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An NHMRC grant to develop a program to improve school outcomes in the Ngaanyatjarra lands has helped create books reflecting Aboriginal experiences.
A recent study from The Kids Research Institute Australia has revealed some interesting facts about just how important those school attendance days are.
This project aims to inform harm prevention and minimisation strategies by investigating outcomes and points for early intervention in young people with alcohol-related harm. Researchers will also compare outcomes between Aboriginal and non-Aboriginal youth.
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.
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.
This research explored adults' perceptions of how sexualized images typically found on social media might influence adolescent girls' mental health, what support girls might need should they experience mental health difficulties, and how such difficulties could be prevented or reduced.
Gathering Autistic young people's testimony is critical for understanding their lived experience of education and designing settings in which these students can thrive. Despite increasing knowledge in this field, we lack perspectives from a broad range of Autistic students which necessarily limits our ability to build inclusive, supportive environments for all. This study explored the educational experiences of preschool and school-aged Autistic students from diverse age groups, backgrounds, and educational settings.
Bullying in schools has been associated with poor academic and mental health outcomes in students. While students are often encouraged to report bullying incidents to school staff, some students avoid reporting incidents as they lack faith in staff members ability to intervene.
Interest in how the school built environment impacts bullying behaviour has gained momentum in recent years. While numerous studies have identified locations within schools where bullying frequently occurs, few studies have investigated the potential conceptual pathways linking school locations to bullying behaviour.