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Commentary on Bishop, D. V. M., Ten questions about terminology for children with unexplained language problems.
Among children using formal childcare, those who experienced higher-quality relationships were better able to regulate their attention and emotions as they...
There is growing evidence that high-quality non-parental child care can contribute to children's learning, development and successful transition to school.
Using data from the Longitudinal Study of Australian Children, this study aimed to examine the longitudinal relationships between maternal protectiveness and...
This study assessed the potential bias present in a sample of actively consented students, and in the estimates of associations between variables obtained...
Australia, Canada, and New Zealand are all developed nations that are home to Indigenous populations which have historically faced poorer outcomes than their...
Students who expect and experience a positive transition to secondary school are generally well-supported by their peers, school, and family.
While most education professionals enjoy the many opportunities working in schools and with students provides, they are also exposed to numerous stressors, such as excessive workload, complex and challenging student needs and responding to parent demands can compromise their wellbeing. Frequent exposure can lead to burnout, stress, health and relationship problems and fatigue, which can have a negative impact on their motivation, job satisfaction and their likelihood of remaining in the profession. This research paper provides recommendations and practical actions to protect and promote the wellbeing of school leaders and staff, and to support staff who may be experiencing difficulties with their mental health and wellbeing.
Citation: Cross D. Improving equity through school leadership and student wellbeing. 2021. ACEL Monograph #61 - ‘The William Walker Oration 2021.
Amidst the evolving COVID-19 pandemic, understanding the transmission dynamics of the SARS-CoV-2 virus is key to providing peace of mind for the community and informing policy-making decisions. While available data suggest that school-aged children are not significant spreaders of SARS-CoV-2, the possibility of transmission in schools remains an ongoing concern, especially among an aging teaching workforce. Even in low-prevalence settings, communities must balance the potential risk of transmission with the need for students' ongoing education.