UK Data Service data catalogue record for:
|Title:||Next Steps: Sweeps 1-8, 2004-2016|
|Alternative title:||LSYPE1; First Longitudinal Study of Young People in England|
|Series:||Next Steps (formerly the Longitudinal Study of Young People in England (LSYPE1)) [Next Steps, 2004-]|
|Depositor:||University College London. UCL Institute of Education. Centre for Longitudinal Studies|
University College London. UCL Institute of Education. Centre for Longitudinal Studies
NatCen Social Research
Economic and Social Research Council
|Other acknowledgements:||Prior to 2013, the study was sponsored by the Department for Education, the Department for Business, Innovation and Skills and Department for Work and Pensions. The Principal Investigators of the study before 2013 were the Department for Education and NatCen Social Research, with fieldwork conducted by BMRB Social Research, GfK NOP and Ipsos MORI. From 2013 onwards, Next Steps has been funded by the Economic and Social Research Council. The Centre for Longitudinal Studies is responsible for the study and data collection at Sweep 8 is conducted by NatCen Social Research.|
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Abstract copyright UK Data Service and data collection copyright owner.Next Steps, previously known as the 'Longitudinal Study of Young People in England' (LSYPE1), follows the lives of around 16,000 people born in 1989-90 in England. There have been eight sweeps of the study so far, between 2004 and 2016.
The study began in 2004 and included young people in Year 9 who attended state and independent schools in England. Following the initial survey at age 13-14, the cohort members were interviewed every year until 2010, when they were aged 19-20, to map their journeys from compulsory schooling to university, training and, ultimately, entry into the labour market. The survey over the past seven sweeps (2004-2010) has thus mainly focused on the educational and early labour market experiences of young people, but also included diverse information on aspects of their lives including social participation and attitudes, risky-, crime- and anti-social behaviours, health and wellbeing, family formation, and aspirations for the future. The survey data has also been linked to the National Pupil Database (NPD) records, including cohort members' individual scores at Key Stage 2, 3 and 4.
Interviews for the first four sweeps were conducted face-to-face, and young people were interviewed along with their parents. At Sweeps 5 to 7, a mixed mode approach was introduced and respondents – the young person only - could complete the interview online, over the telephone, or face-to-face.
The first seven sweeps of the study (2004-2010) were funded and managed by the Department for Education (DfE). In 2013 the management of Next Steps was transferred to the Centre for Longitudinal Studies (CLS) at the UCL Institute of Education. Further information for the first seven sweeps may be found on the DfE iLSYPE webpage and in the documentation accompanying the data deposit.
In 2015 Next Steps was restarted, under the management of CLS, to find out how the lives of the cohort members have turned out at age 25. The eighth sweep of the study took place between August 2015 and September 2016 with the fieldwork carried out by NatCen Social Research. The Next Steps age 25 survey was aimed at increasing the understanding of the lives of the young adults growing up today, and in particular the transitions out of education and into early adult life. It maintained the strong focus on education, but the content was broadened to become a more multi-disciplinary research resource. Data was collected about cohort members' education and job training, employment and economic circumstances, housing and family life, physical and emotional health, and identity and participation. A wide range of administrative data linkage consents were collected covering health, education, economics and criminal behaviour. The collection of the data involved a sequential mixed-mode design. Participants were first invited to participate online, non-responders were then contacted by telephone and face-to-face interview afterwards.
The age 25 survey sample design comprised contacting all cohort members who had ever taken part in any of the previous sweeps of the study (except those who had given a clear refusal or are ineligible). Further information for Sweep 8 of Next Steps may be found on the CLS website.
For the 13th edition (June 2017), data and documentation for Sweep 8 of the study, conducted in 2015, were deposited (users are reminded that the study is now titled 'Next Steps' rather than LSYPE). In addition, Sweeps 1-7 were redeposited with changed serial numbers. The change has been made to improve the security of the data and increase safeguards on the confidentiality of cohort members; see the study document 'Notification of Change of Serial Numbers'.
