External Publications Using GUI Data

Authors	Year	Title	Link ↑	Journal/Book
Murray, A.	2014	Biological risk versus socio-economic advantage: low birth-weight, multiple births and income variations among Irish infants born following fertility treatments.	Open	Irish Journal of Medical Science
The Growing Up in Ireland Infant Cohort dataset (n = 11,134) includes information on fertility treatments for over 400 infants. IVF (28.1 %) and IVF-related treatments (17.8 %) were the most frequent, but there was also a high percentage following clomiphene citrate alone (31.5 %). Infants born following fertility treatment were much more likely to be in higher income families, and this relationship was not accounted for by older mothers in wealthier families. Analysis of fertility-treatment pregnancies among Irish infants, controlling for income and maternal age, shows a greater risk of multiple birth and low birth-weight, although the latter appears to be largely related to the former especially for IVF-type treatments.
Fitzpatrick, M.P., Hennigan, K., O'Gorman, C.S., McCarron, L.	2019	Obesity, diet and lifestyle in 9-year-old children with parentally reported chronic diseases: findings from the Growing Up in Ireland longitudinal child cohort study	Open	Irish Journal of Medical Science
Background The incidence and prevalence of childhood chronic disease is increasing worldwide. Obesity, poor diet and lifestyle may be more prevalent in children with a chronic disease than in their healthier contemporaries. The Growing Up in Ireland (GUI) study is a nationally representative cohort study of children living in the Republic of Ireland. The study has collected information from 8568 9-year-old Irish children on their experiences within their families, childcare settings, schools and communities, and how these impact on all aspects of children’s development. Aims This study aims to establish the prevalence of parentally reported chronic disease in children in Ireland and to describe their diet and lifestyle. Methods This study analyzed data from the Growing Up in Ireland longitudinal child cohort study and compared the diet, lifestyle and prevalence of obesity in children with and without a parentally reported chronic disease. Results Overall, 954 parents in the sample (11.1%) reported that their child had a chronic illness and 43.4% of these children are hampered by it in their daily activities. Respiratory disorders were the commonest type of chronic disease (46%) reported. Children with a chronic illness were more likely to be overweight or obese (32.9% compared to 25.0% of those without a chronic illness, p < 0.001). Children with chronic illness were also found to have a poorer diet, take less exercise and experienced significantly more social isolation than their peers (all p < 0.05). Conclusions Public health measures to address diet and lifestyle choices need to be cognisant of the needs of children with chronic diseases and tailor activities offered to be inclusive of all children. Medical professionals having contact with children with chronic conditions need to remember to reinforce the importance of diet and lifestyle whenever possible and to explore with families solutions to barriers to making healthy diet and lifestyle choices.
Smyth, E., Whelan, C.T., McCoy, S., Quail, A., Doyle, E.	2010	Understanding Parental Influence on Educational Outcomes Among 9 Year Olds in Ireland: The Mediating Role of Resources, Attitudes and Children’s Own Perspectives	Open	Child Indicators Research
The relationship between parental background and children’s educational outcomes has been a dominant theme within the sociology of education. There has been an on-going debate as to the relative merits of explanations which focus on the role of socio-cultural reproduction and those which focus on rational choice. However, many empirical studies within the social stratification tradition fail to allow for children’s own agency in shaping the relationship between social background and schooling outcomes. This paper draws on the first wave of a large-scale longitudinal study of over 8,000 nine-year-old children in Ireland, which combines information from parents, school principals, teachers and children themselves. Both social class and parental education are found to have significant effects on reading and mathematics test scores among nine year olds. These effects are partly mediated by home-based educational resources and activities, parents’ educational expectations for their child, and parents’ formal involvement in the school. More importantly, children’s own engagement with, and attitudes to, school significantly influence their academic performance. The influence of children’s own attitudes and actions can thus reinforce or mitigate the effect of social background factors. The analysis therefore provides a bridge between the large body of research on the intergenerational transmission of inequality and the emerging research and policy literature on children’s rights.
McCoy, S., Byrne, D., Banks, J.	2012	Too much of a good thing? Gender, ‘concerted cultivation’ and unequal achievement in primary education.	Open	Child Indicators Research
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 attention has been given to the role of gender in concerted cultivation. In this paper, we use data from the first wave of the Growing Up in Ireland longitudinal study to consider how both social class and gender influence the out-of-school activities of children. Moreover, we examine how out-of-school activities, class and gender impact on children’s school engagement and academic achievement. We find that while childrearing logics tend to operate within social class categories, there is an additional cultural aspect of gender in the uptake of different types of out-of-school activities. Our findings suggest the need to move beyond explanations of concerted cultivation to explain gender differences in mathematics and reading attainment.
