Picture of UK Houses of Parliament

Leading national thinking on politics, government & public policy through Open Access research

Strathprints makes available scholarly Open Access content by researchers in the School of Government & Public Policy, based within the Faculty of Humanities & Social Sciences.

Research here is 1st in Scotland for research intensity and spans a wide range of domains. The Department of Politics demonstrates expertise in understanding parties, elections and public opinion, with additional emphases on political economy, institutions and international relations. This international angle is reflected in the European Policies Research Centre (EPRC) which conducts comparative research on public policy. Meanwhile, the Centre for Energy Policy provides independent expertise on energy, working across multidisciplinary groups to shape policy for a low carbon economy.

Explore the Open Access research of the School of Government & Public Policy. Or explore all of Strathclyde's Open Access research...

A survey of disabled children and young people's views about their quality of life

Sylvester, Janet and Donnell, Nigel and Gray, Shelley and Higgins, Kate and Stalker, Kirsten (2013) A survey of disabled children and young people's views about their quality of life. Disability and Society. ISSN 0968-7599

Full text not available in this repository.Request a copy from the Strathclyde author


This study aimed to explore disabled children and young people's perspectives about their quality of life, in terms of physical, mental and social well-being. Ninety-one disabled children, recruited through voluntary organisations in Scotland, completed KIDSCREEN-27, a validated measure of health-related quality of life for children. Findings were compared with those from a European study of pre-dominantly non-disabled children. The children gave largely positive reports about school, family relationships and their physical health. However, one in three reported often feeling 'sad' and many were excluded from social activities with their peers. Expectations of achieving academic qualifications, and moving into further or higher education, were generally low. The children's perceived quality of life was lower than their European counterparts', less so in relation to school but particularly for friendships and peer support. The findings are discussed in the light of the social relational understanding of disability. Policy and practice implications are identified.