The content of the Next Steps Sweep 8 (Age 25 Survey) covers the following topics:
At Sweeps 1-4 information was gathered on:
In order to deal with the large number of variables in the study, the dataset has been split into more manageable subsets based on the type of respondent being examined and the source of the information. More information on the composition of each sweep of the study and how to link data from different sweeps together can be found in the User Guides. Two separate User Guides are available for Sweeps 1-7 and Sweep 8.
Sweep 7 weight variable:
A change to the variable name and variable label has been made to the Sweep 7 weight variable W7_lsype_wt_incskip 'Weight: All Wave 7 respondents'. The weight variable has been renamed w7finwt, with the label "Weight: W7 final weight (w6 final weight * w7 non-response weight)". This has been done in order to provide greater clarity to users on the provenance of the variable.
|Dates of fieldwork:||2004 - 2016|
|Kind of data:||
Individual (micro) level
The study population consists of young people who were in Year 9 in English state and independent schools and pupil referral units in February 2004. Cohort members were born between 1st September 1989 and 31st August 1990.
Multi-stage stratified random sample
|Number of units:||15,770 households were included at Sweep 1. At Sweep 4, 352 ethnic boost interviews were added, taking the total number of cohort members who had taken part to 16,122. Interviews were achieved with 7,707 cohort members at Sweep 8. See documentation for further details.|
|Method of data collection:||
Face-to-face interview; Telephone interview; Self-completion
|Weighting:||Weighting used. See documentation for details.|
|ADVANCED LEVEL EXAMINATIONS||ADVANCED SUPPLEMENTARY LEVEL EXAMINATIONS||AGE|
|ALCOHOL USE||ANTISOCIAL BEHAVIOUR||APPRENTICESHIP|
|BIRTH WEIGHT||BULLYING||BUSINESS AND TECHNOLOGY EDUCATION COUNCIL AWARDS|
|CANNABIS||CARE OF DEPENDANTS||CAREERS GUIDANCE|
|CARERS' BENEFITS||CARS||CHAT ROOMS|
|CHILD BENEFITS||CHILD CARE||CHILD DAY CARE|
|CHILDREN||CHRONIC ILLNESS||CITY AND GUILDS OF LONDON INSTITUTE AWARDS|
|COMPREHENSIVE SCHOOLS||COMPUTER APPLICATIONS||COMPUTER SOFTWARE|
|CRIMINAL JUSTICE SYSTEM||CULTURAL IDENTITY||DEBILITATIVE ILLNESS|
|DONATIONS TO CHARITY||DRIVING LICENCES||DRIVING|
|DRUG ABUSE||ECONOMIC ACTIVITY||EDUCATIONAL ATTENDANCE|
|EDUCATIONAL BACKGROUND||EDUCATIONAL CERTIFICATES||EDUCATIONAL CHOICE|
|EDUCATIONAL COURSES||EDUCATIONAL FEES||EDUCATIONAL GRANTS|
|EDUCATIONAL GUIDANCE||EDUCATIONAL INFORMATION||EDUCATIONAL INSTITUTIONS|
|EDUCATIONAL INTEGRATION||EDUCATIONAL LIBRARIES||EDUCATIONAL OPPORTUNITIES|
|EDUCATIONAL STANDARDS||EDUCATIONAL STATUS||EDUCATIONAL TESTS|
|ELECTRONIC GAMES||ELECTRONIC MAIL||EMOTIONAL STATES|
|EMPLOYMENT PROGRAMMES||EMPLOYMENT SERVICES||EMPLOYMENT|
|ENGLAND||ENGLISH (LANGUAGE)||ENGLISH LANGUAGE EDUCATION|
|FAMILY BENEFITS||FAMILY MEMBERS||FATHER'S ECONOMIC ACTIVITY|
|FATHER'S EDUCATIONAL BACKGROUND||FATHER'S OCCUPATIONAL STATUS||FATHERS|
|FIELDS OF STUDY||FINANCIAL SUPPORT||FOSTER CARE|
|FREE SCHOOL MEALS||FRIENDS||FULL-TIME EMPLOYMENT|
|FURTHER EDUCATION||FUTURE||GAP YEAR|
