Basic Skills and Social Exclusion - Centre for Longitudinal Studies

Basic Skills andSocial ExclusionFindings from a study of adults born in 1970Samantha Parsons and John BynnerCentre for Longitudinal Studie/stitute of Educoi;orTheBasic SkillsLAgenc)

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Forewordknow from many earlier studies that adults with poor literacy andunieracy are also likely to experience a range of social disadvantage. fliisi udy looks at. the relationship bet veen hasic skills and social excli ision loan 11 wWIage of len to t lie age of thuiiv.Ii S1HYIVS 11UI1 linac is a \virrviiig (OlIlil)llil 111li1Lli i) this period il iVeiItv iai.Those with the poorest reading skills, and the greatest risk of social exclusiuii.\ ere least likely at 16 to have parents who went to their school to discuss theirprogress. They were most likely to leave school at. 16 and feel that school is awaste of time'. At thirty they were most likely to be uneiiii il vii nil I''! I lintI I ni iiaI lied ii \\liat liappitis ill icy hii.Tic hildiligs iiighhglii Ull(i igaiii in iiiipiirlaiici ii siahlis}iing ai(ltg lIidIa(\skills early. They reinforce the case for involving parents, raising aspirations andoffering opportunities at all ages for people ti inpr)\ hair Iihr;uy, ilaigsi iiii1ias1lii lUll nIilis social )\IhIsiHfl Il1r)dlI\.(^) r //' '//' /Z:\laii Wells ( )l l

ContentsiiinmaryNaekground to the research U)Identifying poor readers and social exclusion risk factors I)(ill ('X(ItISU)Il i 16 1-I- lI( 1Li( flU (1 '4- (lI( >1 li!(' I- Leaving school, future plans and aspirations 1- (;rowing up: relationship with parents, friends and social life U)Social exclusion outcomes at 30 21- Qualifications, skills, training and the labour market 1- litI !1(FliiI). I areIll}1(.)() I alit teilsilig- 11';iI1ti stalit 1I1(1 1i)Ita1\\flhI IU'illg('fli 1(11 isi iiI 'ferences;\Pl)efl(liX 30

SummaryOCL\I. exclusion is characterised by lack ol participation in I I a niwli l{)Iiiai(HS f ino(lerIl living: education, employment, coinnlurnty life and citizenship. At(he of tire social exclusion process lies poor educational achievement, withinvhiich the basic skills of literacy and numeracy are the foundation Failure to;u(uIire 110' basic skills l)la(es inidividnals at a (list mat disadvantage in comparisonmill tiiaiiir's.To) i'xplori liii nIa!lIIsiIU 151 \VaaIi lor sian skills and suHal a\aliisioIi a Sin!I in'ther, this study draws on performance data from the reading test sat by tb1970 British Cohort Study (BCS70) at age 10. We identified 'poor readers' as theit tom 20% of' scores, then the 'risk' and 'protective' factors associated with poornadilig and social exclusion. 'Risk' factors were background characteristics thaiira relatively fixed (for example social class, parents' education, overcrowdediusrng). We explored whether 'poor' readers with a high number of risk factor'sat age 10 continued to experience more palpable and concrete aspects of social\('lUsiOIt at age 16 an(l age 30, iii comparison with poor readers with a lowiiinnberof risk factors - we also iiilrast ilitii)nh's ;igaiisi tililSi' ()! inilI,.\- social exclusion risk at 1\l 16, we examined aspects of s&liool-liIi, (ally lalii air iiiaikvi ('Xperi('II(('S. ])fill 1."I i t , the future, relationships with their parents and friends and their social life. \\r'stricted our examination of social exclusion outcomes at :30 to earl y schoolavers, looking at labour market paIicipation. (]lraliIK'ations, partnership mudill I satisl';i iii.Ilin liiiiiiii ,ia Id tins 1(lll 1V(' 1 striking 1)1(1111' Of a sial NillIsili l(Vfi. ,arly evident at age 10 becoming fully manifest during the teenage years andfollowin gfolloMiig t lie transition to adulthood. Poor reading is an important element ofsocial exclusion, with early risk factors compouniduig the process. Problematicnil comes are evident in many areas of the lives of teenagers and young adults.I articularly men. For women social exclusion outcomes tend to be more strongly'kited to poor' reading itself, regaullass of 11161 . ( ' xl)erin'ui((' ol social oxclnusionrisk in childlwi)d.

For boys at age 16:32' of high risk }UUI V1(IVI5 \\VrV allY pllLllVV Ii tpared with 24% of low risk poor readers an(l 11% of all boys1% of high risk poor readers wanted to leave school at 1 (. mill(()111 an iiii . low risk poor readers and 41% of all boys% of high risk poor readers thought school a vasl e of I inc' cn '(I wil Iii% of low risk poor readers and 33% of all boys11% of high risk poor readers smoked cigarettes (otlll)aO'(l Wfl 1 21 1 lL\ riskir readers and 22% of all boysl(% of high risk poor readers had ireIlts \\ll() lull lc'cii 0 their sli1 tdiscuss their progress (oiiipared \\ it It 2:i"1p of low risk poor renlers anSI ::i',, Uill boysof high risk poor readers thought they would be 'working with their 1 uc Is';it age 21 (oliipal'ed with 2291 of low risk poor readers arid 9% of all l\ sFor girls at age 1629% of high risk poor readers were not entered for any )Il( ('Nfl ill hit hISi' inpared with 21% of low risk poor readers and 9% of all girl,,:i% of high risk poor readers wanted to leave SVISHl at Iik anparel wit Iiif low risk poor readers and 37% of all girls11% of high risk poor readers thought school a \\asl ( '' I tile' >InparVll lii;Pi% of low risk poor readers and 30% of all girls11% of high risk poorreaders sucked igln)lles iuiiipareI with I" ' , risk lwor readers and 22% of all girlsl2%of high risk poor readers snhhvdcIgart1sInpared\\IIIHY' ' I I riskor readers and 27% of all girls22I of high risk poor readers the: lii div w iii' I w ikin v liii11161 . IvIlld-',;it age 21 iiipaii 1 \\itIl II' el I\\ sI< IF l)adIS ccl 7 ' HI! His

