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Does attending an English private school benefit mental health and life satisfaction? From adolescence to adulthood

Henderson, Morag; Anders, Jake; Green, Francis; Henseke, Golo; (2022) Does attending an English private school benefit mental health and life satisfaction? From adolescence to adulthood. Cambridge Journal of Education pp. 1-15. 10.1080/0305764x.2022.2040951. (In press). Green open access

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Abstract

Previous research has shown that there is a small but significant cumulative private school advantage in terms of educational attainment in Britain. However, research on how school type influences non-educational outcomes is more scarcer. This paper aims to identify the extent to which school type influences satisfaction with life and mental health from adolescence to early adulthood. Using Next Steps, a longitudinal study of young people in England born in 1989/90, the authors use multiple variable regression analyses to address the research questions. They find that for this cohort there is no evidence of a difference for mental health and life satisfaction by school type for either men or women in adolescence or early adulthood.

Type: Article
Title: Does attending an English private school benefit mental health and life satisfaction? From adolescence to adulthood
Open access status: An open access version is available from UCL Discovery
DOI: 10.1080/0305764x.2022.2040951
Publisher version: https://doi.org/10.1080/0305764X.2022.2040951
Language: English
Additional information: © 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/).
Keywords: Private education, independent school, mental health, life satisfaction
UCL classification: UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Social Research Institute
UCL > Provost and Vice Provost Offices > School of Education
UCL
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Education, Practice and Society
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Learning and Leadership > Centre for Education Policy and Equalising Opportunities
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Learning and Leadership
URI: https://discovery.ucl.ac.uk/id/eprint/10146841
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