|GENDER||GENERAL CERTIFICATE OF SECONDARY EDUCATION||GENERAL NATIONAL VOCATIONAL QUALIFICATION|
|HIGHER EDUCATION INSTITUTIONS||HIGHER EDUCATION||HIGHER NATIONAL CERTIFICATE/DIPLOMA|
|HOMEWORK||HOURS OF WORK||HOUSEHOLD BUDGETS|
|HOUSEHOLD INCOME||HOUSEHOLDS||HOUSING BENEFITS|
|HOUSING TENURE||HOUSING||ILL HEALTH|
|INFANTS||IN-SERVICE TRAINING||INTERNET ACCESS|
|INTERNET USE||INTERNET||INTERPERSONAL CONFLICT|
|JOB CHANGING||JOB HUNTING||JOB SATISFACTION|
|KEY SKILLS||LANGUAGES USED AT HOME||LAVATORIES|
|LEISURE TIME ACTIVITIES||LESSONS||LIFE SATISFACTION|
|LISTENING TO MUSIC||LOANS||MANAGERS|
|MARITAL HISTORY||MARITAL STATUS||MATHEMATICS EDUCATION|
|MEALS||MINIMUM WAGES||MOBILE PHONES|
|MOTHER'S ECONOMIC ACTIVITY||MOTHER'S EDUCATIONAL BACKGROUND||MOTHER'S OCCUPATIONAL STATUS|
|MOTHERS||MOTOR VEHICLES||MUSICAL INSTRUMENTS|
|NATIONAL VOCATIONAL QUALIFICATION||OCCUPATIONAL QUALIFICATIONS||OCCUPATIONAL TRAINING|
|OCCUPATIONS||ONE-PARENT FAMILIES||ORDINARY LEVEL EXAMINATIONS|
|OVERTIME||PARENT RESPONSIBILITY||PARENTAL ROLE|
|PARENT-CHILD RELATIONSHIP||PARENTS||PARENT-SCHOOL RELATIONSHIP|
|PARENT-TEACHER RELATIONSHIP||PARTNERSHIPS (PERSONAL)||PART-TIME EMPLOYMENT|
|PENSIONS||PLACE OF BIRTH||POLITICAL PARTICIPATION|
|PREGNANCY||PREMATURE BIRTHS||PRE-PRIMARY EDUCATION|
|PRIVATE EDUCATION||PRIVATE SCHOOLS||PUBLIC HOUSES|
|QUALIFICATIONS||RACIAL PREJUDICE||READING (ACTIVITY)|
|RELIGIOUS AFFILIATION||RELIGIOUS DISCRIMINATION||RELIGIOUS INSTRUCTION|
|RENTED ACCOMMODATION||RESIDENTIAL MOBILITY||ROOMS|
|SAFE SEX||SATISFACTION||SCHOOL DISCIPLINE|
|SCHOOL PUNISHMENTS||SCHOOL-LEAVING GUIDANCE||SCHOOLS|
|SCHOOLTEACHERS||SCIENCE EDUCATION||SECONDARY EDUCATION|
|SECONDARY SCHOOL LEAVING||SELECTIVE SCHOOLS||SELF-EMPLOYED|
|SELF-HARM||SEXUAL BEHAVIOUR||SEXUALLY TRANSMITTED DISEASES|
|SIBLINGS||SICKNESS AND DISABILITY BENEFITS||SMOKING|
|SOCIAL CAPITAL||SOCIAL HOUSING||SOCIAL LIFE|
|SOCIAL SECURITY BENEFITS||SOCIAL WORKERS||SOCIO-ECONOMIC STATUS|
|SPECIAL NEEDS EDUCATION||SPORT SPECTATORSHIP||SPORT|
|SPORTS FACILITIES||SPOUSES||STATE SCHOOLS|
|STUDY||SUPERVISORY STATUS||TECHNICAL TRAINING|
|TELEPHONES||TEMPORARY EMPLOYMENT||TERMINATION OF SERVICE|
|TEXTBOOKS||TRAINING||TRANSITION FROM SCHOOL TO WORK|
|UNEMPLOYMENT BENEFITS||UNIVERSITY COURSES||UPPER SECONDARY EDUCATION|
|VOCATIONAL EDUCATION||VOLUNTARY WORK||VOTING BEHAVIOUR|
|WAGES||WEIGHT (PHYSIOLOGY)||WORD PROCESSING|
|WORKPLACE||YOUTH CLUBS||YOUTH GUIDANCE SERVICES|
|Date of release:|
|First edition:||12 December 2006|
|Latest edition:||19 June 2017 (13th Edition)|
|Copyright:||Copyright Centre for Longitudinal Studies|
|Access conditions:||The depositor has specified that registration is required and standard conditions of use apply. The depositor may be informed about usage. See terms and conditions for further information.|
|Availability:||UK Data Service|
|Contact:||Get in touch|
|Title||File Name||Size (KB)|
|Age 25 Survey: Appendix A: participant and interviewer survey documents||5545age_25_appendix_a.pdf||15555|
|Age 25 Survey: Appendix B: additional survey documentation||5545age_25_appendix_b.pdf||5040|
|Age 25 Survey Questionnaire||5545age_25_survey_questionnaire.pdf||966|
|Age 25 Survey User Guide||5545age_25_survey_user_guide.pdf||570|
