Journal article
The impact of school exclusion in childhood on health and well-being outcomes in adulthood: estimating causal effects using inverse probability of treatment weighting
- Abstract:
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Background: Previous evidence has suggested a strong association between school exclusion and health outcomes. However, as health risks are themselves related to the risk of experiencing a school exclusion, it has been challenging to determine the extent to which school exclusion impacts later health outcomes, as opposed to reflecting a marker for pre-existing risks.
Aim: The aim of the current study was to address this challenge in estimating the medium-to-long-term impact of school exclusion of health and well-being outcomes.
Methods: To this end, we used an inverse propensity weighting approach in the Next Steps data set (N = 6534, from wave 1, 2014, to wave 8, 2015).
Results: We found that after weighting for propensity of treatment scores estimated based on a wide range of factors, including previous health indicators, there was a significant effect of school exclusion on a wide range of health and well-being outcomes.
Discussion: These results provide some of the most robust evidence to date that school exclusion harms long-term health outcomes.
Conclusion: The findings suggest that policies should aim to reduce exclusion and ensure access to preventative health support for those who experience a school exclusion.
- Publication status:
- Published
- Peer review status:
- Peer reviewed
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- Files:
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(Preview, Version of record, pdf, 747.8KB, Terms of use)
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- Publisher copy:
- 10.1111/bjep.12656
Authors
- Publisher:
- Wiley
- Journal:
- British Journal of Educational Psychology More from this journal
- Volume:
- 94
- Issue:
- 2
- Pages:
- 460-473
- Publication date:
- 2023-12-28
- Acceptance date:
- 2023-12-08
- DOI:
- EISSN:
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2044-8279
- ISSN:
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0007-0998
- Language:
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English
- Keywords:
- Pubs id:
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1578524
- Local pid:
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pubs:1578524
- Deposit date:
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2023-12-08
Terms of use
- Copyright holder:
- Obsuth et al
- Copyright date:
- 2023
- Rights statement:
- © 2023 The Authors. British Journal of Educational Psychology published by John Wiley & Sons Ltd on behalf of British Psychological Society. This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.
- Licence:
- CC Attribution (CC BY)
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