Special Educational Needs and Children and Young People’s involvement in violence. 

Why we funded this 

It is already known that children and young people (CYP) with special educational needs (SENs) are more likely to be cautioned or convicted for a violent crime, compared to those without SENs. However, it unclear whether it’s the presence of SENs that places these CYP at greater risk of criminal justice involvement or whether this is due to other co-occurring factors. This project seeks to expand what we already know, by exploring the relationship between different types of SENs, the type of support received and justice system outcomes including violent behaviour, justice experiences (e.g. likelihood of being given an out of court disposal)  and later involvement in violence. 

What are the main research questions 

What is the relationship between special educational needs (SENs) and violent youth offending in England?

1. What are the differences between CYP with and without SENs in terms of patterns of violent offending and criminal justice outcomes? 
2. Which types of SEN support are associated with reduced violent offending? 
3. What is the impact of cautions on re-offending rates for children and young people with SENs? 

What the analysis involves 

The project will use data from (1) the linked National Pupil Database (NPD) and Police National Computer (PNC) records in England, which includes all children in state-funded education in England and linked police records; and (2) the Avon Longitudinal Study of Parents and Children (ALSPAC) and Avon & Somerset Police Data. The ALSPAC has consistently tracked a cohort of around 15,000 children and young people born in the early 1990’s living in around Bristol.  

Using linear regression models, the project will examine differences between children and young people with and without identified SENs on various indicators of offending (e.g., violent vs. non-violent) and convictions (e.g., caution vs. charge). It will also examine whether and to what extent social, emotional, cognitive, and learning skills in middle childhood are associated with offending in adolescence; and whether cautions are associated with re-offending among children and young people with identified SENs involved in violence. 

A quasi-experimental design called Propensity Score Matching will be used on the NPD-PNC dataset, to determine whether the timing, type, and consistency of SEN label, and the type of school provision, are associated with differences in offending patterns. 

Please refer to the analytical protocol for more details.