This study aimed to describe the inequalities in education attainment among Japanese adults.
A cross-sectional analysis was conducted using secondary data of individuals aged 23–29 years (n = 17,625) derived from a nationally representative survey, the Comprehensive Survey of Living Conditions in 2022. The Washington Group Short Set, which includes six sub-questions on functional difficulties, was used to define the disability state. Respondents who answered “a lot of difficulty” or “cannot do at all” to any of the sub-questions were classified as “having disability” (D1), other answers were “no disability” (D0). This definition was also applied to the six individual sub-questions. Educational attainment was categorized into two groups: high school or lower (E0) and vocational school, university, or higher (E1). Descriptive analysis was conducted by sex to obtain disability-disaggregated percentages with a 95% confidence interval (95% CI) for educational attainment. In addition, as a breakdown analysis, the percentages (95% CI) of E0 and E1 in those with individual functional difficulties were calculated and compared with those of respondents categorized as D0.
The number of data points categorized as D0 and D1 were 16,481 (men, n = 8,046; women, n = 8,435) and 1,144 (men, n = 607; women, n=537), respectively. The percentage of E0 was higher in D1 than in D0 in men (D1 = 324/607(53.38%, 95% CI; 49.40‒57.32), D0 = 3243/8046 (40.31%, 95% CI; 39.24‒41.38) and women (D1 = 257/537 (47.86%, 95% CI; 43.65‒52.09), D0 = 2514/8435 (29.80%,95% CI; 28.84‒30.79). Conversely, the percentage of E1 was lower in D1 than in D0 among men (D1 = 283/607 (46.62%, 95% CI; 42.68‒50.60), D0 = 4803/8046 (59.69%, 95% CI; 58.62‒60.76) and women (D1 = 280/537 (52.14%, 95% CI; 47.91‒56.35), D0 = 5921/8435 (70.20%, 95% CI; 69.21‒71.16). The breakdown analysis showed that the percentages of E0 and E1 in those with individual functional difficulties were 46.06‒56.58% and 43.42‒53.94% in men and 38.04‒52.05% and 47.95‒61.96% in women. Men and women with any type of individual difficulty, except for men with visual difficulty, had higher E0 and lower E1 percentages than those categorized as D0.
Disability-based inequalities in education may exist in Japan. Further studies specifying the barriers or challenges hindering children with disabilities from accessing educational services are needed to minimize this gap.
Physical therapists (PT), as health professionals of disabilities, would be able to provide good suggestions or advice for achieving inclusive educational environments to stakeholders: children with disabilities, parent (s), and teachers in school. A more proactive involvement of PT in this public health issue would be beneficial for children in need in Japan.
Education attainment
Japan
