External Publications Using GUI Data

Authors	Year	Title ↑	Link	Journal/Book
Neville, R.D., Nelson, M.A., Madigan, S., Browne, D.T., Lakes, K.D.	2021	Does physical activity moderate the association between screen time and psychosocial development in early childhood? Analysis of a longitudinal infant cohort study in Ireland	Open	European Journal of Pediatrics
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.
Murray, A., Egan, S.	2013	Does reading to infants benefit their cognitive development at 9-months-old? An investigation using a large birth cohort survey: An investigation using a large birth cohort survey	Open	Child Language Teaching and Therapy
This study uses a nationally representative sample of 9-month-old infants and their families from the Growing Up in Ireland (GUI) study to investigate if reading to infants is associated with higher scores on contemporaneous indicators of cognitive development independently of other language-based interactions between parent and infant, such as showing them pictures or talking to them. Reading to infants had an independent positive effect on scores for both the problem-solving and communication subscales of the Ages and Stages Questionnaire (ASQ), while the positive effect of showing pictures was independent only for communication scores. The effects of both of these activities were, however, less substantial than the positive effect observed for the more informal activity of frequently talking to the infant while doing other things; and this was observed for both communication and problem-solving. The analyses were robust to adjustment for several other factors including maternal education, gestational age, non-parental care, breastfeeding, attachment and presence of siblings. The findings highlight the potential of reading and talking to infants, not just for language and literacy development but also for other aspects of cognitive development.
Crowe, M., Sullivan, A., McGrath, C., Cassetti, O., Swords, L., O'Sullivan, M.	2017	Early Childhoof Dental Problems: Classification Tree Analyses	Open	JDR Clinical and Translational Research
Investigations into the wider bioecological understanding of dental problems in early childhood are limited in national surveys. Classification tree analysis (CTA) was used to explore multilevel interactions among key aspects of child and primary caregiver (PCG) psychosocial and physical health affecting dental problems in preschool children. Data were derived from the Growing Up in Ireland study, a nationally representative sample of 9-mo-olds (N = 11,134) in 2007/2008 followed up at age 3 y (N = 9,793) in 2010/2011. Analysis included PCG reports of children’s dental problems, general health, temperament, emotional and behavioral difficulties, and their own general health, stress and depression, relationship, and sociodemographic variables. Misclassification costs were specified for the model by applying a higher penalty for misclassifying those with a dental problem (minority class). Logistic regression analyses were carried out for comparison. Dental problems were reported among 302 infants (2.7%) at 9 mo of age and 493 children (5.0%) at 3 y. CTA identified infant temperament (Infant Characteristics Questionnaire unpredictable) as the primary predictor of dental problems at 9 mo and child global health at 3 y of age. First-level predictors were PCG depression score and use of a soother at 9 mo and PCG ethnicity and unscheduled hospital visits at 3 y of age. Regression analyses results supported the most important predictors at 9 mo and 3 y of age. The CTA model for 9-mo-old infants had a specificity of 90.4%, sensitivity of 31.2%, and overall accuracy of 88.8% while that for 3-y-olds had a specificity of 58.5%, sensitivity of 66%, and overall accuracy of 59%. Key aspects of infant/child and PCG health, as well as psychosocial characteristics associated with reported dental problems, should be considered in future multidisciplinary approaches to child health. Knowledge Transfer Statement: The results of this data analysis should help raise awareness among clinicians of how primary caregiver and child psychosocial and general health factors are associated with early childhood dental problems, even before the primary dentition is complete. Classification tree analysis visually demonstrates how factors such as infant temperament (9 mo) and child global health (3 y) can interact at multiple levels and affect different subgroups of the child population. Future intervention strategies for oral health should involve consideration of the psychological and general health characteristics of the young child and PCG at both the patient and population levels. This knowledge could assist decision makers adopt an integrated multidisciplinary approach in formulating a coherent oral health policy for preschool children.