McAuley, C., McKeown, C., Merriman, B.	2012	Spending Time with Family and Friends: Children’s Views on Relationships and Shared Activities	Open	Child Indicators Research
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 as experts in their own lives. Findings from research with children have led to important insights about what contributes to well-being. Relationships with family and friends have been found to be central to well-being whilst bullying by peers deeply impacts on their well-being. Shared activities appear to be the context for children to not only master competences but also learn about and negotiate relationships. The Growing Up in Ireland interviews with 9 year old children were re-analysed with a view to exploring these crucial domains and how they impact on the children’s well-being. The children were found to have a wide circle of family connections and were particularly close to their mothers although also close to their fathers. Grandparents played a significant role in their lives and their relationships with siblings were often positive but did fluctuate. Reasons for closeness centred around trust. Lack of availability due to work was a key contributor to children feeling less close to a family member. The children were involved in a wide range of structured activities after school and at the weekend, This was usually balanced with free time although some ‘hurried’ children had frenetic lifestyles. Involvement in unstructured activities such as free play was particularly associated with time with friends and choice. Friendship was characterised by sharing and trust. On the other hand, bullying by peers had been experienced by many of the children and almost all were conscious of the danger of becoming bullied. The wider issues of work-family balance and its impact on children, the predominance of bullying and children’s right to be heard are reflected upon.
Williams, J., Murray, A., Whelan, C.T.	2014	Multi-Dimensional Deprivation Among 9-Year-Olds in Ireland: An Analysis of the Growing Up in Ireland Survey	Open	Child Indicators Research
In this paper we make use of the 9-year-old wave of the Growing Up in Ireland study to analyse multidimensional deprivation in Ireland. The Alkire and Foster adjusted headcount ratio approach (AHR; Alkire and Foster, Journal of Public Economics, 95, 476–487, 2011a, Journal of Economic Inequality, 9, 289–314, 2011b) applied here constitutes a significant improvement on union and intersection approaches and allows for the decomposition of multidimensional poverty in terms of dimensions and sub-groups. The approach involves a censoring of data such that deprivations count only for those above the specified multidimensional threshold leading to a stronger set of interrelationships between deprivation dimensions. Our analysis shows that the composition of the adjusted headcount ratio is influenced by a range of socio-economic factors. For less favoured socio-economic groups dimensions relating to material deprivation are disproportionately represented while for the more advantaged groups, those relating to behavioral and emotional issues and social interaction play a greater role. Notwithstanding such variation in composition, our analysis showed that the AHCR varied systematically across categories of household type, and the social class, education and age group of the Primary Caregiver. Furthermore, these variables combined in a cumulative manner. The most systematic variation was in relation to the headcount of those above the multidimensional threshold rather than intensity, conditional on being above that cut-off point. Without seeking to arbitrate on the relative value of composite indices versus disaggregated profiles, our analysis demonstrates that there is much to be gained from adopting an approach with clearly understood axiomatic properties. Doing so allows one to evaluate the consequences of the measurement strategy employed for the understanding of levels of multidimensional deprivation, the nature of such deprivation profiles and socioeconomic risk patterns. Ultimately it permits an informed assessment of the strengths and weaknesses of the particular choices made.
Frawley, D., McCoy, S., Banks, J., Thornton, M.	2014	Affective School Engagement and Self-Concept: How are Irish Boys and Girls Faring?	Open	Child Indicators Research
Internationally and in Ireland, much of the research around gender and educational engagement has centred on the academic differences between boys and girls (Warrington and Younger 2000; Francis 2009; O’Connor 2007). Less is known however about the factors shaping affective school engagement and student self-concept and how this can affect participation in learning. Children and young people emphasise the affective or emotional as much as the learning aspects of school life (Alexander 2008). Drawing on data from the 9-year cohort of the Growing Up in Ireland study, this paper examines self-concept among boys and girls in Irish primary schools. The findings show important differences in terms of the affective elements of school engagement, with boys more likely than girls to score significantly lower levels on measures of ‘good’ behaviour and intellectual school status, while girls score significantly lower on freedom from anxiety than boys. The findings also illustrate that predictors of disengagement are about more than the child’s gender – in that working class children and students with special educational needs are faring less well in terms of affective engagement in school.
