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Responding to domestic violence and abuse (DVA) poses significant challenges for the criminal justice system, with recent studies highlighting a number of significant gaps and failings in the nature of the police response in particular. This paper reports on findings from a component of the multi-stage ESRC funded project 'Justice, Inequality and Gender-Based Violence' (ESRC grant ES/M010090/1) that relates to 400 reported incidents of DVA involving intimate partners recorded by two police force areas in England in 2014. Drawing on this large data set concerning a wide range of incidents, this paper employs quantitative methods to analyse the trajectories of reports made to the police, and the factors that may influence their progress through, or attrition from the criminal justice system. In doing so, this paper finds that certain 'inequality' factors such as victim gender, vulnerability (including mental health) and incident type are found to impact the progression of cases through the criminal justice system. This work seeks to build on our understanding of what happens to incidents of DVA that are brought to the attention of the police by victims and survivors, and reflects upon how the outcomes of such incidents impact the broader debate concerning the pursuit of a formal, or criminal 'justice' in cases of DVA. [ABSTRACT FROM AUTHOR]

Policy decisions are frequently influenced by more than research results alone. This review examines one road safety countermeasure, graduated driver licensing, in three jurisdictions and identifies how the conflict between mobility and safety goals can influence policy decisions relating to this countermeasure. Evaluations from around the world of graduated driver licensing have demonstrated clear reductions in crashes for young drivers. However, the introduction of this countermeasure may be affected, both positively and negatively, by the conflict some policy makers experience between ensuring individuals remain both mobile and safe as drivers. This review highlights how this conflict in policy decision making can serve to either facilitate or hinder the introduction of graduated driver licensing systems. However, policy makers whose focus on mobility is too strong when compared with safety may be mistaken, with evidence suggesting that after a graduated driver licensing system is introduced young drivers adapt their behaviour to the new system and remain mobile. As a result, policy makers should consciously acknowledge the conflict between mobility and safety and consider an appropriate balance in order to introduce these systems. Improvements to the licensing system can then be made in an incremental manner as the balance between these two priorities change. Policy makers can achieve an appropriate balance by using empirical evidence as a basis for their decisions. [ABSTRACT FROM AUTHOR]

Objective. This study examines the relation between the caregiving practices of teenage mothers and the academic performances of their children in first grade. Design. The teenage mothers were involved in a family support program, and data were collected on the sample for 7 years (the prenatal period through first grade). The sample included 89 children who participated in the first-grade follow-up and who resided with their biological mothers. Children's school performance was assessed with an achievement test in the fall semester of first grade and with teachers' ratings of academic performance at the end of the spring semester. Caregiving practices were assessed by both the research team and the family advocates who worked with the young mothers during the 5-year family support program; mothers also reported on home support for academic achievement during the first-grade interview. Results. Measures of home environment, advocates' ratings of parenting, and mothers' self-report of support for achievement were positively correlated with children's achievement in first grade. Conclusions. Results from multiple regression analyses were consistent with the view that differences in parenting prior to school entry and in maternal support for achievement once the child enters school are predictive of individual differences in first-grade achievement among children born to low-income adolescent mothers. [ABSTRACT FROM AUTHOR]