Steiman De Visser, H., Dufault, B., Brunton, N.N., McGavock, J.	2024	Early life adversity and obesity risk in adolescence: a 9-year population-based prospective cohort study	Open	Nature
Background There are few prospective studies of factors that mediate the association between exposure to adverse childhood experiences (ACEs) and obesity in adolescence. Our aim was to address this limitation. Methods We used prospective data from the Growing up in Ireland cohort study, with measurements at 9, 13, and 18 years old. The exposures were 14 adverse experiences before age 9. The main outcome was body mass index (BMI) at 18 years. Mediators were daily activity, diet quality, self-image and behavioural difficulties at 13 years. Results Among the 4561 adolescents in the final cohort, 77.2% experienced any adversity, 50.5% were female and 26.7% were overweight/obese at 18 years. BMI Z was higher at ages 9 (0.54 vs 0.43, p < 0.05, 95% CI of difference: −0.22, −0.01) and 13 years (0.50 vs 0.35, p < 0.05, 95% CI of difference: −0.25, −0.06), in those exposed to an ACE, compared to those unexposed. Structural equation models revealed that behavioural difficulties (β = 0.01; 95% CI: 0.007–0.018, p < 0.001) and self-concept (β = 0.0027; 95% CI: 0.0004–0.0050, p = 0.026) indirectly mediate the association between exposure to ACEs and BMI at 18 years. Conclusions The association between ACEs and BMI in adolescence is mediated by behavioural difficulties and self-concept. Impact In a previous study, we found modest associations between exposure to a range of adverse childhood experiences and weight gain at 13 years of age. The strength of the association between adverse childhood experiences and weight gain was lower at 18 years of age compared to the association observed at 13 years and was no longer significant after controlling for confounding and including possible mediators. The association between adverse childhood experiences and BMI in adolescence is indirectly mediated by behavioural difficulties and self-concept.
Dempsey, S., Lyons, S., McCoy, S.	2020	Early mobile phone ownership: influencing the wellbeing of girls and boys in Ireland?	Open	Journal of Children and Media
Children live in a technology-mediated world, and most young people use a variety of technologies in their daily lives. However, despite intense public discourse, we have little empirical evidence on how technology use impacts on children’s development across a number of psycho-social domains. Research that has been conducted tends to be largely small-scale or cross-sectional in nature and most often focused on (young) adults rather than children. Using longitudinal data on one-in-eight Irish children, we use econometric methods to test for associations between early mobile phone ownership and two measures of children’s psycho-social development between 9 and 13 years of age. We examine the Piers Harris Self-Concept Scale, reported by children, and the Strengths and Difficulties (SDQ) score, completed by the primary caregiver. We find no generalised associations between early mobile phone ownership and psycho-social outcomes. However, there is evidence that associations differ by gender and across psycho-social sub-domains. We find no robust associations affecting boys, but girls who receive phones earlier fare less well in terms of their behavioural adjustment and academic self-concept scores at 13 years of age, all else being equal. Further research is needed to identify causal mechanisms and explore possible mediating effects of family/social context. KEYWORDS: Mobile phone ownership; psychological adjustment; self-concept; gender; longitudinal data; Piers Harris; SDQ
Murphy, D., Leonard, S.J., Taylor, L.K., Santos, F.H.	2022	Educational achievement and bullying: The mediating role of psychological difficulties	Open	British Journal of Educational Psychology
Background Bullying has a profound and enduring impact on academic achievement. However, there is a lack of clarity surrounding the specific mechanisms of this relationship. Aims This study examined the link between bullying at age 9 and Numeracy/Literacy achievement at age 15 to determine if this relationship is partially or fully explained by psychological difficulties at age 13. Sample Secondary data analysis was completed on waves 1, 2 and 3 of child cohort (Cohort’98) of the Growing Up in Ireland (GUI) study, respectively, at 9 years (N = 8568), 13 years (N = 7527) and 15 years of age (N = 6216). Results Longitudinal path mediation model was conducted with bullying at age 9 as the predictor, total (emotional and behavioural) difficulties at age 13 as the mediator and Numeracy/Literacy scores at age 15 as outcomes revealing significant indirect effects of bullying on achievement, via psychological difficulties. Conclusions We discuss the impact of bullying on the student’s psychological well-being, the relationship between bullying and academic attainment and how this may be tackled to avoid consequences throughout education and later in life. Educational Impact and Implications This study emphasizes the need for schools to address the emotional and behavioural difficulties occurring as a result of bullying in order to improve the overall educational experience of a child. Existing interventions can be built upon by focusing on the continuous remediation of such psychological difficulties.
