Ability-grouping and problem behaviour trajectories in childhood and adolescence: Results from a UK population-based sample


Quantitative Methods Hub seminar

From 12:45 until 14:00

At University of Oxford Department of Education seminar room D or online at http://www.education.ox.ac.uk/events/ability-grouping-and-problem-behavior-trajectories-in-childhood-and-adolescence-results-from-a-u-k-population-based-sample/


Dr. Steven Papachristou,

Department of Psychology and Human Development,

UCL Institute of Education, University College London (UCL).


Ability-grouping has been studied extensively in relation to children’s academic, but not emotional and behavioral outcomes. The sample comprised 7259 U.K. children (50% male) with data on between- class and within- class ability- grouping at age 7. Peer, emotional, hyperactivity, and conduct problems were measured at ages 7, 11, and 14 years. Children in low within- class ability groups showed more hyperactivity and emotional problems across the study period compared to non- grouped children, after adjustments for the different types of ability grouping and confounding. Additionally, children in the middle within- class ability groups showed more, and those in the top within- class groups less, hyperactivity compared to non- grouped children, after adjustment. Children in lower within- class groups should be monitored closely to ensure that their well- being is not compromised.

Read about it in the Guardian,


… and in Child Development (open access)


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