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Research
School readiness of maltreated children: Associations of timing, type, and chronicity of maltreatmentIn this study, the Australian Early Development Census scores of 19,203 children were linked to information on child maltreatment allegations.
Research
Associations between School Readiness and Student Wellbeing: A Six-Year Follow Up StudyIt 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.
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Minority stressors, traumatic events, and associations with mental health and school climate among gender and sexuality diverse young people in Australia: Findings from a nationally representative cohort studyPopulation-level, nationally representative data on the prevalence of minority stressors and traumatic events, mental ill-health effects, and the preventative utility of school climate, among gender and sexuality diverse young people in Australia, is significantly lacking.
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School staff responses to student reports of bullying: A scoping reviewBullying 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.
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Wellbeing and academic achievement paperIn this report, we explore the relationship between student wellbeing, school engagement, and academic achievement.
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Western Australian Child Development AtlasWe know that place, location, and geography can all influence health, wellbeing, and disease, and thus are important factors in policy development and service planning.
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Review of the quality of evidence for preschool and school-based programs to support social and emotional skills, perseverance and academic self-conceptThis 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.
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It’s time for change: inequities and determinants of health-related quality of life among gender and sexually diverse young people in AustraliaThis study was guided by three research aims: firstly, to examine the longitudinal trends of health-related quality of life (HR-QoL) among gender and sexuality diverse (LGBTQA2S+) young people through adolescence (ages 14-19); secondly, to assess longitudinal associations between poor mental health and HR-QoL among LGBTQA2S+ young people through adolescence; and thirdly, to examine differences in HR-QoL among LGBTQA2S+ young people during early adolescence (ages 14 and 15) depending on select school-, peer-, and parent-level factors.
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Effects of a positive education programme on secondary school students’ mental health and wellbeing; challenges of the school contextPrevious research has demonstrated wellbeing benefits for positive education programmes (PEPs) facilitated by clinicians or experts or outside the school context. The current study explored the effects of a Year 10 PEP led by teachers trained in positive education and embedded within the Australian secondary school context.
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School-based depression and anxiety prevention programs: An updated systematic review and meta-analysisDepression and anxiety are often first experienced during childhood and adolescence, and interest in the prevention of these disorders is growing. The focus of this review was to assess the effectiveness of psychological prevention programs delivered in schools, and to provide an update to our previous review from five years ago (Werner-Seidler, Perry, Calear, Newby, & Christensen, 2017).