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Research
The Importance of School Pedagogical and Social Climate to Students’ Unauthorized Absenteeism – a Multilevel Study of 101 Swedish SchoolsWhile 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.
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Gestational age and child development at school entryStudies have reported a dose-dependent relationship between gestational age and poorer school readiness. The study objective was to quantify the risk of developmental vulnerability for children at school entry, associated with gestational age at birth and to understand the impact of sociodemographic and other modifiable risk factors on these relationships. Linkage of population-level birth registration, hospital, and perinatal datasets to the Australian Early Development Census (AEDC), enabled follow-up of a cohort of 64,810 singleton children, from birth to school entry in either 2009, 2012, or 2015.
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The development and pilot of the university student embeddedness (USE) scale for student retention within universities: validation with an Australian student sampleA significant number of university students are leaving their institutions before completing their degrees. The present research project applied embeddedness theory, from organizational research, to understand student retention in a tertiary student population, and develop a quantitative instrument that measured university student embeddedness.
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School absence and its effect on school performance for children born with orofacial cleftsWe aimed to describe school absence and its relationship with school performance for children with and without orofacial clefts.
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The Association Between Breakfast Skipping and Positive and Negative Emotional Wellbeing Outcomes for Children and Adolescents in South AustraliaThe prevalence of child and adolescent breakfast skipping is concerning, and limited existing evidence suggests an association between skipping breakfast and negative emotional wellbeing outcomes. However, positive emotional wellbeing outcomes have been neglected from research in this space.
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International Trauma-Informed Practice Principles for Schools (ITIPPS): expert consensus of best-practice principlesRecognition that schools should be responsive to children who are impacted by adversity and trauma is burgeoning internationally. However, consensus regarding the necessary components of a trauma-informed school is lacking. This research developed expert-informed and internationally relevant best-practice trauma-informed principles for schools.
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Exploring Primary School Staff Responses to Student Reports of Bullying in Australia: A Qualitative StudyBullying behaviour often increases in late childhood and peaks in early adolescence. While interventions to address bullying behaviour typically encourage students to report bullying incidents to school staff, students are often reluctant to report incidents for fear it will worsen their situation or because they lack confidence in a staff members’ ability to intervene effectively. This study explores school staff responses to student reports of bullying behaviour.
Research
Language in Little Ones (LiLO)The Language in Little Ones (LiLO) study is a five-year longitudinal study (2017-2021), funded through the National Health and Medical Research Council. The study investigates the quantity and quality of language exposure in the home environment during the first five years of a child’s life.