Doran, P., Bradshaw, P., Morton, S., El-Shadan, T., Williams, J., Cunningham, C.	2020	Growing up Healthy in Families Across the Globe: Cross-Cultural Harmonisation of Childhood Risk-Factors Using Longitudinal Studies from Ireland, Scotland and New Zealand	Open	Child Indicators Research
The Growing Up Healthy in Families Across the Globe project is an international collaboration examining the potential for harmonised analysis using five longitudinal studies (from New Zealand, Ireland and Scotland). All five studies follow the lives of children, are interested in the dynamics of family change and work to inform policy to potentially improve population well-being across the life-course. Comparative analysis from harmonised longitudinal studies, where change over time is emphasised, provides a unique view to determine how and why environments change, which environments are supportive and which are not. This paper discusses the challenges and tasks involved when preparing and conducting harmonised analysis, and initial findings from the Growing Up Healthy project are discussed. The studies were, from New Zealand, Te Hoe Nuku Roa, the Pacific Island Families Study and Growing Up in New Zealand, and from Scotland and Ireland Growing Up in Scotland and Growing Up in Ireland. Post hoc data harmonisation of measures resulted in the identification of several closely aligned variables. The harmonised descriptive variables from the five studies highlight many similarities across the studies. A risk factor model to predict child development outcomes (using the Strengths and Difficulties Questionnaire) was developed and resulted in very similar patterns of risk in New Zealand, Ireland and Scotland. Risks included: maternal relationship status, maternal education, smoking in pregnancy, maternal self-reported health and maternal long-standing illness. The insights will be of interest to all those concerned with child development in contemporary New Zealand, Ireland, Scotland and other similar countries.
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.
Swift, A., Garcia Iriarte, E., Curry, P., McConkey, R., Gilligan, R., Antunes, M.	2021	How Disability and Other Socio-Economic Factors Matter to Children’s Socio-Emotional Outcomes: Results from a Longitudinal Study Conducted in Ireland	Open	Child Indicators Research
Children with disabilities experience significantly poorer socio-emotional outcomes than their peers without disabilities. However, research evidence is scarce about children with both disability and migration background, the group which this study aimed to investigate using data from a national longitudinal study. Secondary data analyses were conducted on a sample of 7290 children (weighted with missing values imputed). Significant differences in socio-emotional outcomes were found in relation to impairment status but not in relation to migration. Having an impairment and activity limitation significantly increased the likelihood of experiencing poorer socio-emotional outcomes over time. Our findings highlight a higher risk of socio-emotional problems among children with disabilities, especially among children from lower income backgrounds and with parents with lower educational attainment. These findings clearly require policy development on two fronts: to raise professional and community awareness on these issues and to strengthen the capacity of health, education and social care systems to support schools, families, and communities.
Madden, D.	2022	The Dynamics of Multidimensional Poverty in a Cohort of Irish Children	Open	Clinical Indicators Research
This paper examines multidimensional poverty for three waves of a cohort of Irish children ranging from ages 9 to 17. Poverty is measured over the dimensions of health, education and family resources and both unidimensional and multidimensional poverty is examined. Both show a clear gradient with respect to maternal education. The dynamics of both unidimensional and multidimensional poverty are also analysed. The greatest degree of mobility is observed with respect to family resources. Mobility also is higher for children whose mothers have lower levels of education, with net movements into rather than out of poverty.
