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In South Australian schools, students in Grade 4 to 12 are invited to participate in an annual survey about their wellbeing and engagement in school, referred to as the Wellbeing and Engagement Collection.

In this report, we explore the relationship between student wellbeing, school engagement, and academic achievement.

The aim of the WEC is to help teachers, school leaders and policy makers better understand and support the wellbeing and engagement of their students.

The goals of the current study were to identify different trajectories of sadness from Grade 6 to 9 in Australian school students, and to explore the role that social support from school, teachers, friends and families play in supporting students’ mental health.

It has been well established that children's development at school entry is associated with their later academic achievement, but less is known about whether there is also an association with other measures of school success, such as students' social and emotional wellbeing.

The Human Development and Community Wellbeing (HDCW) Team focuses on improving outcomes for children, family, and the community.

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.

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.

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.

Bullying in schools has been associated with poor academic and mental health outcomes in students. While students are often encouraged to report bullying incidents to school staff, some students avoid reporting incidents as they lack faith in staff members ability to intervene.