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Behaviour problems in early childhood have a lasting impact on cognitive development and education attainment in later adolescence and into adulthood. Here we address the relationship conduct and hyperactivity problems at school entrance, and vocabulary acquisition in adolescence. We compare performance in identical assessments across two generations of British children born 30 years apart in 1970 (n = 15,676) and 2000/2 (n = 16,628) and find that both conduct and hyperactivity problems have a negative association with later vocabulary in both generations. We take advantage of rich longitudinal birth cohort data and establish that these relationships hold once family socioeconomic status and a child's personal characteristics and earlier vocabulary acquisition are taken into account. We also find that teenagers today achieved substantively lower scores in the vocabulary assessment compared to their counterparts born 30 years earlier, and that this holds across all categories within each of the family and individual characteristics considered in this article. As vocabulary and language skills are key prerequisites for wider learning, we discuss implications the findings have for education policies.

This article investigates the influence of wealth, a frequently neglected aspect of the economic circumstances of families, on children's development. Using the UK Millennium Cohort Study, it explores whether parental wealth (net total wealth, net housing wealth, net financial wealth, and house value) is associated with children's cognitive ability, mental, and physical health at age 11 (N = 8,645), over and above parental socioeconomic status and economic resources, in particular permanent income. Housing wealth was associated with fewer emotional and behavioral problems, independent of the full set of controls. Children's verbal cognition and general health were more strongly associated with family permanent income and socioeconomic characteristics than with wealth.

In this paper, we identify patterns of subject and qualification choices made at age 14. Much of the previous research on 'subject choice' has focussed on the later stages of educational trajectories, particularly Higher Education. However, the choices made at early branching points can limit pupils' subsequent options, potentially contributing to educational inequalities. This paper identifies the patterns of General Certificate of Secondary Education (GCSE) subjects chosen by a cohort of young people born in 1989/1990. We make use of the Next Steps data (formerly the Longitudinal Study of Young People in England (LSYPE)) which is linked to the National Pupil Database. We develop an approach to measuring the academic selectivity of subjects and qualifications. We examine the roles of social class, parental education, income, gender and ethnicity in determining participation in these curriculum groupings. Using measures of prior attainment from age thirteen, we address the question of whether curriculum differentials simply reflect differences in prior attainment or whether they actually operate above and beyond existing inequalities. We find clear socio-economic, gender, ethnic and school-level differences in subjects studied which cannot be accounted for by prior attainment.

The subjects that young people study from age 14 onwards may have important consequences for their future academic and labour market outcomes. These decisions are shaped by the schools in which they find themselves. Schools also face constraints of their own. This paper explores the extent to which individuals' decisions are affected by the school they attend and to what extent this is affected by the composition of schools in terms of academic attainment, gender, and socioeconomic background. We use multi-level variance decomposition models applied to administrative data on the subjects that young people in mainstream state-funded schools in England study between ages 14 and 16. Our results highlight the important role that constraints on schools play in subject choice decisions. We also note the particular role of attending a non-selective school within a selective schooling district.

This paper considers whether subject choice at 14-16 influences post-16 transitions, taking into account prior academic attainment and school characteristics, and if so, whether this accounts for socioeconomic, gender, and ethnic differences in access to post-16 education. We consider post-16 progression to full-time education, A-levels, and studying two or more facilitating subjects at A-level. We use "Next Steps", a study of 16,000 people born in England in 1989-1990, linked to administrative education records (the National Pupil Database). We find that students pursuing an EBacc-eligible curriculum at 14-16 had a greater probability of progression to all post-16 educational outcomes, while the reverse was true for students taking an applied GCSE subject. Curriculum differences did not explain the social class differences in post-16 progression, but an academic curriculum was equally valuable for working-class as for middle-class pupils. Pursuing an EBacc-eligible curriculum particularly strongly increased the chances of girls and white young people staying in the educational pipeline, whereas applied subjects were particularly detrimental for girls. An EBacc-eligible curriculum at age 14-16 increased the chances of studying subjects preferred by Russell Group universities at A-level.