I of high risk poor readers had parents who had been to their schoollisitiss Ilici' progress uonipan ,d with 22 1,!/o of low risk poor readers ;uid 21II irIAmong early school leavers at age 30of high risk- poor it'atk'is had exls'ri('itced (ttittiitti011S Uii('i1tlilOy ilt 'iiiyears, compared with 15% of low risk poor readers and 12% of all iii,-iiI ' of high risk poor readers were in n -itutnual \V rL, ' nj :i' I itiilw risk poor readers and 37% of all ithigh risk poor readers iii lull-time work aIhtc(I i Li tO hi iii'. ')Iiij !i'(s I7.41 for low risk poor readers and £8.73 for all ututi12% of high risk poor readers reported computing skills. ('I htiparit I lilt 1:1low risk poor readers and 25 1Y6 of all men19% of high risk poor readers felt 'whatever I do has no real effect on whathappens in ntylife'eoiitistn s 1with 11% oflov risk 1)()()I . reilders;llld lOL of;ilIii I 'Ii26% ol bight risk pr oilers had it lull-i tin job, ('oiitpaied \ jilt 21% ofhwrisk poor readers and 43 1YO of all women:j7% of high risk poor readers were in non-niauival work. i ni are I with 48",,low risk poor readers and 69 0/o of all womenhugh risk poor readers in full-time work carol .'I.II7 iii hits. iiij;iosl6.13 for low risk poor readers and £7.16 for all woitutiPYO of high risk poor readers reported conilill ut:low risk poor readers and 28% of all woolen21% of high risk poor readers felt 'whatever I do hi;ts it ' ) teal 'lint II \\lUiihappens in my life' compared with 20% of low risk Ii i 'a it is I II 1' II(11011

Basic Skills and Social ExclusionBackground to the researchOCIAI. ('X(111510fl IS (ha1l!1s(d a l°L UI JSU1 i(i lSUi U tI III III(' [ILIiH 1)Ina!Ic;Sol modern living: education, employment, community mity life and citizenship. Ofrelatively recent origin, the term represents a turning point in the way people areerceive(l who experience difficulties negotiating their way through the manyspect.s of' modern society (Atkinson and Hills, 1998). Social exclusion is nowviewed as a product rather than a cause of an inability to function effectively. Oneisadvantige reinforces another producing a downward spiral of disadvantage tI lie periphery of a modern state. Fortunately, such exclusion po )cesses are not setii i stone. Against. prediction, many uiclividuals overcome adverse circumstances toh :1(1 successful socially integrated lives. We need to discover how the processes1 exclusion call reversed for individuals within disadvantaged groups - howredicte I failure becomes success and exclusion translorms into inclusion. TH."v:ives sustenance to policy initiatives designed to combat social exc]usi( IL IiMiwli the Government's Social Exclusion Unit has been at the forefront.\i ii a' core of the social exclusion process lies poor educational achie iiiwithin which the basic skills of literacy and niuneracy are the foundation. F'ailummeacquire the basic skills places individuals at a (Iisti]a'l disadvantage intiiiparison with their peers. Using data from the 1958 National Chih II Ievelopnient Study (NCDS) and the 1970 British Cohort, Study (BCS'ii I)previous research for the Basic Skills Agency (USA) examined 1)0th Illemimlecedents (Bynner and Steedman, 1995; Parsons and Byimner, 1998) and)nseql ieices (Ekinsmyth and Bymuer, 1994; Bymuier and Parsons, 1997) of poorI asic skills in adult life. A strong relationship between poor skills and factorsidentified with early risk in cluldhood has been consistently found. Poverty anddisadvantage in childhood is associated with poor acquisition of early cognitivekills. Poor cognitive skills in childhood are strongly related to l mr I II 1;skills and with poverty, disadvantage and mmiarginalisalion in adult Iii''.To reduce the risk of adult social exclusion we need to be able to idt IL I\ j,(mat appear to 'fuel' or 'inhibit' it. The former include such relatively fixedI The National Child Development Study (NCDS) lia.s collected data on over 17,M) people burt I'igle week in 1958, and subsequently at ages 7, II, 16,23.33,37(10% sample) and 42. The 1970 lli'iri1I , hurt Study (BCS70), similarly began with a sample of over 17,001) people born in a single week in 1970,havo nit fi!Iiiwvil tip ill imtisi'iiiiriI irv ii :ig('t 5. ii). 16, I I 10 ':ini;iIt), h tiii'ii ninth