Cosgrove, J., McKeown, C., Travers, J., Lysaght, Z., Ní Bhroin, O., Archer, P.	2018	Educational Experiences and Outcomes for Children with Special Educational Needs, Phase 2 from age 9-13: A Secondary Analysis of Data from the Growing Up in Ireland Study. (NCSE Research Report No. 25).	Open	NCSE Research Report No.25

Cosgrove, J., McKeown, C., Travers, J., Lysaght, Z., Ní Bhroin, O., Archer, P.	2014	Educational Experiences and Outcomes for Children with Special Educational Needs: A Secondary Analysis of Data from the Growing Up in Ireland Study (NCSE Research Report No. 17).	Open	NCSE Research Report No.17

Carroll, E., Keyu, Y., McCoy, S.	2022	Educationally maintained inequality? The role of risk factors and resilience at 9, 13 and 17 in disabled young people's post-school pathways at 20	Open	Irish Educational Studies
While Ireland has the highest level of participation in higher education (HE) in Europe, it also has one of the widest participation gaps between disabled and non-disabled young people. Using a large-scale longitudinal dataset, we assess how disabled young people compare with non-disabled peers in accessing a range of post-school educational pathways. Extending the effectively maintained inequality perspective to disability research, our results highlight important qualitative differences in disabled people’s trajectories. Ultimately, we find greater progression to Further Education and Training, and lower participation in Level 8 degrees in universities, all else being equal. Entry to HE is lower among those with socio-emotional difficulties, even after controlling for key characteristics, while attendance among young people with an intellectual disability or specific learning difficulty is mediated by academic performance. The results highlight the importance of school attendance, engagement and achievement during the primary and early secondary years, and parental expectations, raising important implications for inclusive education. The multiple challenges facing disabled young people in Ireland are evident, reflecting the direct and indirect impact of socio-economic disadvantage, at family, school and community levels. Stronger linkages across the tertiary landscape and stronger HE transition supports, particularly for young adults with socio-emotional/psychological difficulties, are needed.
O'Brien, F., Nixon, E., Hadfield, K.	2022	Effects of preterm birth and parent–child relationships on socioemotional difficulties, verbal ability, and numerical ability among older children and young adolescents.	Open	Developmental Psychology
Young children born preterm may be more affected by environmental influences than their full-term peers. Few studies have investigated whether such effects exist for older children and young adolescents. With participants aged 9 and 13 years, we examine whether children born preterm could be differentially affected by the quality of their relationship with their mothers and fathers. We used the Growing Up in Ireland dataset: a longitudinal sample of 8,568 children in Ireland (51.4% female, 48.6% male) and their parents. We found that parent–child conflict was consistently associated with poorer verbal, numerical, and socioemotional outcomes; in some instances, parent–child closeness was associated with better outcomes. Being born very preterm was consistently associated with negative outcomes. We found support for a diathesis-stress model of preterm birth in just one instance: children born very preterm displayed a stronger relationship between maternal conflict and increased socioemotional difficulties.
