxiety’ group had a 30-fold risk of self-harm at age 17, and 32-fold risk of persistently self-harming by age 20. The ‘undiagnosed but high depression’ group at this time point was also at significant risk of self-harm. This research enables us to understand which risk markers tend to co-occur together and will help to identify high-risk groups for self-harm both clinically and in the community. An investigation of risk markers like this can potentially be used in the design of public health interventions to reduce the burden of self-harm, and indeed suicide, in young people.

Key messages

• We identified sub-groups of young people with a high-risk of self-harm and suicide from the general population.

• These identifiable sub-groups can inform intervention policies and strategies for prevention programmes both in clinical and non-clinical settings like schools.

Within categories of special educational needs, emotional and behavioural difficulties have received much attention in recent years, particularly in relation to their definition and identification by parents and teachers. This paper stems from previous research which highlights how children from disadvantaged backgrounds and those attending schools designated as socio-economically disadvantaged are significantly more likely than their peers to be identified as having a special educational need of a non-normative type such as emotional behavioural difficulty (EBD). Using data from the Growing Up in Ireland study, it examines whether the EBD identified by teachers or within certain schools is matched by the child’s own performance on an internationally validated emotional and mental health measure – the Piers–Harris. Findings show that overall self-reported social emotional well-being bears a strong relationship to the probability of being identified with an EBD. However, boys, children from economically inactive and one-parent households and children attending the most disadvantaged school contexts are more likely to be identified with having an EBD, even after taking into account their social background characteristics and their scoring on the Piers–Harris measure. These findings suggest that the subjective nature of EBD identification is resulting in a disproportionate number of these children being identified with EBD. The implications of this study are explored for existing disability/SEN classification systems, school-wide intervention models and the impact on individual students labelled as EBD. Overall, the findings pose searching questions about the validity of employing SEN classification systems in deciding eligibility and types of appropriate provision.

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 7423 children between the primary to secondary school years, 21% of whom were identified with one of four main disability types. Our conceptual framework assumes that parental expectations at age 9 will be influenced by both the child’s disability and child’s academic achievement at that stage, as well as being influenced by other factors such as parent’s own education, family economic vulnerability, family relationships and family structure. Therefore, we take these factors into account in tracing the consequences of parental expectations at age 9, on academic and social outcomes at age 13 after the transition to secondary education. Among young people with a disability, poorer self-concept at age 13 is partly explained by lower parental expectations, particularly for those with general learning and emotional/behavioural disabilities. Similarly, parental expectations are a significant influence on children’s academic outcomes and partly explain the effects of disability status on academic development. Parents’ beliefs about their children’s abilities have a strong influence on achievement and self-concept, raising important issues around the need to promote equality of opportunity, raising awareness of the educational opportunities available, promoting positive expectations and engagement with school and the importance of promoting a range of opportunities for achievement.

Keywords
Parental expectations, socio-economic background, disability type, examination performance, self-concept

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 findings which show that Irish children with special educational needs like school less than their peers without SEN in mainstream settings. Using data from a large scale longitudinal study of 8578 9-year-olds, this paper uses a child centred research approach to investigate why this is the case particularly when they are in receipt of supports. To do this, we focus on processes underlying their dislike of school such as their academic engagement and social/peer relations. We measure academic engagement by looking at their interest in the subjects mathematics and reading and the extent to which they complete their homework. We examine the social/peer relations of students with special educational needs by assessing the extent to which they report liking their teacher. Using the Strengths and Difficulties Questionnaire (SDQ) Scale and the Piers-Harris Self-Concept Scale we also examine the nature of peer relations among children with special educational needs in mainstream settings. Both academic engagement and social engagement play a central role in understanding the broader school engagement of children with special educational needs. By simultaneously examining the role of academic and social relations in shaping the engagement of children with SEN, the analysis provides a unique opportunity to fundamentally assess the barriers to true inclusion for children with special needs.