li tract eristics as family social class, family poverty i t I I k 1 Ili t icnt s Iii at liiil'Iiese identify target populations for interventions directed at reducing SO(laf('x(Iusion. The latter factors include such characteristics as interest of the parentsin their children's education, teacher attitudes, and employer's provision otraining opportunities. In Michael Rotter's terms these are identified as 'protectivefactors' (Rutter, 1990). Sin ,iigillellilig them ('mII(l cniitrihiile 1() revelsi!Ig 11I('cess of social exclusioti.['lie previous research for the I3*\ centred on the 10% samples of the two col it, iiwho took part in literacy and numeracy assessments at age 37 (NCDS) and at age21 (BCS70). To explore the circular relationship between poor basic skills andsocial exclusion a step further, this study draws on performance data from thereading test sat by all BCS70 cohort members at age 10. The increased saniplesize (n= 12,000) provides the chance to examine the information provided I(abort, members at age 16 and 30 in nauhi ito re liiailOur focus is on reading because of its eiiii;tliiy at tJinaittill atLutilitlil, aswill lessed by such government initiatives as the National Literacy Strategy, Skillsfor Life and Family Literacy. After identifying 'poor' readers, we draw togethersome of the 'risk' and 'protective' factors associated with poor reading that canalso lead to and arise from social exclusion. 'Risk' factors were identified asbackground characteristics that cannot easily be changed (e.g. family social class,overcrowded housing). In contrast, 'protective' factors can be influenced bychanges in policy and the resulting action taken by youth workers, teachers andemployers, etc (e.g. to enhance parental interest in their child's education.teacher attitudes). We investigate whether 'poor' readers at a high level of risk atage 10 continue to experience more palpable and concrete aspects of socialx(lusion at age 16 in comparison with their peers. With these experiences inmind we move on In contrast social exclusion outcomes fourteen years later atage 30.See Ekioiiti liii lt\ItItI. I Sill iii Ii\]i .1 I,r.iLi.. I I Iii liii k]iiil. Iit s-bided in the functional literac y and numeracy assessments.At age 16, information was collected oilaround 1 l,00() teenagers by a variety of survey instruirassessments, medical examination, interview schedules, self-completion diaries and self-conpli Iquestionnaires by teachers, parents and for the first tllue in this study, the cohort members themselvesMore than 11,000cohui it titret k k 1: -I ill Its tihsI rid fitiiii tititi ill (H)II 'iii. dryIlpctedinfnrmatuii j].!. ] '. i tiirSIHt i.i ............ Hi:-i

Identifying poor readers and social exclusion risk factorsIf the initial 17,000 BCS7() sample, 12,10)1) ,;if 1 inaliiit lisi ii iii ;i I'Children were defined as 'poor' or 'good' readers by llieii' test scores, with earliervulence (Bvimer and Parsons, 1998), pointing to 'poor' readers being those withst scores in the bottom 20% of the distribution. To identify the social exciusiorrisk' factors we built on the results of our previous analyses (Ekinsrnyth andHvriner, 1994; Bynrier and Parsons, 1997). By applying logistic regressw//Ii ethods to the data we were able to identify the early influences and experiencesI at. best predicted the likelihood, or relative odds, on a child being a poor readerit It) compared with those who were wit hout them. Apart frorn being I ( )V. 11 S\Vere:Having a mother with n (II ralifirat i0 'is ih) A low family ints)tta'An overcrowded Iii(I) Ha ving a riiot.her \\ltlI 111111''I lucationor 'tiiikiiovii levels Id ' interest in lieu li!II hiving a father with little or 'unknown levels of interest in his child's educal iiiA Iiigl-i percentage of pupils in child's class having remedial help with readliI living parents who were 'unsure' or who 'did not want' their child to us a'lIInli1ilI;itiItjss1 H.\ sirrIsvriiu cliiijii (I rik H fl iski \\;Is;l)jIH! Imeasures to create a 'risk laei.or index. The index had it score range oF (Ito 7. O i l.l SiSial '(hisioti risk tailors wire xlrieiiiid. Poor ri':uli'rs \\fltiI 1/5 ^ bfo lciwd 1/ mhm /I 1 S/I 1/ h 51 II 1(11 l,r ii II Sl,uji It Ill. ad ni l I11(1 1 II I of')( 5hurt members at age 10. The test had a score range ufOto 66. The mean (average) test score was.1 i0wing that more children could answer more tasks successfully than wcsuccessftillPut simply, logistic regression allows us to answer the question,'How many times more likely is 1o log to be classifi edI as a poor reader if their parents have little or no interest in their child 's iclii, ii Icom pared with a child whose parents (Ii) have suc h so iii crest?' The reported 'odds ralios'givv the relativices of beuig a poor reader for a given characteristic I iinipared with the chances of being a poor readeriI hi,iiit the characteristic. The larger the odds ratio the more likel y the child with il, pail ciii;I, ....... . 1 . ,IHHH'(r'l

divided into two groups on the basis of how many risk is i 1i I I IIlow' risk (0-4 factors) or 'high' risk (5-7 factors). The average reading score ofthose at 'low' risk was slightly higher than those at 'high' risk (21.3 to 20.7). Thedifference was not, however, statistically significant SO any effects of the 'risk'factors on oulcoinc's iii later life could he ik'nlified over arid above th y ctThcts olcur riiuluu ig.

