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Opportunities for children to be involved in the decisions made about them is a part of current statutory educational legislation. Person‐centred planning (PCP) has been proposed as an appropriate method of meeting statutory requirements. However, there is a dearth of research into its application within education. The paper describes a systematic literature review of current research into PCP within education for pupils with SEMH and the associated outcomes. PCP appears to be an effective way of engaging children, young people and their families but research within education is currently limited and methodologically weak. More rigorous research is needed into PCP and its effectiveness and should include the use of standardised and/or observable measures, more varied ranges of contexts and participants, and longitudinal and child‐led designs. [ABSTRACT FROM AUTHOR]

The New Education movement was a remarkable coalition of national reform movements that emerged at the turn of the twentieth century. As a heterogeneous movement that was united only in its opposition to the schooling system at the time, its structure and boundaries in the UK have remained a matter of academic debate. This article implements the previously proposed idea of treating New Education as a social movement and analysing the networks between reformers. A social network analysis of the central 58 reformers suggests that the movement was initially divided into two ideologically separate subgroups, but that from ca. 1905 onwards the reformers were strongly interconnected despite their different interests. Thus, by focusing on the social structure of the movement's core rather than its educational thought, the article challenges the assumption that the New Education movement was fragmented and characterised by tensions. It also furthers the discussion on the feasibility of social network analysis for studying educational reforms. [ABSTRACT FROM AUTHOR]

Fertility, health, education, and other out comes of interest to demographers are the product of an individual's genetic makeup and their social environment. Yet, gene x environment (GxE) research deploys a limited toolkit on the genetic side to study the gene--environment interplay, relying on polygenic scores (PGSs) that reflect the influence of genetics on levels of an out come. In this article, we develop a genetic summary measure better suited for GxE research: variance poly genic scores (vPGSs), which are PGSs that reflect genetic contributions to plasticity in out comes. First, we use the UK Biobank (N ~ 408,000 in the analytic sample) and the Health and Retirement Study (N ~ 5,700 in the analytic sample) to compare four approaches to constructing PGSs for plasticity. The results show that widely used methods for discovering which genetic variants affect out come variability fail to serve as distinctive new tools for GxE. Second, using the PGSs that do capture distinctive genetic contributions to plasticity, we analyze heterogeneous effects of a UK education reform on health and educational attainment. The results show the properties of a useful new tool for population scientists studying the interplay of nature and nurture and for population-based studies that are releasing PGSs to applied researchers. [ABSTRACT FROM AUTHOR]