Do children who move home and school frequently have poorer educational outcomes in their early years at school? An anonymised cohort study

Hayley A. Hutchings; Annette Evans; Peter Barnes; Joanne Demmler; Martin Heaven; Melanie A. Hyatt; Michelle James-Ellison; Ronan A. Lyons; Alison Maddocks; Shantini Paranjothy; Sarah E. Rodgers; Frank David John Dunstan

doi:10.1371/journal.pone.0070601

Do children who move home and school frequently have poorer educational outcomes in their early years at school? An anonymised cohort study

Hayley A. Hutchings^* (Corresponding Author), Annette Evans, Peter Barnes, Joanne Demmler, Martin Heaven, Melanie A. Hyatt, Michelle James-Ellison, Ronan A. Lyons, Alison Maddocks, Shantini Paranjothy, Sarah E. Rodgers, Frank David John Dunstan

^*Corresponding author for this work

Applied Health Sciences

Research output: Contribution to journal › Article › peer-review

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Abstract

Frequent mobility has been linked to poorer educational attainment. We investigated the association between moving home and moving school frequently and the early childhood formal educational achievement. We carried out a cohort analysis of 121,422 children with anonymised linked records. Our exposure measures were: 1) the number of residential moves registered with a health care provider, and 2) number of school moves. Our outcome was the formal educational assessment at age 6?7. Binary regression modeling was used to examine residential moves within the three time periods: 0 ? ,1 year; 1 ? ,4 years and 4 ? ,6 years. School moves were examined from age 4 to age 6. We adjusted for demographics, residential moves at different times, school moves and birth related variables. Children who moved home frequently were more likely not to achieve in formal assessments compared with children not moving. Adjusted odds ratios were significant for 3 or more moves within the time period 1 ?,4 years and for any number of residential moves within the time period 4? ,6 years. There was a dose response relationship, with increased odds ratios with increased frequency of residential moves (2 or more moves at 4?,6 years, adjusted odds ratio 1.16 (1.03, 1.29). The most marked effect was seen with frequent school moves where 2 or more moves resulted in an adjusted odds ratio of 2.33 (1.82, 2.98). This is the first study to examine the relationship between residential and school moves in early childhood and the effect on educational attainment. Children experiencing frequent mobility may be disadvantaged and should be closely monitored. Additional educational support services should be afforded to children, particularly those who frequently change school, in order to help them achieve the expected educational standards.

Original language	English
Article number	e70601
Number of pages	7
Journal	PloS ONE
Volume	8
Issue number	8
DOIs	https://doi.org/10.1371/journal.pone.0070601 https://doi.org/10.1371/journal.pone.0070601.s001 https://doi.org/10.1371/journal.pone.0070601.s002
Publication status	Published - 5 Aug 2013

Bibliographical note

Acknowledgments
This study makes use of anonymised data held in the Secure Anonymised Information Linkage (SAIL) system, which is part of the national e-health records research infrastructure for Wales. We would like to acknowledge all the data providers who make anonymised data available for research. Responsibility for the interpretation of the information supplied by HIRU is the authors’ alone.
This project was funded through the Welsh Government New Ideas Social Research Fund, United Kingdom (http://wales.gov.uk/?lang=en). Funding from the British Heart Foundation, Cancer Research United Kingdom, Economic and Social Research Council (RES-590-28-0005), Medical Research Council, the Welsh Government and the Wellcome Trust (WT087640MA), under the auspices of the United Kingdom Clinical Research Collaboration, is gratefully acknowledged. The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript.

