Conclusions
7. Conclusions
In this report we have described a great number of inter-relationships between factors
that influence children’s outcomes. In the concluding section we address three issues.
Firstly by way of summarising the previous sections we assess the relative importance
of the different pathways considered as mediators of the inter-generational effects of
education. We also make some tentative statements about the moderating effects of
education. Secondly, we draw some conclusions about the priorities for future
research based on our review in this report of the theoretical channels of importance
and strengths and weaknesses of the evidence base. Finally, we summarise the
relevance for policy makers of the ideas contained in this report, addressing the
question what does the report add to what is already known and why are these mainly
theoretical debates of interest?
7.1. The key channels for education effects
7.1.1 Proximal family processes
Proximal family processes are very important as channels for the effects of parents’
education on their children’s outcomes. This is the direct mediated effect but there
may also be important moderating effects. The benefits of proximal processes do not
follow in a straightforward way directly from the appropriate behaviour of parents as
recommended in the parenting literature without being accompanied by the
understanding of parents about why they are doing what they are doing and how their
child is responding. Therefore education in enhancing these capabilities also enhances
the effectiveness of developmentally positive parenting behaviours, for example
(Webster-Stratton, 1998; Webster-Stratton & Hancock, 1998).
7.1.2 The importance of context
In addition to the family context, the contexts of neighbourhood, schools and pre-
schools are important for children’s development and as channels for the inter-
generational transmission of education. Education also has important protective
capabilities in offsetting the negative effects of neighbourhoods, school and pre-
school settings with poor characteristics.
7.1.3 Characteristics of the family
Both cognitions and parental mental health and well-being are important influences
on children’s attainments and both are likely to be influenced by parental education.
Cognitions seem like a particularly important mediator of the inter-generational
education effect, parental mental health and well-being less so since much of the
evidence here may be through effects on cognitions.
In the context of poor parental mental health and well-being, education may have
particularly important moderating effects in diminishing impacts on pre-school.
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