Mental illness most frequently emerges during adolescence and early adulthood in both psychotic and affective mental illnesses. This developmental period of the life course is one with a vast amount of biological, social and psychological change, during which young people move from early school education to further education and employment. The onset of mental illness during this important period can interrupt this development (Yung et al, 2012).

There is a large body of evidence investigating the relationship between mental ill health and educational achievement and work-related disability (Marwaha et al, 2007; Hale et al., 2015). Most studies investigating this relationship focus on either cross-sectional comparisons, or test longitudinal repeated measures data against end-point relationships (e.g. a binary in work or not in work endpoint). Few explore the heterogeneity of these trajectories over time.

In this study, we aim to measure how differences in education and employment in people with and without psychotic experiences and depressive symptoms emerge over time. To do this, we will use sequence analysis, which is a statistical technique used to identify common patterns in sequences or states over time, aiding in the identification of common life course trajectories. Distinguishing typical and atypical education and employment trajectories over time could give us insight into how this developmental period differs in those with and without psychotic and depressive symptoms. It could also identify where, and at what point in time, interventions could be delivered to reduce these differences.