Measuring what matters for child well-being and policies

Description

Foreword Executive summary An “aspirational” conceptual framework for child well-being measurement Some areas of children’s lives are measured better than others… …while the most marginalised are often poorly covered by existing child data …and children’s views and perspectives are not always well reflected …nor is the inter-connected nature of child well-being well captured Working together to improve cross-national child data infrastructure 1. Overview and summary 1.1. Introduction 1.2. Child well-being measurement in OECD countries 1.3. An “aspirational” framework for child well-being measurement 1.4. An overview of key priorities and gaps in cross-national child data General issues Children’s material and socio-emotional well-being, and the well-being of younger children generally, are not well covered by existing cross-national child data Children in the most marginalised positions are often poorly covered Children’s views and perspectives are not always well reflected Existing data are not well suited to the inter-connected nature of child well-being Topic-specific gaps in child data 1.5. The agenda ahead for child data References Annex 1.A. Summary of dimensions and indicators included in national and cross-national child well-being measurement initiatives 2. Measuring what matters most for children 2.1. Introduction and main findings 2.2. What does child well-being mean? Conceptual foundations for child well-being measurement Principle 1: Measurement should be multi-dimensional Principle 2: Measurement should reflect children’s lives today and tomorrow Principle 3: Measurement should be age-sensitive Principle 4: Measurement should integrate children’s views and perspectives Principle 5: Measurement should capture children’s environments Principle 6: Measurement should include child-related public policies 2.3. A conceptual framework for measuring child well-being The framework’s four levels Level A: Children’s well-being outcomes Level B: Children's activities, behaviours and relationships Level C: Children's settings and environments Level D: Public policies for child well being What kind of indicators should be used? Indicators should be child-centred Indicators should reflect contemporary childhoods Indicators should reflect children’s views and perspectives Indicators should be age-sensitive, where needed Indicators should where relevant reflect inequalities, deprivation, and differences across groups of children Indicators should capture stability, change and transitions in children’s lives Indicators should reflect the unique needs of children from diverse backgrounds and/or in different or vulnerable positions References 3. Do children have the things they need? 3.1. Introduction and main findings 3.2. Key child material outcomes Food, clothing and basic necessities Food and nutrition Clothing and footwear Hygiene and personal care products Housing Learning and leisure materials 3.3. Key aspects of children’s settings and environments for child material outcomes Family and home environment Family financial resources and income adequacy Family work arrangements Family living and custody arrangements School-based, local authority, and community material supports School and local authority provisions Community provisions 3.4. Key public policies for child material outcomes Family policies Leave and child care policies Family financial supports and tax-benefit policies Child support policies Housing policies Housing support policies Homelessness policies 3.5. Data on children’s economic and material well-being Data on children’s material outcomes Data on children’s settings and environments Data on family financial resources and income adequacy Data on family work arrangements, family living and custody arrangements, and other important aspects of children’s backgrounds Data on school-based, local authority and community material supports Data on key public policies for child material outcomes 3.6. The way forward Develop better information on children in vulnerable positions Better track family financial vulnerability and resilience Foster the development of child-centred and age-sensitive data Connecting the dots: family economic status, child outcomes and policies References Annex 3.A. Overview of available and comparable cross-national data on children's economic and material well-being 4. Are children active and physically healthy? 4.1. Introduction and main findings 4.2. Physical health as a key driver of well-being across childhood 4.3. Physical health outcomes Birth outcomes and key pre-natal determinants Physical development Child health status 4.4. Health behaviours Nutrition and eating habits Risky and protective behaviours Physical activity Sleep Sexual activity 4.5. Environment and public policies Physical environment Family and home environment Health care policies 4.6. Overview of data availability Data on physical health outcomes and pre-natal determinants Data on child health behaviours and other health activities Data on environments and public policies 4.7. The way forward Improve the tracking of vulnerable children and child health inequalities Expand the monitoring of child health across childhood, including the 1000 first days of life A better assessment of child maltreatment A better tracking of environmental risks Develop data on child health check-ups and health care service policies Collect information on children’s views and knowledge on health issues Track awareness and the implementation of child health-related recommendations Connecting the dots: physical health and other well-being outcomes References Annex 4.A. Details on data availability Physical health outcomes Birth outcomes and key prenatal determinants Physical development Child health status Child health behaviours and other health activities Nutrition and eating habits Risky and protective behaviours Environments and public policies Exposure to pollutions or contaminants Household environment Health care spending, quality and access 5. Do children feel safe and secure, respected, included and happy? 5.1. Introduction and main findings 5.2. Key aspects of social and emotional well-being Attachment, emotional security, and the fundamental role of relationships for social-emotional development Self-regulation Conscientiousness Self and social identity Social identity Pro-social behaviour Social capital Mental health, mental health conditions, and substance use Mental health conditions Eating disorders Self-harm and suicide Substance abuse 5.3. Key influences on children’s social and emotional outcomes Serious health issues, developmental delays and disabilities Neurodevelopmental disorders Family and home environment School and ECEC environment Neighbourhood and the built environment Public policies 5.4. Overview of data availability 5.5. The way forward Improve the tracking of vulnerable children Bridge data gaps for preschool-age children and children in middle childhood Improve the scope of data on adolescents Collect data on children’s self and social identity, and social capital Improve the tracking of the risks and opportunities provided by the digital environment Monitor progress on social inclusion of children with disabilities Connect the dots: mental health issues, child outcomes and policies References Annex 5.A. The Big Five domains of social-emotional development Annex 5.B. Overview of data on children’s social and emotional well-being Data availability for adolescence Data availability for middle childhood 6. Are children learning and achieving in education? 6.1. Introduction and main findings 6.2. An overview of cognitive development and educational attainment 6.3. Cognitive development and educational progression and attainment Early cognitive development Cognitive development in middle childhood and adolescence, and educational progression and attainment 6.4. Key influences on children’s cognitive development and education outcomes Children’s educational motivations and aspirations Children’s educational attitudes and behaviours Family and home environment Parental interactions and involvement in learning School and ECEC environment 6.5. Overview of data availability Data on cognitive development and educational attainment Data on education attitudes, behaviours and aspirations Data on the family and home environment, the school environment, and parental involvement in learning 6.6. The way forward Strengthen efforts to track early cognitive development Improve the range and consistency of skills and competences covered by cross-national education and learning data Improve the tracking of vulnerable children Measure educational motivations from middle childhood References Annex 6.A. Details on data availability