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How Disability and Other Socio-Economic Factors Matter to Children’s Socio-Emotional Outcomes: Results from a Longitudinal Study Conducted in Ireland

Author

Listed:
  • Ann Swift

    (Trinity College Dublin)

  • Edurne Garcia Iriarte

    (Trinity College Dublin)

  • Philip Curry

    (Trinity College Dublin)

  • Roy McConkey

    (Ulster University)

  • Robbie Gilligan

    (Trinity College Dublin)

  • Marisa Antunes

    (Trinity College Dublin)

Abstract

Children with disabilities experience significantly poorer socio-emotional outcomes than their peers without disabilities. However, research evidence is scarce about children with both disability and migration background, the group which this study aimed to investigate using data from a national longitudinal study. Secondary data analyses were conducted on a sample of 7290 children (weighted with missing values imputed). Significant differences in socio-emotional outcomes were found in relation to impairment status but not in relation to migration. Having an impairment and activity limitation significantly increased the likelihood of experiencing poorer socio-emotional outcomes over time. Our findings highlight a higher risk of socio-emotional problems among children with disabilities, especially among children from lower income backgrounds and with parents with lower educational attainment. These findings clearly require policy development on two fronts: to raise professional and community awareness on these issues and to strengthen the capacity of health, education and social care systems to support schools, families, and communities.

Suggested Citation

  • Ann Swift & Edurne Garcia Iriarte & Philip Curry & Roy McConkey & Robbie Gilligan & Marisa Antunes, 2021. "How Disability and Other Socio-Economic Factors Matter to Children’s Socio-Emotional Outcomes: Results from a Longitudinal Study Conducted in Ireland," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 14(1), pages 391-409, February.
    • Handle: RePEc:spr:chinre:v:14:y:2021:i:1:d:10.1007_s12187-020-09768-y
    DOI: 10.1007/s12187-020-09768-y
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    References listed on IDEAS

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    Cited by:

    1. Janka Goldan & Lena Nusser & Michael Gebel, 2022. "School-related Subjective Well-being of Children with and without Special Educational Needs in Inclusive Classrooms," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 15(4), pages 1313-1337, August.

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