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There is a longstanding literature on the unequal geographical distribution of welfare. In this paper we argue that increasingly geography is becoming the basis for rationing access to some forms of welfare. Focusing on access to secondary schools in East London, England, where the demand for places at the more popular schools generally far exceeds the number of places available, we show how distance from school has now become the primary means of allocating places. Rather than educational resources attempting to compensate for geographical disadvantage, geography (in the form of distance from school) has become the rationale by which those living in advantaged areas continue to have privileged access to educational resources. Whereas previously the role of the state was to compensate for the unfairness of such geographical inequalities, geography (via distance to school) is now used to justify the unequal allocation of scarce school places. The paper demonstrates that not only does the near universal adoption of distance-based allocation policies in East London lead to the reproduction of social advantage and disadvantage, but also it is creating new hierarchies of school popularity and more important unpopularity which are not always clearly related to issues of school attainment. [ABSTRACT FROM AUTHOR]

This paper describes the impact of an oral retelling of Homer's Iliad on pupils' learning in Key Stage 2 classrooms (children aged 9–11) in schools in East London. We argue that the oral nature of the retelling and responses promoted high levels of engagement and inclusion, leading to enhanced understanding by the pupils. The use of a complex and emotionally powerful text also encouraged a changing of the nature of the discourse between teachers and pupils. Finally we argue for the use of texts like the Iliad as an integral part of the literacy curriculum. [ABSTRACT FROM AUTHOR]

This paper considers how small area variations in a set of psychiatric referral outcomes in a London health authority of 750,000 people may inform health need assessment and health resourcing for mental illness based on true need. As well as adopting a multivariate perspective, the spatial interdependence of the outcomes is included in the modelling approach outlined. By contrast, existing studies on mental health need tend to focus on single outcomes, and may not include spatial dependence. The analysis relates to three hospital referral outcomes for psychiatric conditions, and to total community mental health referrals across sixty-seven electoral wards in East London. [ABSTRACT FROM AUTHOR]

Abstract: This paper investigates the extent to which social support can have a buffering effect against the potentially adverse consequences of bullying on school achievement and mental health. It uses a representative multiethnic sample of adolescents attending East London secondary schools in three boroughs. Bullied adolescents were less likely to achieve the appropriate academic achievement benchmark for their age group and bullied boys (but not girls) were more likely to exhibit depressive symptoms compared to those not bullied. High levels of social support from family were important in promoting good mental health. There was evidence that high levels of support from friends and moderate (but not high) family support was able to protect bullied adolescents from poor academic achievement. Support from friends and family was not sufficient to protect adolescents against mental health difficulties that they might face as a result of being bullied. More active intervention from schools is recommended. [Copyright &y& Elsevier]

In October 1997, 60 people gathered in the East End of London, England for the third Community Psychology Conference. The previous conference a year earlier in Glasgow had stimulated such exciting debate and a sense of shared purpose, that psychologists in Newham, Tower Hamlets, Haringey and Hackney were keen to take on the organization of the 1997 conference. Being an area with a history of dynamic and growing ethnic diversity combined with a well-defined voluntary sector, East End of London has a wealth of exciting opportunities for the practice of community psychology. During the first day, the emphasis was on project work that had been set up by clinical psychologists in East London. Three commentators from the fields of feminist psychology, social constructionist psychotherapy, and ethnography shared their observations and thoughts after hearing each presentation on how their theoretical perspectives might be used to extend and develop these projects. For many of the conference participants, one of the most important aspects of the conference had been networking and re-establishing contact with like-minded people.

Summary The rights of people with learning disabilities to marry and have a family is at the heart of the Government's new strategy (Valuing People ), yet there are few integrated and co-ordinated services to meet their needs. All too often, learning disability is the sole reason why children are removed from their biological parents. Whilst there is a small but growing literature on the quality and extent of the social supports available, little attention has been paid to culture and gender. This study analyses data on parents who came into contact with the specialist community learning disability health team in East London over a 5-year period in respect of culture, gender and outcomes. [ABSTRACT FROM AUTHOR]