Often young children already have some ideas about what they want to do in the future. Using data from a large UK cohort study, we investigated the individual determinants of seven-year-old children's aspirations, controlling for parental socio-economic background and parental involvement in learning. At age 7, not all children's aspirations were unrealistic (55.6% of children aspired to common occupations), few (1.2%) were fantasy, but most were gender-typical. White children had lower occupational aspirations and were more likely to have uncertain future orientations than other ethnic groups. The antecedents of fantasy aspirations, more typical of younger children, were difficult temperament and low school engagement. Uncertain aspirations were related to higher cognitive ability but also to lower school engagement. Higher occupational aspirations were directly related to higher family socio-economic status, and higher occupational and more intrinsic aspirations were associated with more school engagement (in turn, higher in girls and ethnic minority children). Boys, compared to girls, had lower, more extrinsic and more masculine aspirations, but were also more likely than girls to aspire to rare jobs and have fantasy or uncertain aspirations.

Social class mobility from grandparent to grandchild is a relatively neglected topic. Grandparents today are often healthier and more active, and have longer relationships with their grandchildren than in previous generations. We used data from the UK's Millennium Cohort Study (n = 8570) to investigate the influence of maternal and paternal grandparents' social class on the aspirations of children at age seven. Using path analysis and controlling for family income, mother's and father's education, lone motherhood, and child's ethnicity and gender, we found very small direct effects from the paternal grandmother's social class to the grandchild's classed aspirations, and small, indirect effects, via parents' class, of grandparents' class on child's classed aspirations. Multi-group analyses found few differences by ethnicity and gender. There was no evidence that, at this age, mixed-class parentage raises the aspirations of working-class children (the "sunken middle-class" hypothesis).

Using data from a large UK cohort (n = 11,656), we investigated the determinants of 7-year-old children's aspirations, and the role of these aspirations in emotional and behavioural problems, as reported by both parents and teachers. Aspirations were classified to reflect their occupational status, masculinity/femininity and intrinsic/extrinsic motivation. Children's aspirations had significant antecedents in social disadvantage, parental involvement in learning, parental values and cognitive ability. Children with low occupational aspirations had more emotional problems as reported by both parents and teachers, and more teacher-reported peer problems. In the teacher report, masculine aspirations were also related to hyperactivity. Gender differences in the association between aspirations and emotional and behavioural problems were few and weak. Intrinsic aspirations were related to peer problems, especially in boys. The inverse relation between feminine aspirations and hyperactivity and peer problems was relatively stronger in girls, as was the association between low aspirations and emotional problems.

This article investigates the influence of wealth, a frequently neglected aspect of the economic circumstances of families, on children's development. Using the UK Millennium Cohort Study, it explores whether parental wealth (net total wealth, net housing wealth, net financial wealth, and house value) is associated with children's cognitive ability, mental, and physical health at age 11 (N = 8,645), over and above parental socioeconomic status and economic resources, in particular permanent income. Housing wealth was associated with fewer emotional and behavioral problems, independent of the full set of controls. Children's verbal cognition and general health were more strongly associated with family permanent income and socioeconomic characteristics than with wealth. [ABSTRACT FROM AUTHOR]

This study investigated the role of intelligence and its development across childhood in decision‐making in adolescence (age 11 years). The sample was 12,514 children from the UK's Millennium Cohort Study, followed at ages 3, 5, 7, and 11 years. Decision‐making (risk‐taking, quality of decision‐making, risk adjustment, deliberation time, and delay aversion) was measured with the Cambridge Gambling Task. Even after adjustment for confounding, intelligence was positively associated with risk adjustment and quality of decision‐making in both boys and girls. Furthermore, in girls risk adjustment was related positively to IQ gains. Our findings suggest that there are important, substantively, associations between intelligence and adapting behaviour to risk at the cusp of adolescence, the period when the response to risk can shape life trajectories. Statement of ContributionWhat is already known on this subjectIn children, intelligence and decision‐making, measured with gambling tasks, are inconsistently linked.This could be due to gambling tasks not separating risk‐taking from contingency‐learning.What the present study addsThis study measured 11‐year‐olds' decision‐making using a gambling task in which probabilities of different outcomes are presented explicitly.IQ was positively associated with risk adjustment and quality of decision‐making.Also significant were IQ gains (for risk adjustment, only in girls).There are links between intelligence and adapting behaviour to statistical risk in children. [ABSTRACT FROM AUTHOR]

