External Publications Using GUI Data

Multiple factors including the child’s non-linguistic characteristics and caregiving environment can affect language development. Since preterm birth (<37 weeks’ gestation) can negatively affect language development, this study used path analysis to investigate whether the influence of preterm birth on expressive language development at 3 and 5 years of age is mediated by a child’s non-linguistic characteristics (temperament and cognitive, motor, and social-personal abilities), caregiving environment (maternal and paternal stress and depression, mother-child and father-child relationship quality), and interactions between these domains. These analyses were conducted using three waves of data (ages: 9 months, 3 years, 5 years) on 8,712 children (4,300 female; 535 preterm) from a nationally-representative longitudinal study in Ireland. Preterm birth was indirectly (but not directly) associated with expressive language at 3 years of age via cognitive and social-personal abilities (but not motor abilities, mother-child relationship quality, or father-child relationship quality) at 9 months. There was no direct or indirect effect of preterm birth on expressive language at 5 years of age. Preterm birth negatively affected mother-child and father-child relationship quality at 3 years via fussy-difficult temperament and mother’s/father’s stress (but not depression) at 9 months. These findings are discussed with reference to international standards for neonatal care, including the need for long-term developmental monitoring of children born preterm by multidisciplinary healthcare teams, alongside parental supports promoting mental health and confidence in caregiving tasks. Future study recommendations are made to expand the tested models in line with family systems perspectives.

Purpose
Despite growing concerns about trends in cocaine use, there is a shortage of longitudinal research that prospectively examines risk and protective factors associated with cocaine initiation and use in general youth populations. This study addresses this gap.

Methods
Growing Up in Ireland is a nationally representative cohort. Individual, family, and socio-environmental exposures associated with incident past-year cocaine use at ages 17 (N = 5965) and 20 (n = 4549) were assessed with survey-weighted logistic regression using generalised estimating equations. Prevalent past-year cocaine use at 20 (N = 4679) was analysed using generalised estimating equations complemented by gradient-boosted decision trees and Shapley explanations.

Results
221 (3.7%) self-reported cocaine use at 17 and 1072 (22.9%) at 20. Alcohol use at 14 or younger was associated with eight times the odds of cocaine use at 17 (aOR 8.0, 95% CI 1.7–37.3) and 19 times at 20 (aOR 19.2, 95% CI 8.6–43.2). Peer cannabis use was associated with 7 times the odds of cocaine use at 17 (aOR 7.3, 95% CI 2.9–18.3) and double at 20 (aOR 2.4, 95% CI 1.8–3.2). Growing up in a neighbourhood where substance use was common doubled the odds of cocaine use at 17 (aOR 2.4, 95% CI 1.3–4.4). Shapley explanations revealed individual-specific positive or negative impacts of exposures.

Discussion
Cocaine use among 20-year-olds in Ireland is higher than reported internationally, and increases sharply between the ages of 17 and 20, suggesting a need for interventions targeting this age group. However, associations with early adolescent factors suggest that early interventions may also be important.

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.

The objective of this paper is to quantify and decompose the socioeconomic gradient in childhood obesity in the Republic of Ireland. The analysis is performed using data from the first wave of the Growing Up in Ireland survey, a nationally representative survey of 8568 nine-year-old children conducted in 2007 and 2008. We estimate concentration indices to quantify the extent of the socioeconomic gradient in childhood obesity and undertake a subsequent decomposition analysis to pinpoint the key factors underpinning the observed inequalities. Overall the results confirm a strong socioeconomic gradient in childhood obesity in the Republic of Ireland. Concentration indices of obesity (CI = −0.168) and overweight/obese (CI = −0.057) show that the gradient is more pronounced in obese children, while results from the decomposition analysis suggest that the majority of the inequality in childhood obesity is explained by parental level variables. Our findings suggest that addressing childhood obesity inequalities requires coordinated policy responses at both the child and parental level.

