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We used data from the Longitudinal Study of Australian Children to examine the reasons for 14-15 year old absences and how they relate to outcomes in year 9.
Understanding variations in risk profiles among persistently non-attending children will inform the development of absence interventions.
The objectives of this study are to assess the association between childhood bullying and preference-based health-related quality of life in Australian school children and their parents and estimate quality-adjusted life years associated with bullying chronicity. Children aged 8-10 years completed the child health utilities, while parents completed the Australian quality of life.
While individual and family factors behind students’ school absenteeism are well-researched, fewer studies have addressed school climate factors. This study investigated the association between school climate in Swedish schools and students’ absenteeism.
Limited research exists on the pathways through which physical activity influences cognitive development in the early years. This study examined the direct and indirect relationships between physical activity, self-regulation, and cognitive school readiness in preschool children.
Engagement has been identified as an important predictor of student outcomes; therefore, teachers’ ability to accurately and objectively measure student engagement is essential and can assist teachers to make instructional decisions based on data rather than perception.
This paper reports on Aboriginal parents’ perceptions about their involvement in a Western Australian pilot initiative called KindiLink. The program seeks to support parents as their child’s first teacher and thereby enhance Aboriginal children’s early-years development, while strengthening relationships between families and schools. A constructivist paradigm was used to inform the methodology which placed Aboriginal voices at the centre of the research.
It is well established that children’s school readiness is associated with their later academic achievement, but less is known about whether school readiness is also associated with other measures of school success, such as students’ social and emotional wellbeing. While some previous research has shown a link between early social and emotional development and student wellbeing, results are mixed and the strength of these relationships vary depending on whether data is based on child, teachers or parents ratings and which specific student wellbeing outcomes are measured.
Australia is the only developed country to consistently undertake a developmental census of its children nationwide. The repeated collection of the Australian Early Development Census (AEDC) has provided an unprecedented opportunity to examine the prevalence of developmental vulnerability across Australia's states and territories, the socio-economic distribution of developmental vulnerability across jurisdictions, and how these distributions might have changed over time.
The aim of this study was to estimate the changes to costs and health benefits of implementing the "Friendly Schools Friendly Families" (FSFF) anti-bullying intervention in Australia.