This paper explores the role of individual experiences and school characteristics in determining changes in disengagement between the age of 14 and 16.

This paper examines the association between general cognitive ability directly measured at age 10/11, and adult academic attainment in three British birth cohorts born in 1946, 1958, and 1970, controlling for family socio-economic background and gender.

This paper makes use of newly linked administrative data to better understand the determinants of higher education participation amongst individuals from socio-economically disadvantaged backgrounds.

This paper examines changing educational expectations in three British age cohorts born in 1958, 1970 and 1989/90.

We examined the prospective associations between family socio-economic background, childhood intelligence (g) at age 11, educational and occupational attainment, and social attitudes at age 33 in a large (N=8804), representative sample of the British population born in 1958.

This study uses an analytical approach that enables the capturing of different kinds of disengagement, creating a typology of engaged / disengaged young people.

This study examined why young people from poor families have lower attainment in school, are more likely to become NEET (Not in Education, Employment or Training) after compulsory education, and are more likely to participate in a range of risky behaviours whilst teenagers.