ERIC Number: EJ1257528
Record Type: Journal
Publication Date: 2020
Pages: 26
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0305-764X
EISSN: N/A
Interrogating the Relationship between Poverty, Attainment and Mental Health and Wellbeing: The Importance of Social Networks and Support -- A Scottish Case Study
Cambridge Journal of Education, v50 n3 p345-370 2020
The poverty-related attainment gap is an internationally recognised problem. It resides within a culture of performativity in which international comparators, underpinned by neo-liberal ideology, drive national policy. This conceptual paper interrogates the relationship between poverty, attainment and children's mental health and wellbeing to inform public policy and practice in Scotland and beyond. A key theme identified from the analysis of the literature is the nature, quality and strength of social and support networks around schools, families and children. This is contextualised within a discussion of the nature of childhood poverty and mental health in children in Scotland and the response of the Scottish Government. A focus on educational policy and schools alone will not in itself address the poverty-related attainment gap. What is required is a holistic focus on public policy, informed by interdisciplinary research, and a focus on building a strong infrastructure of support around schools, families and communities.
Descriptors: Poverty, Educational Attainment, Achievement Gap, Neoliberalism, Correlation, Mental Health, Well Being, Public Policy, Social Support Groups, Educational Policy, Holistic Approach, Interdisciplinary Approach, Foreign Countries, Social Networks, Case Studies, Social Capital, Resilience (Psychology), Achievement Tests, Secondary School Students, International Assessment, Elementary School Students, National Curriculum, Family School Relationship, Parent Child Relationship, Peer Relationship, Social Media, Bullying, Teacher Student Relationship, Academic Achievement
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (Scotland)
Identifiers - Assessments and Surveys: Program for International Student Assessment
Grant or Contract Numbers: N/A