This paper examines mobility and changes in Body Mass Index (BMI) for a sample of Irish children/adolescents across three waves of the longitudinal Growing Up in Ireland dataset. Particular attention is paid to transitions across the key BMI thresholds of overweight and obesity. Analysis is carried out by gender and by maternal education. In general, mobility is observed, with intra-generational rank-rank BMI coefficients of around 0.63 compared to coefficients of around 0.77 for the mothers of the children over the same time period. Across the distribution as a whole there is relatively little variation by gender and maternal education. However there a gender difference in terms of mobility out of obesity with the Shorrocks mobility index across categories of normal weight/overweight/obesity taking a value of 0.56 for females as opposed to 0.71 for males. This relative lack of mobility is more observed in later rather than earlier adolescence.

A growing number of international studies document the importance of regular school attendance. There is a consensus among authors that absenteeism has negative implications for academic achievement as well as the social development of the child and may put them at a disadvantage in terms of their position in the education and labour market. Most of the existing studies have focused on school absenteeism among adolescents with studies on poor school attendance among young children relatively rare. This paper addresses this gap in research by exploring factors that are related to school absenteeism in Irish primary schools. Drawing on a nationally representative study of nine-year-olds, it demonstrates the complexity of the issue. The findings indicate that a combination of institutional and individual factors shape patterns of poor school attendance in Irish primary schools. While the data relate to the Irish situation, the paper raises a number of issues of interest to an international audience.

Keywords
school absenteeism, primary schools, national survey, Ireland

Educational expectations and the way in which they shape actual outcomes act as an important vehicle for the intergenerational reproduction of social inequality. This article draws on rich information from the Growing Up in Ireland longitudinal study to explore the factors influencing the educational expectations of 13-year-old young people and their parents. The findings point to high levels of expectations among parents but one-third of young people are found to hold lower expectations than their parents. Both sets of expectations are shaped by parental education, social class and household income, though parental expectations are more strongly structured by social background than those of young people. The article seeks to contribute to the literature on educational expectations in three interrelated ways. Firstly, it focuses on a phase of schooling, the transition to secondary education, which represents a time of significant change in young people’s learning experiences, and transition difficulties are found to dampen their expectations. Secondly, the analyses unpack the extent to which signals from the school influence parental perspectives, with academic achievement, child attitudes to maths, ability group assignment and teacher reprimands emerging as significant drivers of parental views of their children’s potential. Thirdly, the analyses take account of both the primary and secondary school attended and indicate significant between-school differences in young people’s intentions to go on to higher education.

Keywords
Educational expectations, social class differences, parent influence, school effects

Although an increasing proportion of people in Ireland are living in stepfamilies, little research has explored the dynamics within these families. Drawing on data from the Growing Up in Ireland (GUI) study (9-year-old cohort), this paper aims to compare family processes within stepmother (n=89) and stepfather families (n=295). No stepfathers were primary caregivers to their stepchild(ren), whereas stepmothers tended to assume this role. Stepmothers were less romantically happy than either stepfathers or biological mothers in stepfather families and experienced more interparental conflict than stepfathers. They also had less close and more conflicted relationships with their stepchild(ren) than mothers in stepfather families. These findings are in line with previous research and point to the applicability of international research to stepfamilies in Ireland. The findings suggest that stepmother families may face particular challenges and may benefit from parenting and relationship support.

Parenting style has been highlighted as an important factor in child and adolescent outcomes for a range of indicators including health and educational achievement. The fostering of a positive self-concept and closer parental monitoring of school involvement are two of the suggested mechanisms by which parenting style may affect educational achievement. In recent years, much research has tended to focus on adolescents and there is considerably less information for middle childhood. This paper looks at the role of maternal parenting style (based on child-reports) on academic achievement for a large sample of 9-year-old children who took part in the Growing Up in Ireland study. It shows that an authoritative parenting style was associated with higher scores on measures of reading and maths relative to neglectful or uninvolved styles, however the expected advantage over an authoritarian parenting style did not emerge (and tended to reverse post-adjustment for mediators), and other socio-demographic characteristics such as maternal education were stronger predictors. Adjustments for possible mediating variables had a complex effect on the earlier models and suggest that authoritative parenting may have an indirect effect through both parental monitoring and the promotion of positive self-concept, especially the latter.