Keywords
special educational needs, inclusive education, school engagement, academic engagement, peer relations

The transition from primary to secondary school represents one of the key junctions in the educational career of young people. Research has shown that much of the challenge in this transition stems from changing social structures and encountering different learning environments. However, the transition experiences of students with special educational needs (SEN) have received relatively little attention. Drawing on large-scale longitudinal data from over 7000 young people, we examine the extent to which students with different SEN experience additional transition barriers to their peers. The findings show that young people with SEN are more likely to experience a negative transition to secondary school. Furthermore, the type of need matters and students with general learning disabilities and intellectual disabilities are three times more likely to experience poor transition compared to young people without SEN. Transition experiences also vary by gender and socio-economic status, with girls and lower socio-economic groups more at risk. This paper highlights the importance of supporting students through to their second year in secondary education, promoting positive teacher–student interactions and providing additional supports for those with lower achievement in primary school. For students with disabilities, the research highlights a need for more effective transition supports, particularly during the pre-transition period.

Keywords
Transition, academic supports, social supports, special educational needs, secondary school

This study investigates the relationship between multidimensional household poverty and cognitive and behavioural development during the formative years of childhood (from 9 months to 9 years), using nationally representative longitudinal data from Ireland for the cohort of children born in 2007-2008. The results indicate substantial inequalities in Irish children’s cognitive and behavioural outcomes at age 9 by multidimensional poverty duration. Children with at least one spell in poverty (out of four interviews) have worse cognitive and behavioural outcomes. Dynamic structural equation models provide evidence in support of a hybrid family investment/family stress model. Although family investment processes account for some of the cumulative effects of childhood poverty on cognitive outcomes, family stress processes help explain the links between poverty and both cognitive and behaviour outcomes in early childhood. Overall, poverty is strongly related to child outcomes over time via the direct effects of current poverty on child outcomes and path dependency in both poverty and child outcomes over time. There are also indirect effects via the two child outcomes reinforcing each other as children grow older (with the effects of behaviour problems dominating those of cognitive ability), even as the parental investment and maternal stress pathways become less pronounced.

Keywords
Early childhood, child poverty, cognitive ability, behaviour problems, growing up in Ireland

In today’s increasingly diverse societies, a key question is how to foster the structural integration of immigrants and their descendants. While research indicates that migrant educational underachievement is a serious issue, relatively little is known about achievement gaps at younger ages and in relatively new immigration countries. The current study sets out to estimate the size of disparities by migration background at age five (i.e. when they start school) and explores the causes of these gaps. It does so in a context that offers a compelling but under-researched case: the Republic of Ireland. It draws on the Growing Up in Ireland (GUI) data, a national longitudinal study of children in Ireland. The results suggest that some disparities by migration background already existed at the start of primary school, but also that gaps were limited to verbal skills and differed widely across groups. Moreover, social background only played a relatively minor role in explaining the differences, whereas the child’s first language was a powerful predictor of disadvantages by migration background in verbal skills.

This article explores the role that home-learning activities (HLAs) play in the relationship between social origin and cognitive development using an Irish birth cohort study, Growing Up in Ireland. Numerous studies using different measures of the home-learning environment (HLE) have shown that it has considerable influence on young children’s cognitive development, and that the HLE is often linked to social origin. We find a social gradient in vocabulary even at age 3 years, with the largest gaps for mothers’ education. Family income, mothers’ education, and social class are also associated with vocabulary independently, though these associations are reduced by adding all three measures simultaneously. The extent of HLAs helps explain a very small part of the education differences and none of the income or social class differences in vocabulary. We find some evidence that HLAs may be more salient for children from families with low income and lower social class backgrounds in terms of supporting vocabulary development, thereby compensating somewhat for disadvantage. HLAs also appear to encourage vocabulary development between age 3 and 5, and play a role in reducing the gap in vocabulary between high- and low-income children.

The purpose of this report is to investigate the known correlation between non-traditional family structures and poor outcomes for children.

Discussions of this topic often focus on the distinction between two-parent families and one-parent families but this distinction can be misleading. In the Irish case, the crucial distinction is between children raised by parents who are married and children raised by a lone-parent who has never been married. The focal point here is non-marriage.

