The transition from primary to secondary education is a pivotal stage in children's development, often marked by a widening of socioeconomic disparities in cognitive and mental health outcomes. While formal schooling is known to shape these inequalities, less is understood about how the home learning environment (HLE) contributes to developmental outcomes, particularly when schools are disrupted, such as during COVID-19-related school closures. This study examines the extent to which the HLE accounts for socioeconomic differences in cognitive ability and mental health among Irish adolescents. Three measures of social origin are employed simultaneously: parental education, occupational social class and household income. Using longitudinal data from the Growing Up in Ireland study (Cohort '08), we follow a nationally representative sample of children from age nine (2017-2018) to age 13 (2021-2022), capturing both the transition to secondary school and the aftermath of school closures. Regression analyses show that parental education strongly predicts cognitive ability and externalising difficulties, whereas family social class is associated with internalising problems. Several HLE indicators, including access to books, parent-child conflict and parental mental health, are significantly associated with outcomes at age 13, even after controlling for social background and pre-pandemic outcomes. However, path analysis indicates that the HLE only partially mediates these socioeconomic differences, suggesting that other mechanisms contribute to the persistence of unequal developmental trajectories during this formative period.

Sequence analysis is an established approach to study life courses. When several life domains are considered simultaneously, multichannel sequence analysis (MSA) and the extended alphabet (EA) approach are the most frequently used strategies. We compare these two methods using real data composed of four life domains (cohabitational status, children, professional status, health), and we focus on clustering since sequence analysis usually aims to identify typical patterns in sequences. As professional status trajectories, and potentially their relationship with other domains, proved to be different between men and women, the analyses were run separately by sex. We describe step by step the approach followed and the different criteria to judge the relevance of a typology. Neither of the two approaches is clearly superior, and the typologies obtained with both methods are often close. However, even if MSA is generally easier to use and applies to a broader range of situations, EA can provide original typologies in specific cases and we therefore propose guidelines for choosing between the two approaches depending on the context.

A household's financial satisfaction is one of the most significant factors driving subjective well-being. However, Poland ranks close to the lowest position, 22nd out of the 28 EU members, in self-reported financial status. The paper investigates the problem of determining patterns of Polish households' behaviour and shows the evolution of the subjective assessment of financial situation based on the eight waves of the Polish Household panel data. The analysis is carried out on the basis of latent Markov (LM) models, which allow for socio-economic features affecting the parameters of the latent process. We compare different types of LM models considering: (1) different numbers of latent structures; (2) different types of the latent process constraints; (3) socio-economic background characteristics; and (4) survey weights (being excluded in most of the empirical analyses). The final model identifies three latent states, specifies common initial and transition probabilities over a 15-year period and, as a result, enables us to better characterise the families likely to change their position, especially families reporting worsening in their financial situation. To show the main direction of self-reporting financial condition, we present the predicted path for respondents characterised by the selected socio-economic features, relying on algorithm maximising posterior probabilities of the selected LM model.

While research has investigated the effects of the Great Recession on the Irish economy using economic indicators or cross-sectional household-level data, this research note applies group-based multitrajectory modelling to provide a more nuanced approach. Using nationally representative, longitudinal data from the Growing Up in Ireland study, we analyse patterns in three common measures of economic well-being (financial strain; disposable income; material deprivation) across Irish households in the period leading up to, during and after the Great Recession, and subsequently, break down the characteristics for each group of trajectories. We identify six distinct trajectory clusters, which all indicate declining income and increasing financial strain from the start to the height of the economic depression. However, trajectory groupings show that experiences were far from uniform, with previous economic well-being and demographic characteristics shaping the household experience. Implications for future research are discussed.

This article draws on the Growing Up in Ireland study and the Scottish sample of the Millennium Cohort Study to explore the factors influencing inequalities in children's cognitive skills on entry to primary education. It adopts a multidimensional comparative approach, which directly compares the effects of parental education and household income on several cognitive outcomes (vocabulary, language, reading and numbers) among five-year-old children and examines the extent to which inequalities in these outcomes are mediated by the home learning environment (HLE) and early childhood education (ECE). Home learning environment plays a stronger role in explaining actual vocabulary differences in Ireland while it plays a stronger role in school readiness (teacher-assessed skills) in Scotland. In both countries, use of centre-based care at 9 months and 3 years was markedly higher among the top income quintile. Centre-based care is found to play a mediating role in school readiness in Scotland. Nonetheless, the findings point to important direct effects of family background even when HLE and childcare are taken into account. The analyses point to differences in the trajectory of early skill development in the two countries, with the impact of early skill development being more marked in Scotland than Ireland. Comparative analyses of this kind thus yield important insights for policy development by highlighting potential domains (such as childcare) or timing (preschool or within-school) for intervention.

