Do mental health interventions contribute to educational outcomes for children and young people with a history of maltreatment or other safeguarding n

Young people with experiences of maltreatment or other safeguarding needs often have less positive education outcomes. Mental health difficulties such as trauma and depression are thought to play a key role, yet few studies have examined this relationship empirically, which has hindered provision of well-judged and targeted services.
In my MPhil in Population Health Sciences and PhD in Public Health and Primary Care I will draw on unprecedented datasets of linked, anonymised health, education and social care records from two regions of the country. This includes data on ca. 15,000 young people with a history of maltreatment or other safeguarding needs. It also includes mental health data and safeguarding assessments by mental health services for another ca. 55,000 young people without social care involvement.

I will explore:
- 1. What role do mental health difficulties play in the relationship between safeguarding needs and educational attainment by age 16?
- 2. Do different mental health supports provided by young people with social care involvement contribute to their educational outcomes?

For 1) and 2) the role of potential moderators and covariates will be examined, including:
I. Differences between young people known to social care who remain in their family home, and those removed by their Local Authority, and the age at which this happens
II. Demographic factors such as poverty, ethnicity, gender, and child age