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School bullying is a public health concern affecting the physical and mental health of children and young people. While school-based interventions to prevent bullying have been developed internationally, the effectiveness of many interventions has been mixed and modest.

School-based nutrition education (NE) has an important role in promoting healthy eating habits and helping prevent chronic diseases – particularly among disadvantaged children and youth who are more likely to experience poor diet quality. 

Aboriginal children and families contend with higher rates of preventable infectious diseases that can be attributed to their immediate living environment. The environments in which children spend most of their time are their homes and schools. We aimed to understand the opportunities in the school setting to support student skin health and wellbeing through environmental health activities, how these activities were completed, and the barriers to their implementation.

The effects of educational advantage or disadvantage get handed down through the generations according to a new study by researchers at the The Kids.

We know that place, location, and geography can all influence health, wellbeing, and disease, and thus are important factors in policy development and service planning.

The Life Course Centre is a national centre funded by the Australian Research Council Centre of Excellence Scheme and hosted through the University of Queensland with collaborating nodes at the University of Western Australia, Sydney University and University of Melbourne.

Globally, as scale up of early childhood education (ECE) continues, monitoring ECE quality is imperative to promote service aspects that drive positive outcomes for children. Monitoring of ECE quality in low- and middle-income countries (LMICs) is scarce, limited by challenges in varied conceptualisations of quality, lack of measurement tools that reflect local culture and context, and implementation difficulties in low resource settings.

This project provides guidance to help school leaders review the evidence for different programs, as well as a review of universal, evidence-based pre-school and school-based social and emotional learning programs available in Australia.

Although most people born this century will be educated in African schools, these schools often lack basic infrastructure, such as electricity and/or lighting. In the face of a rapidly growing school-age population in Africa, the electrification of educational facilities is not just an infrastructural challenge but also a pivotal investment in the continent’s future workforce.

The early years are critical for lifelong wellbeing, with transition to formal school a key period for development. For Indigenous children, this transition provides opportunities to build on cultural strengths and belonging. However, many children face systemic barriers that impact their transition experiences, highlighting a need for culturally safe programs that support Indigenous families during this significant time.