Keywords

schools
children
Educational attaintment
Breast feeding
Wales
Child health
Health care providers
Home education

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

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10.1371/journal.pone.0070601.s001Licence: CC BY
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2013 Hutchings et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. https://creativecommons.org/licenses/by/3.0/
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Cite this

Hutchings, H. A., Evans, A., Barnes, P., Demmler, J., Heaven, M., Hyatt, M. A., James-Ellison, M., Lyons, R. A., Maddocks, A., Paranjothy, S., Rodgers, S. E., & Dunstan, F. D. J. (2013). Do children who move home and school frequently have poorer educational outcomes in their early years at school? An anonymised cohort study. PloS ONE, 8(8), Article e70601. https://doi.org/10.1371/journal.pone.0070601, https://doi.org/10.1371/journal.pone.0070601.s001, https://doi.org/10.1371/journal.pone.0070601.s002

Hutchings, HA, Evans, A, Barnes, P, Demmler, J, Heaven, M, Hyatt, MA, James-Ellison, M, Lyons, RA, Maddocks, A, Paranjothy, S, Rodgers, SE & Dunstan, FDJ 2013, 'Do children who move home and school frequently have poorer educational outcomes in their early years at school? An anonymised cohort study', PloS ONE, vol. 8, no. 8, e70601. https://doi.org/10.1371/journal.pone.0070601, https://doi.org/10.1371/journal.pone.0070601.s001, https://doi.org/10.1371/journal.pone.0070601.s002

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abstract = "Frequent mobility has been linked to poorer educational attainment. We investigated the association between moving home and moving school frequently and the early childhood formal educational achievement. We carried out a cohort analysis of 121,422 children with anonymised linked records. Our exposure measures were: 1) the number of residential moves registered with a health care provider, and 2) number of school moves. Our outcome was the formal educational assessment at age 6?7. Binary regression modeling was used to examine residential moves within the three time periods: 0 ? ,1 year; 1 ? ,4 years and 4 ? ,6 years. School moves were examined from age 4 to age 6. We adjusted for demographics, residential moves at different times, school moves and birth related variables. Children who moved home frequently were more likely not to achieve in formal assessments compared with children not moving. Adjusted odds ratios were significant for 3 or more moves within the time period 1 ?,4 years and for any number of residential moves within the time period 4? ,6 years. There was a dose response relationship, with increased odds ratios with increased frequency of residential moves (2 or more moves at 4?,6 years, adjusted odds ratio 1.16 (1.03, 1.29). The most marked effect was seen with frequent school moves where 2 or more moves resulted in an adjusted odds ratio of 2.33 (1.82, 2.98). This is the first study to examine the relationship between residential and school moves in early childhood and the effect on educational attainment. Children experiencing frequent mobility may be disadvantaged and should be closely monitored. Additional educational support services should be afforded to children, particularly those who frequently change school, in order to help them achieve the expected educational standards.",

keywords = "schools, children, Educational attaintment, Breast feeding, Wales, Child health, Health care providers, Home education",

author = "Hutchings, {Hayley A.} and Annette Evans and Peter Barnes and Joanne Demmler and Martin Heaven and Hyatt, {Melanie A.} and Michelle James-Ellison and Lyons, {Ronan A.} and Alison Maddocks and Shantini Paranjothy and Rodgers, {Sarah E.} and Dunstan, {Frank David John}",

note = "Acknowledgments This study makes use of anonymised data held in the Secure Anonymised Information Linkage (SAIL) system, which is part of the national e-health records research infrastructure for Wales. We would like to acknowledge all the data providers who make anonymised data available for research. Responsibility for the interpretation of the information supplied by HIRU is the authors{\textquoteright} alone. This project was funded through the Welsh Government New Ideas Social Research Fund, United Kingdom (http://wales.gov.uk/?lang=en). Funding from the British Heart Foundation, Cancer Research United Kingdom, Economic and Social Research Council (RES-590-28-0005), Medical Research Council, the Welsh Government and the Wellcome Trust (WT087640MA), under the auspices of the United Kingdom Clinical Research Collaboration, is gratefully acknowledged. The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript.",

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AU - Hutchings, Hayley A.

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AU - Barnes, Peter

AU - Demmler, Joanne

AU - Heaven, Martin

AU - Hyatt, Melanie A.

AU - James-Ellison, Michelle

AU - Lyons, Ronan A.