Social exclusion at 16BackgroundI' I [w II\ I' lIricil i1\\(Ii lvi IHA raining and getting a job, or staying on for further education. Out' previolivwork shows that the great majority of men and women wit ii poor adult basic skilLhad opted to leave full-time education at the minimum age of 16. The BCS'TI)liort members were 16 in 1986 when the youth labour market in many parts (1In' country had all but collapsed. The route into work for man y early schoolli avers was therefore the government funded Youth Training Scheme (YTS)These schemes often failed todilivera fitil-lirtie job at tin ('1111 and l;iid orilvhi;iHhI ('lit)(' t ('ellage wag id'l lit , iiii agaitci this hackdi l l liii Ii' ii LIlly tin iily social exclusion risk and how the y coatipare wit!! their peers overall. \Vxamine school-life, early labour market experiences, plans for the futmv.lationships with their parents and !rieink ;tnh thiiir 'i;] hifv. Tit li i(Illlpl't( (1111 m - 1 , rrvidd ill till iitlillllh\.School life('(.' Of I/ic i(oc//(i\t age 16,il1couIjutilll if) i_)hlIhI;IIIIllI1lnII (HI I. 1iL\\ll'nisessed by their teacher to he iii the bottom 2U% lor ovenill academic ability ai Hhave below average reading or writing skills. They were also less likely to Ilit ered for any public exanuriations. In all of these aspects of school life, high riskor readers fared less well than low risk poor readers. Thus early risk was allii b litional handicap to poor reading. Disruptive behaviour in the classroomI liowed this pattern for boys. Among girls it was onl y those with the dotibiiirden of pot lni11Ig LIII iII ,ihI 5(lili (\(1Ili0lt1 risk \VlIl \Vl( III! lhit'I1lli\IIItiLIh(IgilI.

sessment of overall academic ability in bottom 200JF49In35 141ftNit enterea tor any e(Boys and irls by reading and saUdi ec/us,on nsk atRISK POOR RF -JI .32 1116'29U

U(-WS oft/u' ParentsI 'a rents of poor rea(lcrs wi'r(' Loss salishiiI than 01 hors parotils with Woir 1('('1Iagiii or daughter's progress at school and decisions taken about exam entranc('[hey were less likely to have been to the school to discuss their son or daughiorwith the teacher, particularly so the parents of high risk poor readers. Thesiparents were also loss likclv to ropoil lucy won' happy with liii' Wa y I hi' looiiagcr5 I I it'll!] l, (ilit.Its oecn uf! to schooi to di.c uss Leerloget with I' ys and girls by reading and social exclusion risk (it 10J"JSK POOR READE0Inil35/('O'.' 0/ I//I 7('('/l(lq('1'.'Poor reading and a high risk of social oxohisioti wOl'(' associated \VitlI liii' way liii'young people viewed school. However, the impact was different for boys and girlsBoys with a high risk of social exclusion were less likely to report liking school,more likely to view school as a waste of time and more likely to 1111(1 homeworkboring, whatever their reading level. Among girls, although social exclusion riskwas associal cr1 with an increased level of negative attitudes ho i" Is sd ii' 1.11tT(-I tics 550' 111011 51l'otl,ClV isscial'I ssiili 'at'l\ n';iIii , sits

-Ieenqcers who liked schoo-Ja212912i36BO YaS .:sflO 5)5 I sfny (iTS! 50(511 '(/Ti5IO!( 05KII53 I!41: 38

Leaving school, future plans and aspirationsgreat niaority ui poor readers. l)aitI(1ilOi1\ I ilL ii IH ,II LI..kave school at the earliest opportunity. Poor readers were also more likely riiiI tor early leavers to believe they were 'riot bright enough to stay on'. AIu 1'Ys, more high risk poor readers had always taken early leaving for granted: FHis, high risk poor readers were the least likely to he g lIT It III l II l\ r 11 II Iii'ade elsewhere in (otuparison with oIl wr ;irlv Ie;ivers.nagers who wonted to leave school at / 6and social exdusioI I31\i HI I;lrlv It iivers were prepared to meet the demands ()II IL II 'III IIIII5 i FLI jority of poor readers knew how to complete an applicatioii form, write a let 11 pplicat ion or get by at an interview. However 16% of boys and 10% of gIIkIll mug the high risk poor readers (lid not know how to complete all applicat mmI on. Earnings and independence were cited as the mart root ivators for leave ILLI r boys, high risk poor readers were most likely to think it was 'pout I III; LILois for the fist ore', whereas among girls it was poor readers over;Il.what of their future? What aspirations did the young leavers hold.'I. \\ ill lidilwṿ see themselves doing hi five years time, at age 21? Hardly any poor rea(lt mw a future in t cr1 jarneducation in conipason wit It roughly a fifth of the wIll i(15)11. ilLr lHI II Is Sri mr Isi)iI;Il 11)115. \\1I1I hi'lill risk IH r r, jIlL Ill'

least likely to see themselves working in a skilled job or profession. They wenmost likely to think they would be working'with their hands.Growing up: relationship with parents, friends and social lifeThe young people were asked if their parent(s) were iiterested in \vin'I(' 11evsocialised, and with whom. Among boys, those with high social exclusion riskwere the most likely to report a gulf between themselves and their parents.Among the girls poor reading was again the more critical factor. The greatit of teenagers went to discos and clubs, but very few said they had smokedcannabis or taken any other drug. Among boys, high risk poor readers werealready more likely to be smoking cigarelles. For girls, pow . r(sld(rs Hvrih1 \vcllt lie more likely to smoke than other girls.:\inong boys and girls, poor readers vcrc neru likcly In hlav( 515111 1()111 ()I.hours watching TV and were less likely to have read a book for at least an hour onhe day before their interview, with a high risk of social exclusion adding to thelikelihood of both. However, it is interesting to note that a substantial minority ofpoor readers, both low and Iiigh risk, did mid nt hone fir at lisist an muir in the'lay before the interview.Watch TV for 4+ hours aBoys ond 1s By uonchn y and social exc/usion dsk ot /0'K POOR REA'I P111519.12