Sharpe, J., Bunting, B., Heary, C.	2023	A Latent Class Analysis of Mental Health Symptoms in Primary School Children: Exploring Associations with School Attendance Problems	Open	School Mental Health
Although there is a wealth of research addressing the association between mental health and school absenteeism, there are calls for a better understanding of how mental health difficulties might predict SAPs (Egger et al., 2003; Finning et al., 2022; Ingul et al., 2019; Wood et al., 2012). The aim of this paper was to create a more nuanced understanding of SAPs by exploring how different constellations of mental health difficulties might be predictive of absenteeism in 9-year-olds. Using a sample of Irish 9-year-olds (N = 8570) from the Growing Up In Ireland Study (GUI’98), the research used latent class analysis (LCA) to identify combinations of mental health symptoms. Twenty items from the Strengths and Difficulty Questionnaire (SDQ) were used to measure a range of emotional and behavioural difficulties. The analysis yielded four mental health classes—High Risk of Emotional and Behavioural Difficulties (EBD), High Risk of Emotional Difficulties (ED), High Risk of Behavioural Difficulties (BD) and Low Risk of Emotional and Behavioural Difficulties (EBD). The study assessed whether rates of student absenteeism varied across different classes of mental health as identified through LCA and explored risk factors associated with different classes. Children in the high-risk mental health symptomology groups had significantly higher odds of absenteeism compared to the low-risk class and significantly greater odds of experiencing multiple family, school and demographic risk factors. The distinct profiles of mental health symptoms observed within the classes and their patterns of associations with risk factors and days absent indicated classes were theoretically distinct. The results illustrate the importance of recognising the relationship between mental health and school absenteeism in primary school children when developing early intervention strategies for SAPs. As one of the few studies to focus on 9-year-olds, the current study contributes to current knowledge on the complexities of emerging SAPs in primary school children. Keywords Mental health, School attendance problems, School avoidance, Truancy, Risk factors
Kelly, D., Kelly, A., O'Dowd, T., Hayes, C.B.	2019	Antibiotic use in early childhood and risk of obesity: longitudinal analysis of a national cohort	Open	World Journal of Pediatrics
Background Taking oral antibiotics during childhood has been linked with an increased risk of childhood obesity. This study assessed any potential association in number of courses of antibiotics taken between 2–3 and 4–5 years of age and body mass trajectory up to age 5. Methods The study was a secondary analysis of 8186 children and their parents from the infant cohort of the Irish National Longitudinal Study of Children. Antibiotic use was measured by parental recall between ages 2–3 and 4–5. Longitudinal models described the relationship between antibiotic exposure and body mass index (BMI) standard deviation scores and binary outcomes, and examined interactions between covariates, which included socioeconomic status, diet assessed by food frequency questionnaires and maternal BMI. Results Any antibiotic usage between 2 and 3 years did not predict risk of overweight or obesity at age 5. Four or more courses of antibiotics between 2 and 3 years were independently associated with obesity at age 5 (odds ratio 1.6, 95% confidence interval 1.11–2.31). Effect size was modest (coefficient + 0.09 body mass SD units, standard error 0.04, P = 0.037). Maternal BMI modified the relationship: ≥ 4 courses of antibiotics between 2 and 3 years were associated with a + 0.12 body mass SD units increase in weight at age 5 among children of normal-weight mothers (P = 0.035), but not in children of overweight mothers. Conclusions Number of antibiotic courses, rather than antibiotic use, may be an important factor in any link between early antibiotic exposure and subsequent childhood obesity. Research is needed to confirm differential effects on babies of normal versus overweight/obese mothers independent of socioeconomic factors.
D’Urso, G., Caravita, S.C., Symonds, J.	2024	Bullying Victimization as an Adverse Experience for Psychosocial Adjustment among Irish Adolescents	Open	International Journal of Bullying Prevention
This study investigates the long-term effects of victimization from middle adolescence to late adolescence and early adulthood, examining emotional and behavioral problems, peer relationships, and smoking habits and sleeping difficulties. The study also explores how these outcomes can persist into early adulthood, taking into consideration early victimization experiences, gender, cognitive ability, and family social class. The total sample included 7525 participants, spanning the ages of 13, 17, and 20, from the Child Cohort of the Growing Up in Ireland study (48.9% male). The path analysis model suggests that victimization is associated with behavioral problems at age 17, and it is also linked to emotional problems and sleeping difficulties at both ages 17 and 20. Additionally, sleeping difficulties, smoking habits, and indices of emotional and behavioral adjustment exhibit some stability between ages 13 and 17, as well as 17 and 20. Theoretical and practical implications are discussed.
Böhle, E.	2025	Predicting the Likelihood and Outcomes of Continuous Victimisation in the Transition to Adulthood	Open	International Journal of Bullying Prevention
Bullying can occur at all ages and has been associated with several negative impacts on the psychological and emotional well-being of victims. While the transition to adulthood may be an opportunity for victims to escape bullying, prior research has suggested some continuity of victimisation experiences into adulthood. However, research on victimisation among young adults remains scarce and no prior study has examined this issue in the Irish context. Binary logistic regression was used to examine the likelihood of victimisation at age 20 based on the respondent’s prior victimisation history and other risk factors, using data from 4693 respondents in the Growing Up in Ireland National Longitudinal Study at age 9, 13, 17 and 20. Moreover, the risk of depression and levels of global self-esteem at age 20 were examined in terms of (long-term) victimisation experiences. Respondents who were previously victimised in adolescence and respondents who were chronically victimised in childhood and adolescence were approximately 3.5 and 4 times more likely to be victimised at age 20 respectively than respondents who were never victimised. The negative outcomes of victimisation regarding the risk of depression and lower levels of self-esteem were more severe for respondents who experienced more persistent prior victimisation. In conclusion, more persistent long-term victimisation experiences are associated with more severe negative outcomes and an increased risk of continued victimisation throughout the transition to adulthood compared to less persistent or no prior victimisation. Therefore, supporting affected individuals to escape victimisation as early as possible is crucial.
