Edge Hill University<\/p>\n\n\n\n
Based upon research within Blackpool, a severely deprived town in the north-west of England, this session will consider the importance of a social determinant approach to education.<\/p>\n\n\n\n
Although the causes of deprivation are complex, there is certainly a correlation between deprivation and health. Research on the social determinants of health has demonstrated robust correlations between several social factors, health status, and life expectancy (Low et al. 2005). Evidence has accumulated, pointing to socioeconomic factors such as income, wealth, and education as the fundamental causes of a wide range of health outcomes (Bravemen and Gottlieb 2014). Low et al. (2005) argue that health, human development, and well-being are dynamic processes that are closely related to socioeconomic status (SES) and educational attainment. Therefore, it could be argued that health is linked to an individual’s social position, and that education is a major factor in determining occupational status. Stuart, Terras, and Cowle (2021: 141) take a social determinants of education perspective which they argue could help to \u2018reveal the socio-economic, cultural, and environmental conditions of young people\u2019s lives influencing their education\u2019. This approach acknowledges the links between poverty and education and recognises the need for a multi-faceted response that links health, socio-economic status, and educational attainment, and which considers wider societal issues rather than simply what is happening within schools.<\/p>\n\n\n\n
This paper will consider the significance of multi-agency approaches in education policy and practice, and in particular how structural inequalities and a lack of joined up approach between education, health and social care has hindered the progress made by secondary schools serving disadvantaged communities.<\/p>\n\n\n\n