There is little previous research on how multiple dimensions of wellbeing simultaneously predict later changes in educational outcomes for children and teenagers. In order to fill this gap, the second stage of this project uses data analysis to examine four main research questions, which are:
1. How is emotional, behavioural, social, and school wellbeing associated with concurrent educational outcomes?
2. How is emotional, behavioural, social, and school wellbeing associated with later educational outcomes?
3. To what extent are dimensions of wellbeing associated with changes in later educational outcomes i.e., how is wellbeing associated with progress between two time points?
4. Do children’s demographic and other characteristics (gender, social class, and SEN status) moderate the association between their wellbeing and changes in
5 their later educational outcomes (i.e., how different for different groups)? Are these patterns consistent over the primary and/or secondary school period?