The UK’s persistently poor showing in the European league tables of child happiness and well-being has so far produced little more substantial than hand-wringing and promises to do better.

But among the good intentions it has at least found articulate and imaginative advocates for change in the shape of a panel of experts assembled by UK The Church of England Children’s Society to analyze the results of its Good Childhood Inquiry.

A Good Childhood is fundamentally concerned to re-examine what children need in order to “flourish,” a state which it defines as “social engagement and the enjoyment of life – fulfilling our capacity to live in harmony with others and with ourselves”. Too much in our current living patterns fails to promote these ends, the authors argue.

So far, little to contest, especially in the light of latest findings by the Child Poverty Action Group, but unusually they go on to criticize the pursuit of individualism, defined as “the belief that the prime duty of the individual is to make the most of her own life, rather than to contribute to the good of others”. In its place they advocate a change of ethos, a “law of love”.

Several other more familiar obstacles to improved child well-being are highlighted.

One is child poverty, rates of which continue to be high in the UK and correlate with levels of child well-being. An important observation is that richer children in the UK do worse than equally advantaged children in other, more equal, societies: “This offers an important new view of inequality – that it is bad for the people at the top as well as the people at the bottom”.

There is a robust assault on the number of school tests children endure, the failure to encourage children to eat healthily and exercise properly, and on how busy lives impede parents’ efforts to give their children sufficient care.

Children’s services are also a target. The authors contend, for example, that only a quarter of children with mental health difficulties get any specialist help – and that a range of unproven services takes up the space that should be filled by proven ones.

An obvious area for improvement in this respect concerns children’s social and emotional learning. “There is no conflict between helping children manage their emotions and improving their school work.” Happy children are better learners.

For those who might question how realistic the Inquiry’s recommendations are in the light of its moral stance, clear evidence is marshaled to show how early intervention will reap long-term financial benefits. One study cited shows that children were experiencing a conduct disorder at the age of ten by the age of 27 had cost the taxpayer $100,000 in terms of crime, social care and remedial help – $90,000 more than those free of difficulty.

The report gives the good in the UK system its due, noting progress in aspects of children’s physical health and material living standards while also carefully identifying areas for improvement and offering constructive solutions.

Crucially, in seeking to sustain its Christian-Humanist position, it adheres to a critical appraisal of the scientific evidence. It is well-referenced throughout and draws heavily on robust evaluations that used experimental methods to test the impact of services.

When seed funding fizzles out so too often do programs

Recommendations are helpfully set out for different stakeholders – parents, the media, teachers, government and young people. No-one is blamed but all are advised of their responsibilities. So, parents need to parent authoritatively – their unconditional love “conditioned” by firm boundaries – and the media need to wallow less in the reporting of physical violence and present a more positive image of children.

If, as the report suggests, there is a need to promote evidence-based services, severe trials lie ahead. Online databases advertise proven programs but they are rarely used. When they are used the implementation is often poor, and when seed funding fizzles out so too do the programs. More widely, a range of contextual factors – cultural, organizational, personal and political – shapes whether and how research gets used. Here, A Good Childhood has no easy solutions to offer.

Fortunately a small but growing body of work is beginning to offer hope of rescue. “Operating systems” for example, make structured methods available for developing (or adapting), implementing and evaluating programs. This research will bear careful scrutiny if the Inquiry panel’s vision is to be realized, and it should permit greater investment in training and technical support.

What about monitoring progress? The Inquiry advises less academic testing and more attention to measuring emotional well-being, possibly at the ages of five, 11 and 14 and using standardised instruments. Some local authorities in the UK have started doing this, although other less useful data collection stipulated by government has tended to get in the way.

This manifesto for a good childhood combines science and passion in equal measure, resulting in an exciting vision for the future. It should be read by anyone responsible for providing, planning or funding services for children.

[For more on child well-being see: Children's well-being not looking much rosier] and Well-being is all very well – but what does it mean exactly?]

References
Bumbarger B and Perkins D (2008) “After randomised trials: issues related to the dissemination of evidence-based interventions.” Journal of Children’s Services 3(2), pp 55-64.

Nutley S M, Walter I and Davies H T O (2007) Using Evidence: How research can inform public services, Bristol: Policy Press.

Renshaw J (2008) Tools for Improving Outcomes and Performance: Comparing six different approaches, London, IdEA.

Nick Axford
Dartington Social Research Unit

• A Good Childhood: Searching for values in a competitive age by Richard Layard and Judy Dunn is published by Penguin Books, £9.99. ISBN 978-0-141-03943-5