Bohnert, M., Gracia, P.	2021	Emerging digital generations? Impacts of child digital use on mental and socioemotional well-being across two cohorts in Ireland, 2007-2018	Open	Child Indicators Research
Despite the growing body of literature on how digital technologies impact child well-being, previous research has provided little evidence on recent digital trends. This paper examines the patterns and effects of digital use on child socioemotional well-being across two cohorts of children grown up ten years apart during the ‘digital age’: the 1998 cohort (interviewed in 2007/08) and the 2008 cohort (interviewed in 2017/18). Multivariate linear regression models were conducted for these two cohorts from the Growing Up in Ireland (GUI) study, a multi-cohort longitudinal study with rich comparable data on a large sample of 9-year olds (N = 13,203). Results show that (i) in 2017/18 children were more active in digital devices and social media, while in 2007/2008 children spent more time watching TV and adopted less diversified forms of media engagement; (ii) spending more than 3 daily hours on TV/digital activities was associated with significant declines in child socioemotional well-being, while such effects were stronger in 2017/18 than in 2007/08; (iii) media engagement (but not other forms of digital engagement) was associated with moderate declines in socioemotional well-being, both in 2007/08 and in 2017/18; (iv) while children’s media and digital engagement differed by the child gender and socioeconomic background, none of these variables moderated the effects of digital use on children’s socioemotional well-being, neither in 2007/08 nor in 2017/18. Overall, the study reveals persistence, but also some important changes, in recent trends on children’s digital use and its impact on socioemotional well-being in Ireland.
Bowe, A., Murray, D., Staines, A.	2021	Emotional behavioural development in children with below average cognitive function	Open	Archives of Disease in Childhood
Children with below average cognitive function represent a substantial yet under-researched population for whom academic and social demands, which increase in complexity year by year, pose significant challenge. Effects on emotional-behavioural development (EBD) are not well understood. The aim of this study was to compare trajectories of EBD for children with and without below average cognitive function. The underlying hypothesis was that trajectories of EBD would differ between groups, with divergence occurring as children are subject to increasingly complex cognitive demands. Participants consist of 7,000 children and caregivers who completed the Growing Up in Ireland survey at age 3,5 and 9 years. Cognitive function was measured at age 3 using the Picture Similarities Scale. A t-score 1-2 standard deviations below the mean was categorised as below average cognitive function (n=767), and scores above this categorised as average cognitive function (n=6418). EBD was measured using the Strengths and Difficulties Questionnaire (SDQ) at age 3,5 and 9. Repeated measures ANOVA was used to examine the difference between the overall group means across the repeated measures of SDQ, the SDQ change over time, and the interaction between cognitive group and change over time. Further analysis of trajectories was performed using latent growth curve analysis. Compared to those with average cognitive function, a significantly higher proportion of children with below average function were male (61.8% v 38.2%, χ2 (1, N=7134) = 42.07 p<0.001), born to a single parent family (22.4% v 14.7%, χ2 (1, N=7134) = 23.15 p<0.001), and had a parent who smoked (35.6% v 25.8%, χ2 (1, N=7134) = 33.23 p<0.001). Children with below average cognitive function had significantly higher mean total SDQ scores at all ages. Repeated measures ANOVA demonstrated a significant group-by-time interaction effect (F(2,7182)=4.649, p=0.010). The mean difference (MD) in SDQ between cognitive groups increased over time (MD Age 3:0.87, 95% confidence interval (CI) 0.53-1.21, Age 9 MD:1.49,95% CI 1.08-1.91). For those with average or above cognitive function the overall SDQ decreased between age 3-9 (MD: -0.49 95% CI -0.65—0.33). This decrease was not seen for those with below average function, who had a non-statistically significant increase in SDQ between age 3-9. Children with below average cognitive function experience higher and worsening mean SDQ scores throughout childhood. A scalable method of early identification of children at risk for below average cognitive function should be a research priority for public health, enabling early intervention for cognitive and adaptive outcomes.
Crowe, M., O'Sullivan, M., Cassetti, O., O'Sullivan, A.	2020	Estimation and consumption pattern for free sugar intake in 3-year-old Irish preschool children	Open	European Journal of Nutrition
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.
Crowe, M., O’Sullivan, M., Cassetti, O., O’Sullivan, A.	2020	Estimation and consumption pattern of free sugar intake in 3-year-old Irish preschool children	Open	European Journal of Nutrition volume
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.