:\nIoIlg 1v('llilg( 1)05, high risk poor readers vvie far more likely than others tokeep all problems to themselves, whereas for girls, although the tendency to(IiS(USS problems was substantially higher in all groups, it was poor readersgenerally who were less likely to share their problems. It is not possible to tell\\het.her this is due a luig}u'r iuu(iileu)(e ((I )lJJl)leIuIS ir a h1(-I\ () loseii 'lationsi ìij usHiree-quarters of all girls and half of all boys sail pare!)! s \\Ji { lii luau) 5ui their sex education. More teenage girls (42%) than boys (:30%) had it regu iuboyfriend/girlfriend. For girls, poor readers were more likely than the others Ihave begun sexual relations by age 16, with high risk poor readers being the ii ulikely. Among boys, low risk poor readers were the most likely to have had s s.High risk poor readers were the most likely to have used unreliable met lio Iseontraceptiomi. 511(1! as 'truustmg to luck', withdrawal. '(ouinling (havs

Social exclusion outcomes at 30EENAGE experience lays the foundations for social excitisit ii III Iiti.TAlthough our two groups of poor readers had started out with the sanhtea(llrLg score at 10, by age 16 their lives had begun to take different paths.l( locational failure is underpinned by poor reading and lies at the heart of socialexclusion. Coupled with the risk factors associated with early chikilioulexclusion, educational failure can push men and women to the periphery of nlarh\areas of modern living. So, to what extent was there continuity or (hSCOIltililiik\between their situation at 16 and their situation at 30? Was it poor reading or Ilflwr tnti risk Ptr thai \vervoIie;il fairs in rtthiiting lair liiiiiiiiiiiise I lie sI itthig iiillueiue of ext (11(11(1 Iinatioii and resoh rigtialificat,ions, we restrict our examination of social exclusion outcomes at 3()any school leavers. We explore labour market participation. (inalilleat ions.partnership and parenthood stato, haul. lialihi lIL\iiii wi rriaoii iitonal It lIiiieo itil oilHaiiri.Qualifications, skills, training and the labour market.\IooIlg men at age :30, the high risk 1)001' readers were least likely to be cuiri niIIIfull-time employment and more likely to be unemployed. Since the time theIt It school, they were the least, likely to have been continuously employed, illiining or education and the most likely to have experienced a spell ofI iiiernplovment lasting for more than a year. Early social exclusion risk factorsii her than poor reading appeared to he the main obstacle to their employmentrortunities. For women, poor reading was the main barrier to being in full-tim'iiiplovment., increasing the likelihood of currently having a full-time home-cansition. Poor reading rather than early social exclusion risk also decreased 111clikelihood of women continuing in einplvoint, Ir;iiiiiig r fnall III(,linitiliv lii lull-nn liiairi.\rtsngihoiiipaid \\eiL hl)t liiiirianual work. Early social exclusion risk substantially reduced the chance of ii 'iimanual work further. Among both men and women, the gross hourly wage \\ ;il\\t'i for pr t:nleis. \%illl ii lnghi stial 'xclnsion risk retincirig intulne

employed, in education or training from agey reading and social exclusion risk aIU59 r 47it liii iiIi \\ii iII Ii' IikiIv liwi Hr irI\ Ii\i' orl. iiioderii work-related skills (oinpuling/IT) to have any acadenuc orvi cvi! ional qualifications, or to have ever received work i I ii 1I Ifi'r Iiir \\(I( hjIL(1 itii1i1i'' l Ii (1t1\- -iiiin1 ]I1jIiTi ii-k./v1c ty reading arid social e ioi csk orJUHIGH RISK POOR READERS K PSJ!.29 4LJ 251

a non-manual c:IU[1441 671Partnership, parenthood and housing\\lietlier living alone, cohabiting or barn I. ia irs wen tin rn IiLilv to Fe111 a non-working household ja1iII11;InI\ \\eIIn1I \\ll IiiiI a hioll inittihit els(i(jal (\iItIsi it risk tall ins.Prniihirsveiiiuttinohikvlviehiavelui'ieini'iipiiotit hviigflhui ittingwomen, poor readers were more likely to have more than two or three chikiret Iand to be a single panni. \lnre winnii With ifi anlv risk 1 sisial NilIbsi ii hi Ilarge families.The vast majority of early seliool leavers had luiove(l to Lul(k'pelnkrnl living. Aniouigwomen, fewer poor readers had taken on a mortgage and were more likely to livin rented housing from their local council or housing association and/orovercrowded accommodation. For men. earl y social exclusion risk hail Ow run 1stimpact oui where and how they live I.

idrig JLi-J IVI ^IaHealth status and personal well-beingMore high risk poor ieadvrs continued to II(Ok(' vIgorotts a t ;u. Vo\\oI boo Prreaders drank alcohol on a regular weekly basis emphasising the association 1oliiuking with more affluent lifestyles. Among men, it was the added burdenearly social exclusion risk on poor reading that had the impact. High risk poi, i11 INders were less likely to report feeling in excellent health or to be satisfied wit Iiill way their life had turned out. More high risk men felt that they had 1lit i'ol over events in their lives. 19% of high risk poor readers (men) and 21high risk poor readers (women) felt that 'whatever 1(10 has no real effectI it happens in my life' connj )ared with 10% and 11% of the whole group. TI 1 Valso were much more likely to feel that 'Usually I find problems in life too miieh.F( r women, both poor reading and social exclusion risk reduced the reportingexeellent health, together with the feeling that 'Whatever I do has no real effowhat IiiopIe ill tin life. ;iiiol 'Usii;illv 1 1111(1 boro61oI11 ill bite to() 11101(11.

