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What individual, family, and school factors influence the identification of special educational needs in Wales?

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Title: What individual, family, and school factors influence the identification of special educational needs in Wales?
Authors: Keating, Jennifer, Knight, Cathryn, Sandu, Alexandra, French, Robert
Source: British Journal of Educational Psychology. Jun2025, Vol. 95 Issue 2, p530-550. 21p.
Subjects: Education of children with disabilities, Research funding, Academic accommodations, Multiple regression analysis, Census, Sex distribution, Socioeconomic factors, Descriptive statistics, Families, Parent attitudes, Mainstreaming in special education, Home environment, Teaching methods, Early intervention (Education), Family attitudes, Odds ratio, Child development, Communication, Family structure, Special education, Needs assessment, Data analysis software, Confidence intervals, Learning strategies, Child behavior, Patients' attitudes, Cognition, Social participation, School health services
Geographic Terms: Wales
Abstract: Background: Previous national and international research has investigated potential patterns of SEN identification, in which there may be overrepresentation of males, individuals from lower socio‐economic backgrounds, and pupils attending schools in economically disadvantaged areas. Aims: The aim of the current study is to link administrative education data for the academic year 2011/12 to data from the UK 2011 Census to explore which individual, family and school characteristics are associated with SEN identification. Sample(s): The analysis sample consists of 284,010 pupils attending schools in Wales in 2011/12 linked to household data from the UK 2011 Census. Methods: Multilevel models were used to estimate the association between individual, family and school characteristics with SEN identification. Further models examined how these factors influence four areas of SEN needs: cognition and learning; communication and interaction; physical and/or sensory; and behavioural, emotional and social development. Results: Results suggest that aspects of a child's individual and family environment are associated with SEN identification. In particular, males, pupils reported as White ethnicity, pupils who were persistently absent, pupils from households with lower parental education, parental economic inactivity, and lower household social grades have an increased likelihood of SEN identification. Conclusions: This study emphasizes the importance of considering the environmental context (family and school) of the child in addition to child characteristics for a more accurate and holistic understanding of a child's needs. This research can inform the development of more inclusive and effective support strategies under the new Additional Learning Needs framework in Wales. [ABSTRACT FROM AUTHOR]
Copyright of British Journal of Educational Psychology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: <searchLink fieldCode="JN" term="%22British+Journal+of+Educational+Psychology%22">British Journal of Educational Psychology</searchLink>. Jun2025, Vol. 95 Issue 2, p530-550. 21p.
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  Data: Background: Previous national and international research has investigated potential patterns of SEN identification, in which there may be overrepresentation of males, individuals from lower socio‐economic backgrounds, and pupils attending schools in economically disadvantaged areas. Aims: The aim of the current study is to link administrative education data for the academic year 2011/12 to data from the UK 2011 Census to explore which individual, family and school characteristics are associated with SEN identification. Sample(s): The analysis sample consists of 284,010 pupils attending schools in Wales in 2011/12 linked to household data from the UK 2011 Census. Methods: Multilevel models were used to estimate the association between individual, family and school characteristics with SEN identification. Further models examined how these factors influence four areas of SEN needs: cognition and learning; communication and interaction; physical and/or sensory; and behavioural, emotional and social development. Results: Results suggest that aspects of a child's individual and family environment are associated with SEN identification. In particular, males, pupils reported as White ethnicity, pupils who were persistently absent, pupils from households with lower parental education, parental economic inactivity, and lower household social grades have an increased likelihood of SEN identification. Conclusions: This study emphasizes the importance of considering the environmental context (family and school) of the child in addition to child characteristics for a more accurate and holistic understanding of a child's needs. This research can inform the development of more inclusive and effective support strategies under the new Additional Learning Needs framework in Wales. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of British Journal of Educational Psychology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=185103698
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1111/bjep.12760
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 21
        StartPage: 530
    Subjects:
      – SubjectFull: Education of children with disabilities
        Type: general
      – SubjectFull: Research funding
        Type: general
      – SubjectFull: Academic accommodations
        Type: general
      – SubjectFull: Multiple regression analysis
        Type: general
      – SubjectFull: Census
        Type: general
      – SubjectFull: Sex distribution
        Type: general
      – SubjectFull: Socioeconomic factors
        Type: general
      – SubjectFull: Descriptive statistics
        Type: general
      – SubjectFull: Families
        Type: general
      – SubjectFull: Parent attitudes
        Type: general
      – SubjectFull: Mainstreaming in special education
        Type: general
      – SubjectFull: Home environment
        Type: general
      – SubjectFull: Teaching methods
        Type: general
      – SubjectFull: Early intervention (Education)
        Type: general
      – SubjectFull: Family attitudes
        Type: general
      – SubjectFull: Odds ratio
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      – SubjectFull: Child development
        Type: general
      – SubjectFull: Communication
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      – SubjectFull: Family structure
        Type: general
      – SubjectFull: Special education
        Type: general
      – SubjectFull: Needs assessment
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      – SubjectFull: Data analysis software
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      – SubjectFull: Confidence intervals
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      – SubjectFull: Learning strategies
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      – SubjectFull: Child behavior
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      – SubjectFull: Patients' attitudes
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      – SubjectFull: Cognition
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      – SubjectFull: Social participation
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      – SubjectFull: School health services
        Type: general
      – SubjectFull: Wales
        Type: general
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      – TitleFull: What individual, family, and school factors influence the identification of special educational needs in Wales?
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              M: 06
              Text: Jun2025
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              Y: 2025
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