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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.
A study by The Kids has found children with a parent who has gone to prison are significantly more likely to have poor development outcomes.
A team of researchers passionate about the social and emotional wellbeing of children have been refining a survey questionnaire.
Ethan recently took part in Belong, a study led by The Kids which aims to ensure deaf and hard of hearing kids have a happy & positive school experience
An NHMRC grant to develop a program to improve school outcomes in the Ngaanyatjarra lands has helped create books reflecting Aboriginal experiences.
A recent study from The Kids Research Institute Australia has revealed some interesting facts about just how important those school attendance days are.
This project aims to inform harm prevention and minimisation strategies by investigating outcomes and points for early intervention in young people with alcohol-related harm. Researchers will also compare outcomes between Aboriginal and non-Aboriginal youth.
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.
In 2020, school and early childhood educational centre (ECEC) closures affected over 1.5 billion school-aged children globally as part of the COVID-19 pandemic response. Attendance at school and access to ECEC is critical to a child's learning, well-being and health. School closures increase inequities by disproportionately affecting vulnerable children. Here, we summarise the role of children and adolescents in Severe Acute Respiratory Syndrome Coronavirus 2 (SARS-CoV-2) transmission and that of schools and ECECs in community transmission and describe the Australian experience.
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.