-\'11jt1111s of depression wen , iii (lIII'IlI\ I!Il\\1I () 11(I \!)tFi(1l((l high iisk H! SH(°111 (\(ILIS1HH \Vh11 \(i' 1iI('ir (irIy i(liIi1./'j1r by toding aad social exclus;vU• rllI UI'm

ConclusionIiiii1iiit- iii IIHt lV1iitl LI\t' a -1riLili ,L ol social exclusion l)ro(T+1';I1,lY evident at age 10 becoming fully manifest during tit( , teenage ytII 01 l( )llowing the transition to adulthood. Poor reading is an important elemi it ii1 social exclusion, with early risk factors compounding the process. Problen iiit conies are evident in many areas of the lives of teenage boys and young iii IiFor women social exclusion outcomes tend to he more Strongly related Ior rcildifl o ilsilt, it'iitl]tss H! Iliit I '\l t(tieII(( HI ittiI isliisiii IHI\ isiildln itHis pull( . , ilstllsitgi IS it) IIaii(i\V Ilw gap lot \\tt11 the ;11 1,1till comes not only between poor readers and others, but also between those wIIfer the added disadvantages associated iNith early social exclusionT:irgeted interventions are needed in the different areas of young people's In1,110i as at school, youth training, employment and in leisure life. The m ie'"1 ablished 'Connexions' Service based on a more 'holistic' approach to yolill.I ples counselling needs is likely to be valuable in this respect (Social Exelimsit 'iiItiit, 1999). The findings also give strong support to the new initiatives ariskigii in the Social Exclusion Unit's report on disadvantaged young people (l I' iOU). This has le( I to I he setting up of the Children amid Young People's Unit i i, Iii inter-departmental cabinet coniniittee chaired by the Chancellor of Hit it ,I: \('hequer with the brief 1(1 develop for the first time iii Britain a ('omprehel isi1Oh Policy. At the crucial period of transition to adulthood young peoplell)ed(le(l in a network of relationships that can move their lives in posit iv(i gative directions in terms of social exclusion. It is t lie job of youth polic\iii ve the whole net work towards positive imilluences, strengthening aptitudes aitabilities arid liv rIioroativn ittiliiil's arid loliavinrin liii ionr pisiIIiisntitioii.ltlemitilvnig Hiltis liii ill ilili Ii lii1 siiial iS !iisiiiii (iiii Iiiiili!iiii nilations for intervention. Factors that inhibit social exclusion have hi iiI lined as 'protective' factors (Rutter, 1990). Strengthening them provides IF itiii 'ans of reversing the process of social exclusion into social integration. ClearlyI lit' educational building blocks are going to be an important element of iiin grat t ii process, but divorced front the wider social context iii which yoi iiple's lives are shaped, they are unlikely to be effective alone. ObstaclesSt ('ial integration occur early in life and continue tli niH! it I i i Ii Hi 'Iiioil Iii Ii ililr'ssssl irs) i,\trliiaI ;u}isIn.

I tome-school relations need to l( si r(Ilglit('tt'cl ill aii ('UJV Ig(' tot it (iVttt1children who are beginning to fall behind. Secondary school and post schol))portunities may offer the chance to re-engage parents to give them a posit i\view of their children's prospects. This study revealed negative attitudes Iteachers towards poor readers, particularly those at high risk, so assisT tiTlW inajtilv ()f ] '()() I ;nivis jittilI 1 tntT III(' nnmmki mi iiipossible opportunity, probably at the lowest level and with few aspirations. Tiemployment related outcomes at 3() confiriii the predictions founded earlier illteenage experience. They point to the reinforcing effects of high risk factors onlow occupational achievement, the likelihood of unemployment and absencequalifications and modem work-related skills. The lack of computing skills aniotiadults with poor reading in the higher social exclusion categories jxtutts Ireducing opporttinht ins, as t tie nature of employment rout ttiitransformed.Education would still appear to he tin vtiti('le kir reversing tin' proness Id,exclusion that these outcomes clearly represent. Young people need to he i'engaged and given reason to stay in education; adults need to see evidence mlmore flexible and lifelong education opportunities. However, targetedinterventions are needed in many differnt trims I %( )till( ! iiiill5 il\ is smnit is\ttlli Iritlinmig, i'itiplovtiieiil itild Irisiiie.He intuit !tiiiily Mr lildi(ill( q's ito agimlim tin r(it1i/.iII)Ii ol lit '\1)e1tit Cr limit(town in the teens. For women, another aspect of an accelerated transition iii I)adulthood is forming partnerships and becoming parents at an early agu.Consequences can include larger families, single parenthood, poor aimovercro\vi'l Inimsimig. Hey it also inn' likel y 1 he part 1 a in!t-uml

\Vi(l(' rf';w I Iii ig( 1 I I I I I I ii 11 iiilir;iIiii. F1'lp !rt1o' p;irn1s IS 1I(I IiiIi \\IIl (Hilly Hii( Hi(i!\ \\l(lH IR iIi 1i(i H\problem For I lie individual, but l)e('Omes an iicreasing burden on societywhole. Defeating social exciusioti b y tackling directly I lie risk factors that l)10(lli(it and htnldiig up the protective factors that prevent, it, has never been tinnecessary. It is interesting to compare high risk poor readers with high risk go(,,readers. Often reading seems to have a protective role. In certain situations, Idisadvantaging effects of the risk factors are so severe they overrideI he n\ 'r iii If

