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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.
The 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.
Malaria is a leading cause of death in school-aged children in sub-Saharan Africa, and non-fatal chronic malaria infections are associated with anaemia, school absence and decreased learning, preventing children from reaching their full potential. Malaria chemoprevention has led to substantial reductions in malaria in younger children in sub-Saharan Africa.
The Human Development and Community Wellbeing (HDCW) Team focuses on improving outcomes for children, family, and the community.
Psychological prevention programmes delivered in schools may reduce symptoms of depression. However, high-quality, large-scale trials are lacking.
The Early Years Systems Evidence (EYSE) team specialises in working in partnership with governments and service providers, with a distinct focus on improving the life chances of children in Australia.
Engagement has been identified as an important predictor of student outcomes; therefore, teachers’ ability to accurately and objectively measure student engagement is essential and can assist teachers to make instructional decisions based on data rather than perception.
Population-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.
Bullying 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.
Recognition 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.