Brennan, M.M., Mongan, D., Doyle, A., Millar, S.R., Cavallaro, M., Zgaga, L., Smyth, B.P., Nixon, E., Ivers, J., Galvin, B., Walsh, C., McCrory, C., McCarthy, N.D.	2025	Early and risky adolescent alcohol use independently predict alcohol, tobacco, cannabis and other drug use in early adulthood in Ireland: a longitudinal analysis of a nationally representative cohort	Open	BMC Public Health
Background Early and risky adolescent alcohol use have each been associated with adult alcohol consumption. However, it remains unclear whether these behaviours independently predict later-life substance use when considered jointly, and research examining links with substances other than alcohol is limited. This study addresses these gaps by examining longitudinal associations between age at first alcohol and risky adolescent alcohol use, with alcohol, tobacco, cannabis and other drug use in early adulthood, and aims to identify critical periods for public health interventions. Methods Growing Up in Ireland is a nationally representative cohort (recruited aged 9 [Wave 1], born 1997–1998). Survey-weighted logistic regression examined whether age at first alcoholic drink and risky alcohol use at age 17 (Alcohol Use Disorders Identification Test scores) independently predict high-risk alcohol (AUDIT > 15), tobacco, cannabis and other drug use at age 20. Models were adjusted for age, sex, academic ability, personality, psychological factors, socioeconomic status, familial, peer and neighbourhood substance use. Results The study included 4554 participants (49.8% female). Early alcohol use was common, with 27% reporting use aged 14 or younger. By age 20, 14% reported high-risk alcohol, 38% tobacco, 24% cannabis and 28% other drug use. Older age at first alcohol was associated with dose-response reductions in the odds of high-risk alcohol, tobacco, cannabis and other drug use at age 20, relative to those initiating alcohol at 14 or younger. Adolescents with high-risk alcohol use had double the odds of tobacco (adjusted odds ratio (aOR) 2.1, 95% confidence intervals (CI) 1.3–3.30) and other drug use (aOR 2.5, 95% CI 1.6–4.1) and an 11-fold increase in the odds of continued high-risk alcohol use (aOR 11.5, 95% CI 7.0–18.6) at age 20, relative to adolescents with low-risk alcohol use. Conclusions Age at first alcohol and risky adolescent alcohol use independently predict substance use in early adulthood when considered jointly in extensively adjusted models. These findings highlight the continued urgent need for public health interventions that address factors associated with early alcohol use and support adolescents who use alcohol in a high-risk manner given their elevated risk of progression to more serious substance use as adults.
McNally, S., Quigley, J.	2014	An Irish Cohort Study of Risk and Protective Factors for Infant Language Development at 9 Months.	Open	Infant & Child Development
This nationally representative study of Irish infants explores whether the set of child and environmental factors established as predicting language outcomes aged 3 years would also predict language and communication development as early as age 9 months. Associations between infant and environmental characteristics and infant language outcomes at 9 months, as measured on the ASQ 10-month communication questionnaire, were explored in a series of bivariate logistic regression models and in a fully adjusted multivariable logistic regression model. Infant gender, health, birthweight and temperament were significantly associated with passing the ASQ communication measure at 9 months. Being an only child and having some experience of relative childcare predicted positive communication outcomes. Infants of older mothers and mothers who spoke less to the child while doing other things were significantly less likely to pass. Infants of mothers with the lowest educational level were more likely than their peers to pass at 9 months. Unlike language outcomes at 3 years, low maternal education does not appear to be a risk factor for poorer outcomes at 9 months. This study adds significantly to the infant language development literature by focussing on communication outcomes in early infancy and identifying protective and risk factors at such an early stage.
