This Report Card presents a first overview of inequalities in child well-being for 24 of the world’s richest countries. Three dimensions of inequality are examined: material well-being, education, and health. In each case and for each country, the question asked is ‘how far behind are children being allowed to fall?’ The report argues that children deserve the best possible start, that early experience can cast a long shadow, and that children are not to be held responsible for the circumstances into which they are born. In this sense the metric used - the degree of bottom-end inequality in child well-being - is a measure of the progress being made towards a fairer society. Bringing in data from the majority of OECD countries, the report attempts to show which of them are allowing children to fall behind by more than is necessary in education, health and material well-being (using the best performing countries as a minimum standard for what can be achieved). 

In drawing attention to the depth of disparities revealed, and in summarizing what is known about the consequences, it argues that ‘falling behind’ is a critical issue not only for millions of individual children today but for the economic and social future of their nations tomorrow.

The children left behind: a league table of inequality in child well-being in the world's rich countries.

https://researchportal.port.ac.uk/portal/files/8950894/Lost_in_translation_for_PURE.pdf

Lost in translation? Can the use of theories of action be effective in helping teachers develop and scale up research-informed practices?

Evidence Synthesis for Knowledge Exchange: Balancing Responsiveness and Quality in Providing Evidence for Policy and Practice.

This paper considers the engagement by teachers and school leaders in England in educational practices that are both ‘research-informed’ and supportive of inclusive education. We do so by seeking to understand the benefits, costs, and signifying factors these educators associate with research-use. In undertaking the study, we first worked to develop and refine a survey instrument (the ‘Research-Use BCS survey’) that could be used to uniquely and simultaneously measure these concepts. Our survey development involved a comprehensive process that comprised: (1) a review of recent literature; (2) item pre-testing; and (3) cognitive interviews. We then administered this questionnaire to a representative sample of English educators. Although response rates were somewhat impacted by the recent COVID-19 pandemic, we achieved a sufficient number of responses (147 in total) to allow us to engage in descriptive analyses, as well as the production of classification trees. Our analysis resulted in several key findings, including that: (1) if respondents see the benefits of research, they are likely to use it (with the converse also true); (2) if educators have the needed support of their colleagues, they are more likely to use research; and (3) perceiving research-use as an activity that successful teachers and schools engage in is also associated with individual-level research use. We conclude the paper by pointing to potential interventions and strategies that might serve (at least, in the English context) to enhance research-use, so increasing the likelihood of the development and use of effective inclusive practices in schools.

/pdf/facilitating-research-informed-educational-practice-for-2casx9y2.pdf

Facilitating Research-Informed Educational Practice for Inclusion. Survey Findings From 147 Teachers and School Leaders in England

Inclusive Cities, a university led knowledge exchange initiative works in collaboration with six UK city administrations facilitating the development of their strategic and practical approach to the inclusion of newcomers in the city. The paper places this case study into the context of the UK’s centralized asylum reception and resettlement policy framework, contrasting it with the increasing recognition of the importance of the local level in integration and inclusion policy and the intersections between these differing modes of governance and competencies. The paper explores emerging learning from the programme in relation to the leadership role of local government, its ability to act as a place shaper in relation to inclusion and integration and it role in convening partners through horizontal, place-based, networks as well as the ways in which this case study can contribute to wider learning on the role of knowledge exchange in facilitating social change and policy framing at the city level and learning on the multi-level governance of reception and integration. The paper explores how mutual knowledge exchange may create space for a broadening out of the policy framing in relation to reception – in particular how a ‘newcomer’ frame may support increased innovation at the local level.

/pdf/building-inclusive-cities-reflections-from-a-knowledge-235r2i6qyl.pdf

Building inclusive cities: reflections from a knowledge exchange on the inclusion of newcomers by UK local authorities

Tackling child poverty: Actions to prevent and mitigate child poverty at the local level

This briefing was written by Karen Seditas, and edited by Kirsten Thomlinson and Sarah Morton. The project was led by the Centre for Research on Families and Relationships (CRFR) in collaboration with West Lothian Council, Parenting Across Scotland, Children in Scotland and the Scottish Government, and was based on previous development work by CRFR. The project was funded by the Economic and Social Research Council (ESRC), with additional funding and in-kind contributions from the partners. References

Developing an evidence service for the children and families workforce

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Evidence Synthesis for Knowledge Exchange: Balancing Responsiveness and Quality in Providing Evidence for Policy and Practice.

Tackling child poverty: Actions to prevent and mitigate child poverty at the local level

Developing an evidence service for the children and families workforce