Dominguez Castro, P., Layte, R., Kearney, J.	2014	Ethnic variation in breastfeeding and complimentary feeding in the Republic of Ireland.	Open	Nutrients.
Early nutrition plays a pivotal role in long-term health. The World Health Organization (WHO) recommends exclusive breastfeeding during the first six months of life, with the gradual introduction of solids after this period. However, studies in the Republic of Ireland (ROI) have shown poor compliance with guidelines. The ROI continues to have one of the lowest breastfeeding rates worldwide. Our objective was to analyse differences in breastfeeding and complimentary feeding behaviours between Irish and non-Irish mothers residing in the ROI, as well as the role of acculturation on these behaviours, using the national longitudinal study, Growing Up in Ireland (GUI). Mothers (n = 11,134) residing in the ROI were interviewed when their infants were nine months of age. The percentage of Irish mothers who initiated breastfeeding was 49.5%, as opposed to 88.1% among the non-Irish cohort (p < 0.001). Breastfeeding initiation reduced from 89.4% of non-Irish mothers who had arrived within the last year to five years ago to 67.5% for those who had arrived 11 to >20 years ago (p < 0.001). Our results indicate that cultural differences are an important factor in shaping patterns of infant feeding in the ROI. Reviewing existing support and education policies for parents is required to achieve the implementation of desirable infant feeding practices. Keywords: infant feeding; breastfeeding; complimentary feeding; acculturation
Mihut, G., McCoy, S.	2020	Examining the experiences of students, teachers and leaders at Educate Together second-level schools	Open	ESRI Research Series 113

Timmons, S., Carroll, E., McGinnity, F.	2023	Experimental tests of public support for disability policy	Open	ESRI Research Series 159
Despite the right of disabled people to full social and economic inclusion, many face multiple day-to-day and systemic challenges. These include but are not limited to additional expenses, access to housing, and everyday accessibility difficulties. Surveys show the general public hold positive attitudes towards policies that seek to enable disabled people to overcome these challenges, but standard survey methods are susceptible to response biases that may overestimate this support. This study aimed to test whether two such biases influence support for disability policy in Ireland: social desirability bias (i.e. the tendency for survey respondents to alter their responses in order to present themselves in a positive light); and inattention to the implications of policy support (e.g. that welfare policies require funding). Together the survey experiments covered a range of policy issues and types of disability, as identified in previous research and in consultation with the disability advisory group for the project.
Carroll, E., McCoy, S., Mihut, G.	2022	Exploring cumulative disadvantage in early school leaving and planned post-school pathways among those identified with special educational needs in Irish primary schools	Open	British Educational Research Journal
Reflecting the neglect of childhood disability in social stratification research, there is a notable dearth of research on the mechanisms underpinning disability differentials in educational outcomes. Drawing on rich longitudinal data collected at 9, 13 and 17 years as part of Ireland’s ‘Growing Up in Ireland’ study, we look at the impact of special educational needs (SEN) identification in primary school on upper secondary outcomes. A bioecological framework and the Process–Person–Context–Time model allow us to understand how interactions with family, teachers, friends and school—as proximal processes—relate to early school leaving and post-school planned pathways after accounting for personal and context characteristics. Overall, young people identified at age 9 as having SEN are at increased risk of early school leaving and are more likely to plan to attend further education and training, rather than higher education. However, after accounting for proximal processes and personal and context variables, students identified at age 9 as having SEN are no longer distinct in terms of secondary attainment and post-school planning. Instead, these young people are more likely to experience forms of vulnerability that are important in shaping these outcomes. These key educational outcomes are strongly shaped by family and school-related factors—both proximal processes and context characteristics—suggesting that efforts to support retention and pathway planning should be underpinned by an ecological understanding of young people’s trajectories and the cumulative disadvantages they face. Key insights What is the main issue that the paper addresses? Using a bioecological framework and Growing Up in Ireland data, this paper explores early school leaving and post-school plans among young adults identified in primary school as having special educational needs (SEN). This is a key topic, as young people with SEN are at greater risk of early school leaving and less likely to attend higher education. What are the main insights that the paper provides? As a group, young people identified in primary school as having SEN are more likely to experience economic vulnerability and to attend schools with a socioeconomically vulnerable profile. After accounting for these and other key personal and contextual characteristics, childhood SEN status is no longer a significant factor in early school leaving or post-school plans.