Keywords
parenting style, academic achievement, middle childhood, self-concept

Previous research has suggested that the children of teenage parents are at a high risk of developing both internalising and externalising behaviour disorders. The current study aimed to explore pathways through which children of teenage mothers show more externalising and internalising psychopathology than their peers whose parents were older. The present study used data from the first wave of the ‘Growing Up in Ireland’ 9-year-old cohort and employed structural equation modelling to assess the explanatory value of a model informed by previous research findings. Goodness-of-fit indices indicated that many aspects of the familial environment of Irish teenage families did indeed place children at a substantial risk of problematic developmental outcomes. In particular, the results implicated the influential power of economic stability and familial conflict on the well-being of teenage families and related child outcomes, results similar to those reported in international studies.

Keywords: teenage mothers in Ireland, economic stability, externalising problems, internalising problems

A recent rise in home computer ownership has seen a growing number of children using computers and accessing the internet from a younger age. This paper examines the link between children’s home computing and their academic performance in the areas of reading and mathematics. Data from the nine-year-old cohort of the Growing Up in Ireland survey is adopted for this study. The survey reveals that searching for information is a more popular activity among the children than communicating online. Through regression analysis we find that using a computer is positively and significantly associated with children’s reading and mathematics scores in standardised tests. This result holds after controlling for multiple determinants of school performance. In addition, we investigate the effects of using various applications on the computer. Surfing the internet for fun, doing projects for school and emailing are associated with higher reading and maths test scores, while those who are permitted to use the computer unsupervised tend to have higher maths test scores. Instant messaging and downloading music or watching movies are negatively associated with both reading and maths scores. The results indicate that some forms of early computer use have significant associations with academic performance among children in primary school, although we could not establish the direction of causation definitively.

Keywords: home computer use, elementary education, academic performance

Using data from Ireland’s national longitudinal study of children, this paper employs a capabilities approach to disability to understand how individual characteristics as well as home and school environmental factors at age 9 relate to academic and socio-emotional outcomes of students with special educational needs (SEN) at age 17. Results suggest that young people with SEN register both lower average scores and make less academic progress between the age of 9 and their national lower secondary examination, with the exception of young people with a physical SEN. Both home and school environmental factors at 9 years have long-term associations with the academic outcomes of young people with SEN, after controlling for individual characteristics and prior academic achievement. Home and school environmental factors had less consistent associations with the socio-emotional outcomes of young people with SEN. By using rigorous nationally representative longitudinal data, this paper offers a more holistic understanding of the development of young people with SEN. The paper also provides important evidence that a more inclusive approach for supporting students with additional needs, their parents, and their schools is needed.

Keywords
Special educational needs, capabilities approach, academic achievement, socio-emotional outcomes, Growing Up in Ireland

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 focus on how individual child characteristics influence SEN identification. Less attention has been given to other factors such as teacher characteristics or school social mix. Using data from the nine-year-old cohort of the Growing Up in Ireland study, this article examines which children are most likely to be identified with different SEN types taking into account student social background characteristics, teacher characteristics and school social mix. Findings show that children attending highly disadvantaged school contexts are far more likely to be identified with behavioural problems and less likely to be identified with learning disabilities than children with similar characteristics attending other schools. It seems that ‘behavioural’ issues take precedence over learning difficulties in these schools pointing to a culture of care/containment rather than academic progress.

Keywords
SEN identification, gender, social background, teacher characteristics, school context

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 many studies which rely on a single measure of social background, the use of a range of measures (including social class, parental education and income) allows us to provide precise estimates of differences in performance between schools designated as disadvantaged and other schools. The analyses also provide new insights into the processes underlying such differences. Only the most disadvantaged schools, those in Urban Band 1, are found to have a contextual effect for both reading and mathematics. This achievement gap is found to reflect differences in teacher experience and turnover, the concentration of additional learning needs, absenteeism levels and children’s engagement in school.

Keywords
school social mix, primary education, academic performance

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.

