Health equity in learning
The Learning research theme focuses on the potential to break cycles of intergenerational disadvantage through early years environments and access to, and outcomes of, participation in post-16 technical and vocational education/training.
Our approach to Learning
Early childhood is a critical life stage in the development of solid foundations for learning, behaviour and health. Stark socioeconomic inequities, however, become apparent already at school entry age, having long lasting impacts contributing to lifelong inequities.
Formal childcare settings and the home learning environment are critical to the development of children prior to school entry and beyond.
The primary policy focus for childcare outside of the home setting has been on enabling parental employment, neglecting the importance of childcare and early education for children’s healthy development.
Policy focus on parental employment often excludes the most disadvantaged families who may face barriers in access, uptake and quality of childcare (such as children with special educational needs and disabilities (SEND)).
The home learning environment is a major area for policy development as it influences educational attainment, and consequently life chances. We also focus on the potential for the home learning environment to mitigate socioeconomic inequities in child and adolescent health.
Beyond early childhood, technical and vocational education and training has the potential to level young people’s access to secure employment, but opportunities are not equal and little is known about impacts on health.
Learning topic areas
The Learning theme covers the three following areas.
Investigating the policy levers to improve access and uptake of early years childcare
We seek to inform policies to ensure that all young children and families have access to the high-quality childcare they need to help reduce children’s learning and health inequities.
Key research questions:
- How would improving childcare quality and access affect children’s learning and health inequities?
- Which families and children are able and unable to access the childcare they need?
- What are the challenges facing families from accessing the childcare they need?
Informing policies and practices around improving the home learning environment
We seek to improve the richness of the home learning environment for supporting children’s learning and health.
Key research question:
- How would intervening on factors that affect the home learning environment (e.g. parental mental health and activities that support development such as being read to) affect children’s health inequities?
Improving access, uptake and completion of post-16 vocational training routes
We seek to reduce the numbers of young people in the UK who are not in employment, education or training (NEET) by considering the role that post-16 vocational training routes might play.
Key research questions:
- How can we make the access and completion of post-16 vocational training routes fairer for young people across the UK?
- What barriers do different groups of young people face in applying to and completing these training routes?
- What difference would improving access and completion of these schemes mean for health inequities and social mobility?
The Learning theme team
If you’re interested in our work in the Learning theme, feel free to get in touch.
Becca Lacey
Learning Theme Lead rlacey@citystgeorges.ac.uk
Charlotte Constable-Fernandez
Learning Theme Research Fellow charlotte.fernandez@ucl.ac.uk
Yvonne Kelly
Learning Theme Team Member y.kelly@ucl.ac.uk
Katie Harron
Learning Theme Team Member k.harron@ucl.ac.uk
Hollie Henderson
Learning Theme Team Member Hollie.Henderson@bthft.nhs.uk
Josie Dickerson
Learning Theme Team Member Josie.Dickerson@bthft.nhs.uk