AU - Maddocks, Alison

AU - Paranjothy, Shantini

AU - Rodgers, Sarah E.

AU - Dunstan, Frank David John

N1 - Acknowledgments This study makes use of anonymised data held in the Secure Anonymised Information Linkage (SAIL) system, which is part of the national e-health records research infrastructure for Wales. We would like to acknowledge all the data providers who make anonymised data available for research. Responsibility for the interpretation of the information supplied by HIRU is the authors’ alone. This project was funded through the Welsh Government New Ideas Social Research Fund, United Kingdom (http://wales.gov.uk/?lang=en). Funding from the British Heart Foundation, Cancer Research United Kingdom, Economic and Social Research Council (RES-590-28-0005), Medical Research Council, the Welsh Government and the Wellcome Trust (WT087640MA), under the auspices of the United Kingdom Clinical Research Collaboration, is gratefully acknowledged. The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript.

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N2 - Frequent mobility has been linked to poorer educational attainment. We investigated the association between moving home and moving school frequently and the early childhood formal educational achievement. We carried out a cohort analysis of 121,422 children with anonymised linked records. Our exposure measures were: 1) the number of residential moves registered with a health care provider, and 2) number of school moves. Our outcome was the formal educational assessment at age 6?7. Binary regression modeling was used to examine residential moves within the three time periods: 0 ? ,1 year; 1 ? ,4 years and 4 ? ,6 years. School moves were examined from age 4 to age 6. We adjusted for demographics, residential moves at different times, school moves and birth related variables. Children who moved home frequently were more likely not to achieve in formal assessments compared with children not moving. Adjusted odds ratios were significant for 3 or more moves within the time period 1 ?,4 years and for any number of residential moves within the time period 4? ,6 years. There was a dose response relationship, with increased odds ratios with increased frequency of residential moves (2 or more moves at 4?,6 years, adjusted odds ratio 1.16 (1.03, 1.29). The most marked effect was seen with frequent school moves where 2 or more moves resulted in an adjusted odds ratio of 2.33 (1.82, 2.98). This is the first study to examine the relationship between residential and school moves in early childhood and the effect on educational attainment. Children experiencing frequent mobility may be disadvantaged and should be closely monitored. Additional educational support services should be afforded to children, particularly those who frequently change school, in order to help them achieve the expected educational standards.

AB - Frequent mobility has been linked to poorer educational attainment. We investigated the association between moving home and moving school frequently and the early childhood formal educational achievement. We carried out a cohort analysis of 121,422 children with anonymised linked records. Our exposure measures were: 1) the number of residential moves registered with a health care provider, and 2) number of school moves. Our outcome was the formal educational assessment at age 6?7. Binary regression modeling was used to examine residential moves within the three time periods: 0 ? ,1 year; 1 ? ,4 years and 4 ? ,6 years. School moves were examined from age 4 to age 6. We adjusted for demographics, residential moves at different times, school moves and birth related variables. Children who moved home frequently were more likely not to achieve in formal assessments compared with children not moving. Adjusted odds ratios were significant for 3 or more moves within the time period 1 ?,4 years and for any number of residential moves within the time period 4? ,6 years. There was a dose response relationship, with increased odds ratios with increased frequency of residential moves (2 or more moves at 4?,6 years, adjusted odds ratio 1.16 (1.03, 1.29). The most marked effect was seen with frequent school moves where 2 or more moves resulted in an adjusted odds ratio of 2.33 (1.82, 2.98). This is the first study to examine the relationship between residential and school moves in early childhood and the effect on educational attainment. Children experiencing frequent mobility may be disadvantaged and should be closely monitored. Additional educational support services should be afforded to children, particularly those who frequently change school, in order to help them achieve the expected educational standards.

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KW - children

KW - Educational attaintment

KW - Breast feeding

KW - Wales

KW - Child health

KW - Health care providers

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Do children who move home and school frequently have poorer educational outcomes in their early years at school? An anonymised cohort study

Abstract

Bibliographical note

Keywords

UN SDGs

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