Type of disability, gender, and age affect school satisfaction: Findings from the UK Millennium Cohort Study

BACKGROUND: Self‐reported school satisfaction is an important indicator of child and adolescent well‐being. Few studies have examined how disability, gender, and age affect school satisfaction. AIM: We sought to determine whether the interaction between disability and gender with regard to self‐reported school satisfaction might be specific to particular types of disability and particular ages. METHODS: We undertook secondary analysis of Waves 5 and 6 of the UK’s Millennium Cohort Study (MCS), a nationally representative sample of children born 2000–2002. MCS is the fourth in the series of British birth cohort studies. RESULT: At 11 years of age (n = 12,207), school satisfaction was significantly higher for girls and those without disabilities. By contrast, at 14 (n = 10,933), school satisfaction was significantly higher for boys and those without disabilities. Subsequent analyses of gender moderation of the association between disability and school satisfaction revealed a significant interaction between gender and disabilities associated with mental health and with dexterity, respectively, at 14 years but not at age 11. CONCLUSION: These findings will inform future research endeavours, policy, and practice in psychology, education, and other areas associated with child development and disability.