Longitudinal surveys traditionally conducted by interviewers are facing increasing pressures to explore alternatives such as sequential mixed-mode designs, which start with a cheaper self-administered mode (online) then follow up using more expensive methods such as telephone or face-to-face interviewing. Using a designed experiment conducted as part of the 2018 wave of the Health and Retirement Study (HRS) in the US, we compare a sequential mixed-mode design (web then telephone) with the standard telephone-only protocol. Using an intent-to-treat analysis, we focus on response quality and response distributions for several domains key to HRS: physical and psychological health, financial status, expectations and family composition. Respondents assigned to the sequential mixed-mode (web) had slightly higher missing data rates and more focal responses than those assigned to telephone-only. However, we find no evidence of differential quality in verifying and updating roster information. We find slightly lower rates of asset ownership reported by those assigned to the web mode. Conditional on ownership, we find no detectable mode effects on the value of assets. We find more negative (pessimistic) expectations for those assigned to the web mode. We find little evidence of poorer health reported by those assigned to the web mode. We find that effects of mode assignment on measurement are present, but for most indicators the effects are small. Finding ways to remediate the differences in item-missing data and focal values should help reduce mode effects in mixed-mode surveys or those transitioning from interviewer- to self-administration.

Life course trajectories of affective symptoms (depression and anxiety) are heterogenous. However, few studies have investigated the role of early life risk factors in the development of these trajectories. The present study aimed to: (1) derive latent trajectories of affective symptoms over a period of more than 50 years (ages 13-69), and (2) examine early life risk factors for associations with specific life course trajectories of affective symptoms. Participants are from the MRC National Survey of Health and Development (NSHD) (n = 5,362). Affective symptoms were measured prospectively at ages 13, 15, 36, 43, 53, 60-64 and 69. A latent variable modelling framework was implemented to model longitudinal profiles of affective symptoms. Twenty-four prospectively measured early life predictors were tested for associations with different symptom profiles using multinomial logistic regression. Four life course profiles of affective symptoms were identified: (1) absence of symptoms (66.6% of the sample); (2) adolescent symptoms with good adult outcome (15.2%); (3) adult symptoms only (with no symptoms in adolescence and late life) (12.9%); (4) symptoms in adolescence and mid adulthood (5.2%). Of the 24 early life predictors observed, only four were associated with life course trajectories, with small effect sizes observed. People differ in their life course trajectories of anxiety and depression symptoms and that these differences are not largely influenced by early life factors tested in this study.

An important aspect of an indefinite life household panel study is to provide a sample of children who become new generations of respondents over time. The representativity of children and young adults in the Household, Income and Labour Dynamics in Australia (HILDA) Survey is assessed after 16 waves. Estimates from the HILDA Survey are compared to official data sources of the Australian Bureau of Statistics (ABS) and include demographic, education, employment, income and residential mobility variables. Both cross-section and longitudinal estimates are assessed. Overall, the HILDA Survey estimates are relatively close to the ABS estimates with the exception of the year of arrival of recent immigrants, having foreign-born parents, having a certificate level qualification, type of relationship in household, having zero income, the main source of income, and residential mobility. Most of these exceptions can be explained by differences in questionnaire design, respondent recall error, linkage error, and differences in the amount of missing data. The estimate of particular concern is the proportion of immigrants arriving in the last five years, which is underestimated in the HILDA Survey due to undercoverage of recent immigrants. This could be addressed by regular refreshment samples of recent immigrants.

This study contributes to the literature on the long-term effects of childhood disadvantage on mental health by estimating the association between patterns of cumulative childhood adversity on trajectories of psychological distress in adulthood. There is little research that investigates how compositional variations in the accumulation of childhood adversity may initiate distinct processes of disadvantage and differentially shape trajectories of psychological distress across the adult life course. Using the Panel Study of Income Dynamics' Childhood Retrospective Circumstance Study and latent class analysis, we first identify distinct classes representing varied histories of exposure to childhood adversities using 25 indicators of adversity across multiple childhood domains. Next, the latent classes are included as predictors of trajectories of psychological distress in adulthood. The results demonstrate that patterns of experiences of childhood adversity are associated with higher levels of adult psychological distress that persists, and in some cases worsens, in adulthood, contributing to disparities in mental health across the life course.

This article examines PhD students' migration plans and strategies, their development over time, and the circumstances of their potential or real return within the changing life course context. The research is based on a longitudinal qualitative study conducted over six years (2012-17) among 21 international PhD students coming from developing countries, studying in the Netherlands. Results are discussed in the context of a cultural shift and the migration-development nexus. We argue that: (1) strong feelings of responsibility towards both their family and the development of their country of origin are leading factors shaping their migration strategies; (2) specialisation of their research project and its applicability in the home country also importantly influences their return potential; and (3) an apparent moral responsibility towards the home society and a willingness to help countries of migratory origin was growing stronger over the observation time (in harmony with post-materialist values the informants gained when studying in the Netherlands) along the progressing life course, which creates a broad potential for brain gain.