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Community Elders in Boorloo (Perth) identified early childhood education (ECE) as a priority area for Aboriginal children’s research. This is due to a lower number of Aboriginal children attending ECE programs compared to non-Aboriginal children. Attending ECE programs sets children up for school success and is an indicator for positive life outcomes in later life. Therefore, we sought to co-design and implement a program that encourages Aboriginal children and families to attend ECE programs, known as Moort Dandjoo Kaadadjiny.
School-based nutrition education (NE) has an important role in promoting healthy eating habits and helping prevent chronic diseases – particularly among disadvantaged children and youth who are more likely to experience poor diet quality.
This study was guided by three research aims: firstly, to examine the longitudinal trends of health-related quality of life (HR-QoL) among gender and sexuality diverse (LGBTQA2S+) young people through adolescence (ages 14-19); secondly, to assess longitudinal associations between poor mental health and HR-QoL among LGBTQA2S+ young people through adolescence; and thirdly, to examine differences in HR-QoL among LGBTQA2S+ young people during early adolescence (ages 14 and 15) depending on select school-, peer-, and parent-level factors.
Mental health concerns present significant challenges for Australian youth. Arts organizations play a key role in promoting preventative mental health strate-gies through enhancing the social and emotional well-being (SEWB) of youth. However, little is known about how the arts promote SEWB and the processes and contexts through which this occurs.
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.
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.
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.
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.
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.
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.