Murphy, S., Carter, L., Al Shizawi, T., Queally, M., Brennan, S., O’Neill, S.	2023	Exploring the relationship between breastfeeding and the incidence of infant illnesses in Ireland: evidence from a nationally representative prospective cohort study	Open	BMC Public Health
Background Ireland has one of the lowest BF rates in the world. This study investigates the association between breastfeeding and infant health in Ireland. Methods A cross-sectional, secondary analysis of data collected from Growing Up in Ireland (GUI): the National Longitudinal Study of Children was conducted. The average morbidity for 2212. infants exclusively breastfed for at least 90 days (EBF90days) was compared to data for 3987 infants in the non-breastfed (Non-BF) group. Data were weighted using entropy balancing to ensure the comparability of groups. Sensitivity analyses considered alternative definitions of the breastfeeding group. Results Infants who were EBF90days were significantly less likely to be admitted to hospital (CI: − 0.06 to − 0.03), spent less nights in hospital (CI: − 0.37 to − 0.11), and were less likely to develop respiratory diseases including asthma (CI: − 0.03 to − 0.01), chest infections (CI: − 0.12 to − 0.08), snuffles/common colds (CI: − 0.07 to − 0.02), ear infections (CI: − 0.08 to − 0.04), eczema (CI: − 0.08 to − 0.04), skin problems (CI: − 0.04 to − 0.00), wheezing or asthma (CI: − 0.06 to − 0.03), vomiting (CI: − 0.03 to − 0.00), and colic (CI: − 0.04 to − 0.01). Further outcomes such as current health of the infant at time of interview (CI: − 0.04 to − 0.00), feeding problems (CI: − 0.04 to − 0.02) and sleeping problems (CI: − 0.02 to − 0.00) indicated a protective effect of EBF90days versus Non-BF. However, these infants were also more likely to fail to gain weight (CI: 0.01 to 0.02) and were at a slightly higher risk of developing nappy rash (CI: 0.00 to 0.02). Conclusion Exclusive breastfeeding for 90+ days is associated with protection against childhood morbidity. Given the protective effect of breastfeeding on adverse health effects in infants, policy makers should prioritise policies that support, promote and protect exclusive breastfeeding.
Watson, D., Whelan, C.T., Maître, B., Williams, J.	2015	Family Economic Vulnerability and the Great Recession: an Analysis of the First Two Waves of the Growing Up in Ireland Study	Open	Longitudinal and Life Course Studies
In this paper we make use of the first and second waves of the 2008 and 1998 cohorts of the Growing Up in Ireland study, to develop a multidimensional and dynamic approach to understanding the impact on families and children in Ireland of the Great Recession. Economic vulnerability is operationalised as involving a distinctive risk profile in relation to relative income, household joblessness and economic stress. We find that the recession was associated with a significant increase in levels of economic vulnerability and changing risk profiles involving a more prominent role for economic stress for both the 2008 and 1998 cohorts. The factors affecting vulnerability outcomes were broadly similar for both cohorts. Persistent economic vulnerability was significantly associated with lone parenthood, particularly for those with more than one child, lower levels of primary care giver (PCG) education and, to a lesser extent, younger age of PCG at child’s birth, number of children and a parent leaving or dying. Similar factors were associated with transient vulnerability in the first wave but the magnitude of the effects was significantly weaker particularly in relation to lone parenthood and level of education of the PCG. For entry into vulnerability the impact of these factors was again substantially weaker than for persistent and transient vulnerability indicating a significantly greater degree of socioeconomic heterogeneity among the group that became vulnerable during the recession. The findings raise policy and political problems that go beyond those associated with catering for groups that have tended to be characterized by high dependence on social welfare.

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