This paper draws on new and existing research to shed light on how children's experiences, at home and in schools, explain the extent to which they succeed as children and later as adults. Analysis indicates that there remains a strong link between the socio-ecomic circumstances into which a child is born and their adult outcomes. Children from lower socio-ecomic groups, born in the year 2000, have shown signs of falling behind their more advantaged peers by the age of three. The report examines the risk factors for poor outcomes and discusses the need for policy that works across family and school.
Leon Feinstein is Professor of Education and Social Policy at the Institute of Education, University of London. He has conducted research on the importance of schools and other formal and informal learning institutions for social justice, health, social cohesion, family formation and wider well-being. Much of his research has focused on the role of parents, schools and wider social networks in the intergenerational transmission of inequality and on appropriate policy responses. Barbara Hearn, Director of Policy, Research and Information at NCB, previously worked in local authorities and for the National Institute for Social Work. She has worked for the government's Children and Young People's Unit on policy development and subsequently for the DfES's Children, Young People and Families Directorate as advisor on Youth Matters. She has authored publications on family support, child protection, reducing inequalities, management and community based practice.
Barbara Hearn, Caroline Abrahams, Leon Feinstein, Zoe Renton