Coming of Age on the Margins: A Life Course Perspective on the Time Use of Australian Adolescents with Disabilities

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First published online 26 September 2024.

Why this study was done

Adolescents with disabilities often experience long-term social and developmental disadvantage. However, less is known about how their daily time use patterns (e.g., time alone, with peers, in school, or in leisure activities) contribute to these inequalities. The study aimed to examine how Australian adolescents with and without disabilities differ in how they spend their time as they grow older.

What the study did

The researchers used time-use diary data from a large, nationally representative Australian sample of adolescents aged 8–15 years. They compared how young people with and without disabilities spent time across different contexts, including school, leisure, screen time, and social interactions.

What the study found

The study found that adolescents with disabilities:

  • Spend more time alone and more time on screen-based leisure
  • Spend more time with mothers and less time in peer interactions and structured activities
  • Spend less time in educational and school-related activities compared to peers without disabilities
  • Show widening differences in social and leisure time use as they get older

What this means

These patterns of time use may contribute to cumulative disadvantage over the life course, as reduced peer interaction and structured engagement can limit social, educational, and developmental opportunities. The findings highlight that inequality for young people with disabilities is shaped not only by formal systems (like school), but also by everyday patterns of time and social participation.

This study was conducted by: Dr. Martin O’Flaherty, Associate Professor Tania King, and Professor Anne Kavanagh.

To read the full article, visit the journal.

For other accessible formats, please see the column to the right.

Disclaimer: The QDRN has utilised generative AI to refine the wording of this plain language summary. All content has been checked for accuracy, appropriate tone, and clarity, and approved by the author.

First published online 26 September 2024.

Why this study was done

Adolescents with disabilities often experience long-term social and developmental disadvantage. However, less is known about how their daily time use patterns (e.g., time alone, with peers, in school, or in leisure activities) contribute to these inequalities. The study aimed to examine how Australian adolescents with and without disabilities differ in how they spend their time as they grow older.

What the study did

The researchers used time-use diary data from a large, nationally representative Australian sample of adolescents aged 8–15 years. They compared how young people with and without disabilities spent time across different contexts, including school, leisure, screen time, and social interactions.

What the study found

The study found that adolescents with disabilities:

  • Spend more time alone and more time on screen-based leisure
  • Spend more time with mothers and less time in peer interactions and structured activities
  • Spend less time in educational and school-related activities compared to peers without disabilities
  • Show widening differences in social and leisure time use as they get older

What this means

These patterns of time use may contribute to cumulative disadvantage over the life course, as reduced peer interaction and structured engagement can limit social, educational, and developmental opportunities. The findings highlight that inequality for young people with disabilities is shaped not only by formal systems (like school), but also by everyday patterns of time and social participation.

This study was conducted by: Dr. Martin O’Flaherty, Associate Professor Tania King, and Professor Anne Kavanagh.

To read the full article, visit the journal.

For other accessible formats, please see the column to the right.

Disclaimer: The QDRN has utilised generative AI to refine the wording of this plain language summary. All content has been checked for accuracy, appropriate tone, and clarity, and approved by the author.