Reflecting the neglect of childhood disability in social stratification research, there is a notable dearth of research on the mechanisms underpinning disability differentials in educational outcomes. Drawing on rich longitudinal data collected at 9, 13 and 17 years as part of Ireland's ‘Growing Up in Ireland’ study, we look at the impact of special educational needs (SEN) identification in primary school on upper secondary outcomes. A bioecological framework and the Process–Person–Context–Time model allow us to understand how interactions with family, teachers, friends and school—as proximal processes—relate to early school leaving and post-school planned pathways after accounting for personal and context characteristics. Overall, young people identified at age 9 as having SEN are at increased risk of early school leaving and are more likely to plan to attend further education and training, rather than higher education. However, after accounting for proximal processes and personal and context variables, students identified at age 9 as having SEN are no longer distinct in terms of secondary attainment and post-school planning. Instead, these young people are more likely to experience forms of vulnerability that are important in shaping these outcomes. These key educational outcomes are strongly shaped by family and school-related factors—both proximal processes and context characteristics—suggesting that efforts to support retention and pathway planning should be underpinned by an ecological understanding of young people's trajectories and the cumulative disadvantages they face.

中文翻译：

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探索爱尔兰小学有特殊教育需求的学生在提前离校和计划的毕业后途径中的累积劣势

反映在社会分层研究中对儿童残疾的忽视，对支持教育结果中残疾差异的机制的研究显着缺乏。作为爱尔兰“在爱尔兰成长”研究的一部分，我们利用在 9 岁、13 岁和 17 岁时收集的丰富纵向数据，研究了小学特殊教育需求 (SEN) 识别对高中成绩的影响。生物生态学框架和过程-人-环境-时间模型使我们能够了解与家庭、老师、朋友和学校的互动——作为近端过程——在考虑了个人和环境特征后如何与提前离校和毕业后计划的途径相关联. 全面的，在 9 岁时被确定为有 SEN 的年轻人提前辍学的风险增加，并且更有可能计划参加进一步的教育和培训，而不是高等教育。然而，在考虑到近端过程以及个人和背景变量后，9 岁时被确定为具有 SEN 的学生在中学成就和毕业后规划方面不再明显。相反，这些年轻人更有可能经历对形成这些结果很重要的各种形式的脆弱性。这些关键的教育成果在很大程度上受到家庭和学校相关因素的影响——包括近端过程和背景特征——这表明支持保留和路径规划的努力应该以对年轻人的生态理解为基础