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The transition to formal schooling is a critical milestone in a child’s development. For Aboriginal children, early experiences are shaped by both cultural strengths and enduring impacts of colonisation. This study explored factors influencing Aboriginal families’ transition-to-school experiences in an urban Western Australian community.
We know that place, location, and geography can all influence health, wellbeing, and disease, and thus are important factors in policy development and service planning.
This project uses longitudinal population data provided through the Developmental Pathways in WA Children Project (Developmental Pathways Project).
The Life Course Centre is a national centre funded by the Australian Research Council Centre of Excellence Scheme and hosted through the University of Queensland with collaborating nodes at the University of Western Australia, Sydney University and University of Melbourne.
Each day of school missed makes a difference, with the effect on learning accumulating over time. From an early age, if children are taught that they need to 'show up' for school and make a commitment, this positive mentality aids academic and career success and brings benefits in adulthood.
Professor Cate Taylor, is part of an International cohort of researchers to secure over €1.45million in grant funding from the EU’s Horizon 2020 programme.
The Education Department of Western Australia advocates for culturally responsive schools. Aboriginal Indigenous Education Officers are employed by schools to facilitate and enable the potential for Aboriginal school children to thrive in school settings.
Based on the socioecological conceptual model, the physical environment within the home, childcare and neighbourhood domains are key factors that influence preschool children's physical activity; however, the relative importance of each of these domains for preschool children's physical activity is unclear.
Young people’s use of mobile phones and access to the Internet has increased dramatically in the last decade, especially among those aged 9–15 years. Young people now rely on information and communication technology for much of their social interaction, which can have both positive and negative effects on their social and emotional well-being. Of particular concern is the extent to which digital technology (DT) provides opportunities for cyberbullying.
Psychological prevention programmes delivered in schools may reduce symptoms of depression. However, high-quality, large-scale trials are lacking.