Bohnert, M., Gracia, P.	2023	Digital use and socioeconomic inequalities in adolescent well‐being: Longitudinal evidence on socioemotional and educational outcomes	Open	Journal of Adolescence
Introduction Despite a growing body of research on associations between adolescent digital use and well-being, few studies have investigated these associations a) longitudinally and b) across socioeconomic status. The present study uses high-quality longitudinal data to examine how digital engagement shapes socioemotional and educational outcomes from early to late adolescence across socioeconomic status (SES). Methods Participants are 7685 individuals (49.0% female) from the 1998 birth cohort of the longitudinal Growing Up In Ireland (GUI) survey. The survey was administered to Irish parents and children between 2007 and 2016 (at ages 9, 13, and 17/18). Fixed-effects regression modeling was used to establish associations between digital engagement and socioemotional and educational outcomes. Further Fixed-Effects models were analyzed separately by SES, to assess how associations between digital use and adolescent outcomes differ by socioeconomic groups. Results Results show that digital screen time increases markedly from early to late adolescence, but to a higher extent among low-SES versus high-SES groups. Heavy levels of digital screen time (i.e., 3+ hours daily) are associated with declines in well-being, particularly for external and prosocial functioning, while engagement in learning-oriented digital activities and gaming is associated with better adolescent outcomes. Yet, low-SES adolescents are globally more harmed than high-SES adolescents by their digital engagement, and high-SES adolescents benefit more from moderate levels of digital use and from engaging in learning-oriented digital activities. Conclusions This study suggests that digital engagement is associated with socioeconomic inequalities in adolescents’ socioemotional well-being and, to a lesser extent, educational outcomes.
Reynolds, D., Hennessy, E., Polek, E.	2013	Is breastfeeding in infancy predictive of child mental well-being and protective against obesity at 9 years of age?	Open	Child: Care, Health & Development
Background Preventing child mental health problems and child obesity have been recognized as public health priorities. The aim of the present study was to examine whether being breastfed (at all or exclusively) in infancy was a predictor of mental well-being and protective against risk of obesity at age 9. Methods Cross-sectional data from a large, nationally representative cohort study in the Republic of Ireland was used (n = 8357). Data on breastfeeding were retrospectively recalled. Child mental well-being was assessed using a parent-completed Strengths and Difficulties Questionnaire (SDQ). Child’s height and weight were measured using scientifically calibrated instruments. Results Logistic regression analyses indicated that, after controlling for a wide range of potential confounding variables, being breastfed in infancy was associated with a 26% (P < 0.05) reduction in the risk of an abnormal SDQ score at 9 years. Being breastfed remained a significant predictor of child mental well-being when child obesity was controlled for, indicating that being breastfed, independent of child obesity, is a predictor of child mental well-being. The results of a second logistic regression indicated that, after controlling for a wide range of potential confounding variables, being breastfed for between 11 and 25 weeks was associated with a 36% (P < 0.05) reduction in the risk of obesity at 9 years, while being breastfed for 26 weeks or longer was associated with a 48% (P < 0.01) reduction in the risk of obesity at 9 years. Conclusions Breastfeeding in infancy may protect against both poor mental well-being and obesity in childhood.
Nicholson, E., Doherty, E., Guerin, S., Schreiber, J., Barrett, M., McAuliffe, E.	2022	Healthcare utilisation and unmet health needs in children with intellectual disability: a propensity score matching approach using longitudinal cohort data	Open	Journal of Intellectual Disability Research
Background Health disparities for children with intellectual disabilities can be challenging to measure due to many other factors that can impact health and healthcare use. The aim of the current study was to use longitudinal cohort data to compare children with intellectual disability (ID) in Ireland between 2006 and 2014 on healthcare utilisation and unmet need, at ages 9 and 13, using a propensity score matching (PSM) approach. Methods Using data from the Growing up in Ireland study, PSM was used to identify an appropriate control sample to compare with a sample of children with ID (n = 124). Participants were matched on variables that are known to influence healthcare utilisation to reduce the impact of confounding variables between groups so that differences between the groups can be estimated. Logistic regression was used to estimate effects at ages 9 and 13. Results Children with ID were no more likely to have visited a general practitioner or emergency department in the past 12 months than children without ID. They did have a greater likelihood of visiting a doctor in a hospital in the past 12 months and of having an overnight stay in hospital by age 9. Primary caregivers of children with ID were more likely to report unmet health needs at ages 9 and 13. Conclusions This approach is a novel means of comparing healthcare use in this population by balancing the impact of other factors that may result in inequities, to which children with ID may be more vulnerable.

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