|Age 25 Survey Technical Report||5545age_25_technical_report.pdf||2279|
|LSYPE User Guide Waves One to Seven||5545lsype_user_guide_wave_1_to_wave_7.pdf||1466|
|Notification of Change of Serial Numbers, May 2017||5545notification_of_change_of_serial_numbers_next_steps_may2017.pdf||156|
|Removing NPD data information||5545removing_data_where_respondents_dropped_out.pdf||256|
|Wave Five documentation||5545wave_five_documentation.pdf||2553|
|Wave Four documentation||5545wave_four_documentation.pdf||2028|
|Wave One documentation||5545wave_one_documentation.pdf||1293|
|Wave Seven documentation||5545wave_seven_documentation.pdf||2284|
|Wave Six documentation||5545wave_six_documentation.pdf||1892|
|Wave Three documentation||5545wave_three_documentation.pdf||2074|
|Wave Two documentation||5545wave_two_documentation.pdf||4079|
|Study information and citation||UKDA_Study_5545_Information.htm||6|
By principal investigator(s):
Department for Children, Schools and Families (2007) Minority ethnic pupils in the Longitudinal Study of Young People in England (LSYPE), Sheffield: Department for Education.
Department for Children, Schools and Families (2008) Youth Cohort Study and Longitudinal Study of Young People in England: the activities and experiences of 16 year olds: England 2007, Sheffield: Department for Education.
Department for Children, Schools and Families (2008) Minority ethnic pupils in the Longitudinal Study of Young People in England: extension report on performance in public examinations at age 16, Sheffield: Department for Education.
Department for Children, Schools and Families (2009) Disengagement from Education among 14-16 year olds, Sheffield: Department for Education.
Department for Children, Schools and Families (2009) The characteristics of bullying victims in schools, Sheffield: Department for Education.
Department for Children, Schools and Families (2009) Youth Cohort Study and Longitudinal Study of Young People in England: the activities and experiences of 17 year olds: England 2008, Sheffield: Department for Education.
Department for Children, Schools and Families (2009) Drivers and barriers to educational success - evidence from the Longitudinal Study of Young People in England, Sheffield: Department for Education.
Department for Children, Schools and Families (2009) A strategy for handling missing data in the Longitudinal Study of Young People in England (LSYPE), Sheffield: Department for Education.
Department for Education (2010) Young people and community cohesion: analysis from the Longitudinal Study of Young People in England (LSYPE) – Brief, Sheffield: Department for Education.
Department for Education (2010) Youth Cohort Study and Longitudinal Study of Young People in England: the activities and experiences of 18 year olds: England 2009, Sheffield: Department for Education.
Department for Education (2010) Young people's alcohol consumption and its relationship to other outcomes and behaviour, Sheffield: Department for Education.
Department for Education (2011) Youth Cohort Study and Longitudinal Study of Young People in England: the activities and experiences of 19 year olds: England 2010, Sheffield: Department for Education.
