The Origins of Happiness

Schooling

β- coefficients similar to those we were examining before,

but for teachers rather than schools.

Most research on teachers has focused on how they af-

fect their pupils’ academic test scores. There is little research

on how teachers affect their pupils’ emotional health and

behavior. However Table 14.5 shows the results of a recent

study^6 using information from ALSPAC for primary school

teachers of children who ended the school year aged 8 and

Table 14.4. How children’s outcomes at 8 and 11 are affected by mea-

sured primary school characteristics (ALSPAC) (β- coefficients)

Outcomes at age 11

Emotional Behavioral Intellectual

School size −0.06 (.02) 0.06 (.02) −0.14 (.01)

Class size 0.04 (.02) −0.01 (.02) 0.05 (.01)

% Free school meal −0.02 (.03) 0.13 (.03) −0.11 (.01)

% English not first
language

0.04 (.03) 0.02 (.02) −0.02 (.01)

% SEN statemented 0.09 (.02) 0.03 (.02) −0.05 (.02)

% Home concerns 0.00 (.02) 0.03 (.02) −0.02 (.01)

Outcomes at age 8

Emotional Behavioral Intellectual

School size −0.03 (.02) 0.01 (.01) 0.01 (.02)

Class size 0.04 (.02) −0.02 (.02) 0.04 (.02)

% Free school meal 0.01 (.02) −0.02 (.02) −0.01 (.02)

% English not first
language

−0.05 (.02) −0.04 (.02) 0.01 (.02)

% SEN statemented 0.05 (.01) −0.06 (.01) −0.03 (.02)

% Home concerns −0.06 (.02) 0.01 (.01) 0.05 (.02)