Professor Ingrid Schoon

This research report presents the findings from a study that investigated the extent of parental worklessness in families with young and teenage children, and determined how parental worklessness impacts on children’s cognitive ability, education attainment, behaviours, attitude to school, academic aspirations and experience of the transition from school to work.

The present study examined pathways to financial independence from social welfare among 738 teenage mothers, participants of the 1970 British Cohort Study.

This study investigated the hypothesis that offering vocational options in Year 10 can help improve levels of educational engagement and subsequent outcomes among young people disengaged from education.

The analyses summarised here explore the educational outcomes of disengaged young people from a nationally representative cohort who reported taking vocational courses in Year 10 compared to similarly disengaged young people who did not.

This review is aimed at providing a comprehensive understanding of the key characteristics of what works in terms of early interventions to prevent or reduce youth crime or anti-social behaviour.

This article addresses questions regarding the origins of individual variations in political trust.

In this paper we examine the associations between gender, family background, general cognitive ability (g), teenage career aspirations, and career attainment in mid adulthood drawing on two large representative samples of the British population born in 1958

The aim of this paper is to assess the associations between income poverty, family instability and cognitive development in early childhood.

The aim of this study was to assess the longitudinal trajectory linking childhood receptive language skills to psychosocial outcomes in later life.

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

Our aim was to assess the longitudinal trajectory of childhood receptive language skills and early influences on the course of language development.

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.

The aim of this paper is to examine variations in the combination of social roles during times of social change.

In this article some of the findings emerging from a research network investigating the socio-economic, biological and psychological circumstances that contribute to human capability and resilience over the life course are reported.

We examine the specific role of educational and personal assets and family resources in supporting young people from socially disadvantaged family backgrounds to stay on in school beyond the mandatory school leaving age.