Often young children already have some ideas about what they want to do in the future. Using data from a large UK cohort study, we investigated the individual determinants of seven-year-old children’s aspirations, controlling for parental socio-economic background and parental involvement in learning. At age 7, not all children’s aspirations were unrealistic (55.6% of children aspired to common occupations), few (1.2%) were fantasy, but most were gender-typical. White children had lower occupational aspirations and were more likely to have uncertain future orientations than other ethnic groups. The antecedents of fantasy aspirations, more typical of younger children, were difficult temperament and low school engagement. Uncertain aspirations were related to higher cognitive ability but also to lower school engagement. Higher occupational aspirations were directly related to higher family socio-economic status, and higher occupational and more intrinsic aspirations were associated with more school engagement (in turn, higher in girls and ethnic minority children). Boys, compared to girls, had lower, more extrinsic and more masculine aspirations, but were also more likely than girls to aspire to rare jobs and have fantasy or uncertain aspirations. [ABSTRACT FROM AUTHOR]

Background: Social health markers, including marital status, contact frequency, network size, and social support, have been shown to be associated with cognition. However, the mechanisms underlying these associations remain poorly understood. We investigated whether depressive symptoms and inflammation mediated associations between social health and subsequent cognition., Methods: In the English Longitudinal Study of Ageing (ELSA), a nationally representative longitudinal study in England, UK, we sampled 7136 individuals aged 50 years or older living in private households without dementia at baseline or at the intermediate mediator assessment timepoint, who had recorded information on at least one social health marker and potential mediator. We used four-way decomposition to examine to what extent depressive symptoms, C-reactive protein, and fibrinogen mediated associations between social health and subsequent standardised cognition (verbal fluency and delayed and immediate recall), including cognitive change, with slopes derived from multilevel models (12-year slope). We examined whether findings were replicated in the Swedish National Study on Aging and Care in Kungsholmen (SNAC-K), a population-based longitudinal study in Sweden, in a sample of 2604 individuals aged 60 years or older living at home or in institutions in Kungsholmen (central Stockholm) without dementia at baseline or at the intermediate mediator assessment timepoint (6-year slope). Social health exposures were assessed at baseline, potential mediators were assessed at an intermediate timepoint (wave 2 in ELSA and 6-year follow-up in SNAC-K); cognitive outcomes were assessed at a single timepoint (wave 3 in ELSA and 12-year follow-up in SNAC-K), and cognitive change (between waves 3 and 9 in ELSA and between 6-year and 12-year follow-ups in SNAC-K)., Findings: The study sample included 7136 participants from ELSA, of whom 3962 (55·5%) were women and 6934 (97·2%) were White; the mean baseline age was 63·8 years (SD 9·4). Replication analyses included 2604 participants from SNAC-K, of whom 1604 (61·6%) were women (SNAC-K did not collect ethnicity data); the mean baseline age was 72·3 years (SD 10·1). In ELSA, we found indirect effects via depressive symptoms of network size, positive support, and less negative support on subsequent verbal fluency, and of positive support on subsequent immediate recall (pure indirect effect [PIE] 0·002 [95% CI 0·001-0·003]). Depressive symptoms also partially mediated associations between less negative support and slower decline in immediate recall (PIE 0·001 [0·000-0·002]) and in delayed recall (PIE 0·001 [0·000-0·002]), and between positive support and slower decline in immediate recall (PIE 0·001 [0·000-0·001]). We did not observe mediation by inflammatory biomarkers. Findings of mediation by depressive symptoms in the association between positive support and verbal fluency and between positive support and change in immediate recall were replicated in SNAC-K., Interpretation: The findings of this study provide new insights into mechanisms linking social health with cognition, suggesting that associations between interactional aspects of social health, especially social support, and cognition are partly underpinned by depressive symptoms., Funding: EU Joint Programme-Neurodegenerative Disease Research (JPND) and Alzheimer's Society., Translation: For the Swedish translation of the abstract see Supplementary Materials section., Competing Interests: Declaration of interests The authors declare no competing interests., (Copyright © 2024 The Author(s). Published by Elsevier Ltd. This is an Open Access article under the CC BY 4.0 license. Published by Elsevier Ltd.. All rights reserved.)