Department for Education (2011) Understanding vulnerable young people: analysis from the Longitudinal Study of Young People in England, Sheffield: Department for Education.
Baker, C., et al. (2014) Longitudinal study of young people in England: cohort 2, wave 1, Research Report, Department for Education.
Lasher, S., and Baker, C. (2015) Bullying: evidence from the longitudinal study of young people in England 2, wave 2, Research Brief, Department for Education.
Resulting from secondary analysis:
Hagger-Johnson, G., Bewick, B.M., Conner, M., O'Connor, D., and Shickle, D. (2012) 'School-related conscientiousness, alcohol drinking, and cigarette smoking in a representative sample of english school pupils', British Journal of Health Psychology, 17(3), pp.644-65.
Hagger-Johnson, G., Bell, S., Britton, A., Cable, N., Conner, M., O'Connor, D.B., Shickle, D., Shelton, N., and Bewick, B. M. (2013) 'Cigarette smoking and alcohol drinking in a representative sample of English school pupils: cross-sectional and longitudinal associations', Preventive Medicine, 56(5), pp.304-08.
Crawford, C., Dearden, L. and Greaves, E. (2013) The impact of age within academic year on adult outcomes, IFS Working Papers, W13/07, May. London: Institute for Fiscal Studies. doi: 10.1920/wp.ifs.2013.1307. Retrieved August 19, 2013 from http://www.ifs.org.uk/wps/wp201307.pdf
Hagger-Johnson, G., Taibjee, R., Semlyen, J., Fitchie, I., Fish, J., Meads, C. and Varney, J. (2013) 'Sexual orientation identity in relation to smoking history and alcohol use at age 18/19: cross-sectional associations from the Longitudinal Study of Young People in England (LSYPE)', BMJ Open, 3(8), doi:10.1136/bmjopen-2013-002810
Benton, T. (2013) 'Examining the impact of tiered examinations on the aspirations of young people', Paper presented at the British Educational Research Association Conference, Brighton, September 2013.
Hagger-Johnson, G., Taibjee, R., Semlyen, J., Fitchie, I., Fish, J., Meads, C. and Varney, J. (2013) 'Sexual orientation identity in relation to smoking history and alcohol use at age 18/19: cross-sectional associations from the Longitudinal Study of Young People in England (LSYPE)', BMJ Open,;3:e002810, doi:10.1136/bmjopen-2013-002810 . retrieved February 2nd 2016 from http://bmjopen.bmj.com/content/3/8/e002810.full
Emerson, E. and Halpin, S. (2013) 'Anti-social behaviour and police contact among 13-15 year English adolescents with and without mild/moderate intellectual disability', Journal of Applied Research in Intellectual Disabilities, 26, pp.362-369. doi:10.1111/jar.12041
Benton. T. (2014) 'Examining the impact of entry level qualifications on educational aspirations', Educational Research, 53(6), pp.259-276. Retrieved January 8, 2015, from http://www.tandfonline.com/doi/full/10.1080/00131881.2014.934552
Bernardi, F. and Grätz, M. (2015) 'Making up for an unlucky month of birth in school: causal evidence on the compensatory advantage of family background in England', Sociological Science, 2, pp.235-251.
Bowe, A. G. (2015)'Exploring social and psycho-social factors that might help explain the Afro-Caribbean boy underachievement in England', International Journal of Educational Development, 42, pp.73-84.
Bowe, A. G. (2015) 'Risky behavior among Black Caribbean and Black African adolescents in England: how do they compare?', Ethnicity and Health, published online 9 June 2015. doi:10.1080/13557858.2015.1041458
Grätz, M. (2015) Compensating disadvantageous life events: social origin differences in the effects of family and sibling characteristics on educational outcomes, Ph.D. Thesis, European University Institute, Florence. See http://cadmus.eui.eu/handle/1814/38784
Bowe, A. (2017) 'The immigrant paradox on internalizing symptoms among immigrant adolescents in the UK: brief report', Journal of Adolescence, 55, pp.72-76.
Bowe, A. (2017) 'The cultural fairness of the 12-item general health questionnaire among diverse adolescents', Psychological Assessment, 29(1), pp.87-97.