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

Digital technologies have become an increasingly prominent feature of children’s lives both within and outside educational environments (McCoy, Quail, and Smyth 2012. Influences on 9-Year-Olds’ Learning: Home, School and Community. Dublin: Department of Children and Youth Affairs). Despite considerable media debate, we have little robust evidence on the impact of technology use on children’s development, both academically and socially. Much of the literature in this area relies on small-scale cross-sectional studies. Using longitudinal data on 8500 9-year-old children in Ireland, we examine the influence of early mobile phone ownership on children’s performance in reading and maths between 9 and 13 years of age. Across both reading and maths domains, children who already report owning a phone by the age of nine fare less well in terms of their academic development as they move into adolescence. The measured effects are sizeable, implying about 4 percentile lower ranking on standardised tests for an average student. Our results are consistent with the idea that there may be significant educational costs arising from early mobile phone use by children. Parents and policymakers should consider whether the benefits of phone availability for children are sufficiently large to justify such costs. We suggest a range of direct and indirect cognitive effects that could help explain these results.

KEYWORDS: Mobile phone ownership; child development; academic outcomes; early owners; longitudinal data

Worldwide, children do not meet the recommended guidelines for physical activity (PA) and a unified approach is required to increase children’s engagement in PA. Parents, are increasingly regarded as playing a key role in children’s PA behaviours. Physical activity parenting (PAP) is growing as a research field and refers to parental behaviours intended to influence children’s investment in PA. Using the perspectives of both parent and child, this research aims to identify PAP practices (positive and negative) engaged by Irish parents and to examine how PAP is embedded within a socioecological context. A purposive sample of 116 families in Ireland were included in the study. Families were stratified by social class, location, and family structure. Parents and children were interviewed and a secondary analysis of the interview data was completed. A theoretical model and conceptual framework relating to PAP guided data analysis to identify and understand parenting practices that influence children’s PA behaviour. Data was deductively analysed and key findings indicated that PAP practices of encouragement, involvement, and facilitation were positively associated with children’s engagement in structured sport activities. Co-participation was positively associated with children’s participation in unstructured PA. Mothers and fathers differed in their PA roles, with fathers engaged to a greater extent in involvement parental practices. Children from middle and higher socio-economic class families participated in a greater repertoire of structured PA and benefited from a greater diversity of PAP practices. Family context (social class, structure, size), community resources and organisational factors mediated the presence of PAP practices. Parents’ PA attributes and parents perceptions of PA attributes were less important influencers. Successful and effective engagement of parents in PA interventions is dependent on consideration of the various social contexts that are embedded in families.

Keywords
Physical activity parenting, physical activity, sport, children, social context

Anecdotal evidence suggests that grandparents provide a substantial amount of childcare support to parents of infants in Ireland yet there has been little attention to the provision of grandparent childcare at policy level. Using nationally representative data on childcare provision in the Republic of Ireland, this study examined the prevalence of grandparent childcare provision for very young children, and associations between this choice of childcare and key infant, family, and community factors. Using archived data from the Infant Cohort of the Growing Up in Ireland study, descriptive data regarding use of grandparents as childcare providers were outlined. A series of bivariate analyses were then conducted to examine the independent association between a range of infant, family, and community variables and use of grandparent childcare. Finally, a multivariate analysis using binomial logistic regression was used to examine the association of each of these variables in a fully adjusted model. The results show that 38.6% of infants experienced non-parental childcare: 12.4% were looked after by grandparents, 15.7% by other home-based carers and 10.5% in childcare centres such as crèches. Grandparents were the cheapest source of childcare but also provided fewer hours on average. Multivariate analysis indicated the importance of parental income, age, and education in choosing grandparental childcare, with younger, less well-off parents using grandparent childcare more than any other type of childcare. The findings suggest that, whether by choice or by economic pressure, grandparents represent a huge resource in terms of providing childcare for infants. Current childcare policy needs to be cognisant of the significant contribution of grandparents in helping families with young children participate in the labour force. Constraints on the amount of care grandparents are able to provide may have knock-on constraints for parents’ participation in the labour force and earnings.

Keywords
Grandparents, Childcare, Policy, Infants, Ireland