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Breakfast skipping and cognitive and emotional engagement at school: A cross-sectional population level study

Research on the consequences of breakfast skipping among students tends to focus on academic outcomes, rather than student wellbeing or engagement at school. This study investigated the association between breakfast skipping and cognitive and emotional aspects of school engagement.

Overarching Evaluation of the National Support for Child and Youth Mental Health Program- Final Report

The National Support for Child and Youth Mental Health Program (the Program) aims to improve mental health outcomes for children and young people, commencing with the early years and going through to adolescence, by providing targeted grants for workforce and education activities that will build capabilities aligned to the Program objectives.

Use of administrative record linkage to examine patterns of universal early childhood health and education service use from birth to Kindergarten (age 4 years) and developmental vulnerability in the Preparatory Year (age 5 years) in Tasmania, Australia

In Australia, the health and education sectors provide universal early childhood services for the same population of children. Therefore, there is a strong imperative to view service use and outcomes through a cross-sectoral lens to better understand and address the service needs of young children and their families.

Parental Perspectives on Children’s School Readiness: An Ethnographic Study

School readiness is a construct used by educators and policy makers to describe a range of abilities that are beneficial for children transitioning to school. The association of socioeconomic disadvantage with developmental vulnerability when children start school is well established. Parents play a crucial role in supporting children’s transition to school and are acknowledged as their child’s first and foremost teacher.

Effects of a positive education programme on secondary school students’ mental health and wellbeing; challenges of the school context

Previous 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.

The relationship between early adolescent cyberbullying victimization and later emotional wellbeing and academic achievement

This study addresses a knowledge gap in the literature about early adolescent cyberbullying victimization and the related positive and negative emotional wellbeing and academic achievement outcomes experienced over time. 

Aspiring athletes managing sport, education, social, and family life: A scoping review

This scoping review considers the experiences of aspiring high school-aged athletes as they navigate the complexities of managing sport, education, social, and family life. The review synthesises existing literature on the decisions, barriers, facilitators, and support systems that influence aspiring athletes' pathways.

Approaches that support Indigenous children and families in the transition to school: A systematic review

The early years are critical for lifelong wellbeing, with transition to formal school a key period for development. For Indigenous children, this transition provides opportunities to build on cultural strengths and belonging. However, many children face systemic barriers that impact their transition experiences, highlighting a need for culturally safe programs that support Indigenous families during this significant time.

‘Beyond core business’: A qualitative review of activities supporting environmental health within remote Western Australian schools

Aboriginal children and families contend with higher rates of preventable infectious diseases that can be attributed to their immediate living environment. The environments in which children spend most of their time are their homes and schools. We aimed to understand the opportunities in the school setting to support student skin health and wellbeing through environmental health activities, how these activities were completed, and the barriers to their implementation.

Empowering quality education through sustainable and equitable electricity access in African schools

Although most people born this century will be educated in African schools, these schools often lack basic infrastructure, such as electricity and/or lighting. In the face of a rapidly growing school-age population in Africa, the electrification of educational facilities is not just an infrastructural challenge but also a pivotal investment in the continent’s future workforce.