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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.
Understanding variations in risk profiles among persistently non-attending children will inform the development of absence interventions.
In this study, the Australian Early Development Census scores of 19,203 children were linked to information on child maltreatment allegations.
We used data from the Longitudinal Study of Australian Children to examine the reasons for 14-15 year old absences and how they relate to outcomes in year 9.
Maternal alcohol use disorder was associated with a significantly increased odds of poor school attendance for non-Indigenous and Indigenous children.
We aimed to describe school absence and its relationship with school performance for children with and without orofacial clefts.
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.