Poverty and disadvantage have considerable effects on children and young people. For many young people multiple aspects of disadvantage affect their lives and increase the risk of negative outcomes. In the UK, austerity, funding cuts and Covid-19 have contributed to increasing levels of poverty and disproportionately affected disadvantaged children. In this article, Professor Caroline Bond […]
Brushing up on oral health: how can health policy prevent tooth decay in children?
Children’s oral health in England is in crisis, with thousands of children across the country suffering from dental caries, the most prevalent and prominent form of dental disease. In response, the government has promised measures to tackle dental health inequalities. But how can policymakers best implement this plan to ensure it has the desired impact? […]
Social and Emotional Learning for Every Child: Why SEL Matters
As concerns surrounding children’s mental health continue to grow, the role schools can play in supporting children’s mental health is receiving more attention. Universal, school-based interventions known as “Social and emotional learning” (SEL) interventions, delivered to all children, are a cost-effective and non-stigmatising approach to supporting wellbeing and healthy child development. These interventions aim to […]
Breaking down barriers with free school meals
Child poverty in the UK is a pervasive problem, with the latest figures showing that 29% of children in the UK are growing up in poverty. This rises to nearly 50% in families with more than three children. Child poverty is not spread evenly across the UK. 23.8% of pupils are eligible for free school […]
Re-professionalising teaching: addressing authorisation, accountability and attrition
Teacher recruitment and retention is currently in a critical state – as outlined by The National Foundation for Educational Research’s (NFER) 2024 report on the teacher labour market in England. This puts at risk the quality of education that children and young people receive. In this article, Andrew Howes and Louisa Dawes acknowledge the Labour […]
Creating SPACES for young people’s wellbeing
Adolescent wellbeing is a predictor of school attainment, adult mental health, relationships, and socioeconomic outcomes. However, the wellbeing of young people in the UK has significantly decreased in the last two decades. Current research into creative health has found increasingly positive links between supporting participation in arts, culture, entertainment,and sports (SPACES) and young people’s wellbeing. […]
Wellbeing in education settings – listening to children and young people
The role of education settings in promoting good wellbeing and mental health among children and young people has been increasingly formalised in national policy. But often the voices of the key stakeholders – children and young people – are not adequately sought, heard, or given due weight. In this article, Dr Ola Demkowicz, Dr Alexandra […]
Charting a path to clean air: A community-centred approach to active travel policy
Greater Manchester has amongst the worst air quality in the UK. Air pollution causes many health problems, as well as worsening pre-existing health conditions. Increasingly, Greater Manchester residents are concerned about poor air quality and want actions to be taken. Yet, budgets that could support change are under more and more constraints. In this article, […]
Mapping pathways to learning
How to raise educational outcomes and solve the entrenched attainment gaps between more and less affluent young people has long been a policy concern of successive governments. As the current government moves away from place-based approaches and towards curricular reform to address these gaps, Dr Claire Forbes will suggest that more needs to be done […]
Supporting vulnerable children over primary-secondary school transitions
The number of young children experiencing poor emotional wellbeing is increasing rapidly, most acutely for vulnerable children, such as those with special educational needs (SEND), experienced Adverse Childhood Experiences (ACEs), in receipt of Pupil Premium Funding (PPF) and have been or are at risk of being excluded and/or suspended. In this article, Dr Charlotte Bagnall […]
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