ReferencesAtkinson, A.B. (1998) Social exclusion, p nI i 111wi ii j ' 1(1 '\ in \i Ino CM.A.B. and Hills, J. (eds),Exciu ' ". P"ji:,','t (I/,(/ o)// ( \/.4, London School of EconorniB\l1l(i. .1. IIII I * I)' . \,i,,,i jf/, Liiii!iii IIiL SkilL:\gefl(y.lnei', 1. aiiii1 tis(ns, S. (10Ii) Ii J)n'o / (i l,iij l'//o,: Tn' hi/Jon C/ PC 01Basic Skills on the Lives oj37 year olds. London: Basic Skills Age IcBvrrner, J. and Parsons, S. (1998) Use it or Lose it: The Impact qi /'i"work on literacy and numeracy skills. London: Basic SkillsAgencYBynner, J. and Steedman, J. (l9)5) Difficulties with jldii// 1ki.o ./ i/P 1, 1) t i liii:Basic Skills Agency.Ekinsmyth, C. and B nner, J. (1994) The Basic Skills oj mug /o//s- LolI(loli.Adult Literacy and Basic Skills Unit.Hodder and Stoughton (1979) The Shortened Edinburgh Reading T's/.(special edition produced for t he Child Health and Education study), Essex:higwell Press Ltd.Parsons, S. and Bynner, J. (1998) influences on Adult Basic Ski//s. London:Basic Skills Agency.Rutter, M. (1990) Psychosocial Resilience and Protective Mechanisms iii Rolf. .1.:Masten, A.S; Cichetti, D. Neuchterlein, K.H and S. Weintraub, S. (eds) Risk (:,ii/Protective Factors in the Development qf Psychopathology. Calnbrl(lgv:Cambridge I iniversity Press.Social Exclusion Unit (1999), Teenage Pregnancy, London: the Stationel.\Office.Social Exclusion Unit (1999), Bridging the Gap: New Opportunities for 16-Ii/ca r-olds Not in Education, Employment or Training, London: the Stationel\Office.Social Exclusion Unit (2000), Report of PoI,cij Act ion T''a ui I: Yin 1I'/ Ji/C/Loiidoii: lIn' SkIliollery Of In'.

AppendixTeachers' assessments of pupils at age 16 by reading level and social exclusion risk at age 10High risk Low risk High risk Low n'sk TotalBoys poor readers poor readers good readers good readersver removed from 43 33 25 16 20ass due to behaviourAssessment of overall 70 49 20 8 17academic abilityI ottom 20%Reading ability below 47 39 13 4 Iaverage for ageWriting ability below 57 42 14 5 12average for ageNot entered for any 32 24 16 8 IIexamsTeachers' assessments of pupils at age 16 by reading level and social exclusion risk at age 10High risk Low risk High risk Low risk TotalGirls poor readers poor readers good readers good readersver removed from 23 12 11 9 10lass due to behaviour"vsessment of overall 54 35 14 6 Icademic ability.ottom 20%'eading ability below 40 17 3 2 4ierage for ageNr'iting ability below 40 17 3 2 5verage for agerot entered for any 29 21 17 7 9

Parents' assessments of their son or daughter's progress at age 16 by reading level and socialexclusion risk at age 10High risk Low risk High risk Low risk TotalBoys poor readers poor readers good readers good readersParents very satisfied 17 22 29 37 33with son's progressParents satisfied with 20 20 28 36 32decisions taken aboutexam entranceParents been up to 16 23 21 38 33school to discuss sonwith teacherParents happy with 48 62 64 71 68way son was turningoutParents' assessments of their son or daughter's progress at age 16 by reading level and socialexclusion risk at age 10GirlsHigh risk Low risk High risk Low risk Totalpoor readers poor readers good readers good readersParents very satisfiedwith daughter's progressParents satisfied withdecisions taken aboutexam entranceParents been up toschool to discussdaughter with teacherParents happy withway daughter wasturning Oljt27 29 41 45 4221 25 39 38 3710 22 21 35 3152 70 I 72 I 73 72

Teenagers' own assessments of school life at age 16 by reading level and social exclusion riskat age 10High risk Law risk High risk Law risk TotalBoys poor readers poor readers good readers good readersWho liked school 27 39 29 42 40Who thought school 53 39 41 29 33waste of timeWho found 59 44 49 39 42omework bodncTeenagers' own assessments of school life at age 16 by reading level and social exclusion riskat age 10GirlsHigh nsk Low nsk High nsJ

Teenagers' transition from school to work at 16 by reading level and social exclusion risk atage 10--BoysHigh ask Low ask High risk Low riskpoor readers poor readers good readers good readersTotalWho want to leavehool at 16.AJways taken earlycaving for grantedNot bright enoughto stay onNeed to earnmoney as.ap.Want to earn and)e independentDon't know how to(omplete anipplication formDon't know how towrite a letter ofipplicationDon't know how toget by at an intervewPointless to makeplans for future(early leavers)79 66 54 3424 16 12 1024 25 16 1026 28 33 2557 59 68 6016 6 7 II14 I 6 I 8 I II19 6 15 IS60 43 1 46 33411214276110IøJ1435See themselves in 5 years time...At a unrversrty 0 3 8 25 20Working in aprofession 14 24 29 29 28Working withtneir hands' 33 77 0 6 9

Teenagers' transition from school to work at 16 by reading level and social exclusion risk atage 10High risk Low ask High ask Low riskGirls poor readers poor readers good readers good readersTotalNho want to leave 73 60 48 31chool at 16Always taken early 15 20 26 26caving for grantedNot bright enough 31 26 13 14a stay onNeed to earn 20 22 22 19money as.a.p..Vantto earn and 56 43 67 66C independentDon't know how to 10 9 4 8:omplete anipplication form3725620638Don't know how to 13einte a letter ofipplicationDon't know how to 18et by at an interviewPointless to make 43clans for futureearly leavers)8 79 855 337 813 1230 33ee themselves in 5 years time.At a university 2Morking in aprofession c24Worldng 'with•hindc' 222 21 1729 38 37III 7

