Please use this identifier to cite or link to this item: https://hdl.handle.net/10419/237963 
Year of Publication: 
2020
Series/Report no.: 
ESRI Working Paper No. 692
Publisher: 
The Economic and Social Research Institute (ESRI), Dublin
Abstract: 
This paper examines socio-emotional and academic outcomes among 17-year-olds with different types of special educational needs and the role of parental educational expectations in shaping these outcomes, using data from Ireland's national longitudinal study of children. The analysis takes account of a diversity of student and family characteristics as well as the effect of reading ability and socio-emotional wellbeing at age 9. The results show that lower parental academic expectations are linked to lower secondary performance of young people with special educational needs, even after controlling for academic achievements at age 9. Alongside other family characteristics, parental educational expectations at age 9 have long-term associations with both the socio-emotional and academic development of young people, providing important evidence that a more inclusive approach for supporting students with additional needs and their parents is needed.
Subjects: 
special educational needs
academic achievement
socio-emotional outcomes
Parental educational expectations
Growing Up in Ireland
Document Type: 
Working Paper

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