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This paper examines the magnitude and source of gender gaps in cognitive and social-emotional skills in early primary grades in rural Indonesia. Relative to boys, girls score more than 0.17 SD higher in tests of language and mathematics (cognitive skills) and between 0.18 and 0.27 SD higher in measures of social competence and emotional maturity (social-emotional skills).
We examined associations between developmental vulnerability profiles determined at the age of 5 years and subsequent childhood mental illness between ages 6 and 13 years in an Australian population cohort.
Mental health and well-being during childhood and adolescence have been shown to impact on health, educational attainment and employment in adulthood.1–3 Although health and education systems worldwide have long recognized the importance of promoting student well-being,4–6 population-wide monitoring of well-being remains uncommon.
Executive functioning and self-regulation influence a range of outcomes across the life course including physical and mental health, educational success, and employment
The implementation of the Pacific early age readiness and learning program has generated significant data, evidence, operational experience, and knowledge
A cross-agency response to supporting educational attainment for all children reported to child protection services is required
The results from this review indicate that it would indeed be plausible to adapt the population health approach to sites and schools
Access to safe, secure, and stable housing is a well-known social determinant of health
This paper reports on a five-year project to measure student wellbeing across an education system using the Middle Years Development Instrument
In all six countries, child development scores increased with age and urban children consistently performed better than rural children