This is important since non-marriage appears to be highly selective because the least privileged groups in Irish society are more likely to have children outside of marriage and at a relatively early age.

This argument suggests that selection bias accounts for much of the association between family structure and child outcome i.e. growing up in a non-traditional family has little ‘direct’ or ‘causal’ effect on a child’s outcome. A large body of literature exists which documents a correlation between non-traditional family structure and poorer child development but researchers disagree as to whether this association represents a true causal effect.

The primary objective of the current study, therefore, is to test this selection argument and to examine the extent to which selection effects can account for differences in child wellbeing in various family types.

This report explores factors influencing attitudes to, and the use of, the Irish language on the island of Ireland. In so doing, the report draws, first and foremost, on 2013 Irish Language Survey. In order to explore changes in attitudes over time, the study also draws on earlier (2001) survey data. Further insights into overall trends will be provided by the analysis of Census data. Given that attitudes are often shaped by schooling, the study also draws on the Growing Up in Ireland study (9-year-cohort) as well as the Irish Post Primary Longitudinal Study (PPLS) which indicate student perspectives on Irish.

Collecting accurate and detailed dietary intake data is costly at a national level. Accordingly, limited dietary assessment tools such as Short Food Questionnaires (SFQs) are increasingly used in large surveys. This paper describes a novel method linking matched datasets to improve the quality of dietary data collected. Growing Up in Ireland (GUI) is a nationally representative longitudinal study of infants in the Republic of Ireland which used a SFQ (with no portion sizes) to assess the intake of “healthy” and “unhealthy” food and drink by 3 years old preschool children. The National Preschool Nutrition Survey (NPNS) provides the most accurate estimates available for dietary intake of young children in Ireland using a detailed 4 days weighed food diary. A mapping algorithm was applied using food name, cooking method, and food description to fill all GUI food groups with information from the NPNS food datafile which included the target variables, frequency, and amount. The augmented data were analyzed to examine all food groups described in NPNS and GUI and what proportion of foods were covered, non-covered, or partially-covered by GUI food groups, as a percentage of the total number of consumptions. The term non-covered indicated a specific food consumption that could not be mapped using a GUI food group. “High sugar” food items that were non-covered included ready-to-eat breakfast cereals, fruit juice, sugars, syrups, preserves and sweeteners, and ice-cream. The average proportion of consumption frequency and amount of foods not covered by GUI was 44 and 34%, respectively. Through mapping food codes in this manner, it was possible, using density plots, to visualize the relative performance of the brief dietary instrument (SFQ) compared to the more detailed food diary (FD). The SFQ did not capture a substantial portion of habitual foods consumed by 3-year olds in Ireland. Researchers interested in focussing on specific foods, could use this approach to assess the proportion of foods covered, non-covered, or partially-covered by reference to the mapped food database. These results can be used to improve SFQs for future studies and improve the capacity to identify diet-disease relationships.

This study examined the role of neighbourhood characteristics in explaining socioeconomic inequalities in child mental health (the total difficulties score from the Strengths and Difficulties Questionnaire) using data from Cohort ’08 of Growing Up in Ireland Waves 3 (age 5; baseline) and 5 (age 9; follow-up). Twenty neighbourhood items were grouped into neighbourhood safety, built environments, cohesion, interaction, and disorder. Data were analysed using regression, single and multiple mediation, and network psychometric analyses. We found that neighbourhood safety, cohesion, interaction, and disorder were associated with child mental health. These four domains separately (by up to 18 %) or in concert (by up to 23 %) partially explained socioeconomic inequalities in child mental health. Built environments may explain socioeconomic inequalities in mental health in urban children only. Findings from network analysis indicated that specific concerns over “people being drunk or taking drugs in public” and “this is a safe neighbourhood” had the strongest connections with child mental health. Improving neighbourhood characteristics may be important to reduce socioeconomic inequalities in child mental health in Ireland.