Teenagers' relationship with parents and friends at 16 by reading level and social exclusionrisk at age 10BoysParents 'hardly ever'asked where theywere goingParents showeddisapproval of somefnendsSmoked cigarettesHigh nsk Low risk High risk Low risk Totalpoor readers poor readers good readers good readers% % % % %20 7 9 5 645 25 34 24 2741 21 28 20 22Watched TV for4+ hoursRead for I + hours36 27 21 IS 1720 26 28 36 33Not talk about healthconcerns with anyoneHad sex42 19 13 10 1464 69 61 48 52Used unreliablecontraception61 49 52 49 50

Teenagers' relationship with parents and friends at 16 by reading level and social exclusionrisk at age 10High risk Low risk High risk Low riskGids poor readers poor readers good readers good readersTotalParents hardly ever 37 27 24 16asked where theywere going18Parents showed 42 31 21 19disapproval of somefnends23Smoked cigarettes 42 36 27 2527Watched TV for 30 19 19 124+ hours14Read for 1+ hours 31 39 45 5149Not talk about health 20 13 9 5concerns with anyonelad sex 81 71 64 58661Used unreliable 59 46 46 40contraception42ONLY used unreliable 29 18 16 15contraception16

Employment outcomes at 30 by reading and social exclusion risk at age 10High risk Low risk High risk Low riskMen poor readers poor readers good readers good readersTotal0iIn a full-time job 81 86 87 92 89Unemployed 10 6 4 3 4Continuously employ- 59 63 66 73 69ment in educationor trainingExperienced a 26 IS 15 9 12continuous spell ofunemployment forI + yearIn non-manual work 12 27 40 44 37Gross hourly wage £6.92 0.41 £8.30 £9.40 £8.73(if in a full-time job)Received work- 34 35 47 46 43related trainingNo qualifications 60 51 38 32 38Has good computer! 12 13 26 29 25IT skills

Employment outcomes at 30 by reading and social exclusion risk at age 10High risk Low risk High risk Low riskWomen poor readers poor readers good readers good readerslull-time job at 30 26 29 45 47Total%43Full-time home-care 40 33 24 19oIe at 30Continuously employ- 31 33 45 47ment in educationor trainingIn non-manual work 37 48 67 85234469Gross hourly wage £4.97 £6.13 £7.19 £7.38(if in a full-time job)Received work- 16 IS 31 34related trainingNo qualifications 60 50 38 31C7.163037Has good computer! 4 14 25 34I skills28

Partner, parent and housing outcomes at 30 by reading and social exclusion risk at age 10High risk Low risk High risk Low risk TotalMen poor readers poor readers good readers good readersIf ever married had 13 10 10 10 10split upNone-working 16 12 9 5 8householdHas a child 45 37 40 43 42Has 2+ children 29 22 22 24 24Has 3+ children 6 6 8 6 7Had a mortgage 43 53 53 62 57Rented from LA or 24 10 12 10 Ihousing associationIn overcrowded 14 8 12 7 9accommodation

Partner; parent and housing outcomes at 30 by reading and social exclusion risk at age 10High risk Low risk High risk Low risk TotalWomen poor readers poor readers good readers good readersIf ever married, had 13 13 II 13 12Split upNone-working 27 18 9 10 12householdHas a child 75 68 63 61 64Has 2+ children 61 50 44 34 40Has 3+ children 22 17 14 8 IISingle parent 23 21 13 13 15I Teenage parent 16 15 II 9 10Has a mortgage 43 44 60 65 60Rented from LA or 40 33 27 16 21nousing associationIn overcrowded 18 19 12 9 12iccommodtion

Health status and well-being outcomes at 30 by reading and social exclusion risk at age 10High risk Low risk High risk Low risk TotalMen poor readers poor readers good readers good readersIn excellent physical 19 28 26 32 30healthAverage Malaise score 3.4 3.0 3.3 2.9 3.0(symptoms ofdepression)Never smoked 29 43 42 43 42cigarettesCurrently smokes 52 38 37 40 39cigarettesAverage number of 13.0 13.5 16.4 16.8 16.0alcohol units in a weekDrinking problem 16 16 20 19 19(CAGE)Ever taken illegal drugs 54 60 62 65 63Average score on 6.5 7.1 7.1 7.3 7.2scale I - 10: are yousatisfied with the waylife has turned out?Whatever I do has no 19 11 10 9 10real effect on whathappens in my lifeUsually find problems 10 4 4 3 4

Health status and well-being outcomes at 30 by reading and social exclusion risk at age 10High risk Low risk High risk Low risk TotalWomen poor readers poor readers good readers good readersIn excellent physical 14 19 29 28 26neafthAverage Malaise score 4.2 3.9 4.3 3.6 3.8(symptoms ofdepression)Never smoked 37garettesCurrently smokes 53cigarettesAverage number of 7.8alcohol units in a weekDrinking problem 7(CAGE)Ever taken illegal drugs 3142 47 42 4236 34 34 367.5 7.8 8.7 8.56 3 8 727 40 44 41Average score on 7.1caIe I - 10: are yousatisfied with the waylife has turned out?Whatever I do has no 21real effect on whati happens in my lifeUsually find problems 127.1 7.2 7.4 7.220 13 8 II10 7 5 6

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