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The aim of the WEC is to help teachers, school leaders and policy makers better understand and support the wellbeing and engagement of their students.
The goals of the current study were to identify different trajectories of sadness from Grade 6 to 9 in Australian school students, and to explore the role that social support from school, teachers, friends and families play in supporting students’ mental health.
It has been well established that children's development at school entry is associated with their later academic achievement, but less is known about whether there is also an association with other measures of school success, such as students' social and emotional wellbeing.
Head, Early Years Systems Evidence; Head, Tenders Support Unit
Results indicated the existence of SES gradients in early development in multiple domains in China, Mongolia, Papua New Guinea, Timor-Leste, and Vanuatu
This study examined associations between maltreatment and early developmental vulnerabilities in a population sample of 68,459 children
Mining developments are being required to consider how they affect local communities and implement strategies to minimise negative impacts they may be causing
The realisation of human potential for development requires age-specific investment throughout the 8000 days of childhood and adolescence.
Participant’s interviews describe how the Cultural, Social and Emotional Well Being(CSEWB) Program significantly changed their lives and their families’ lives in various constructive and affirming ways to bring about positive outcomes.
We examined the association of maternal factors and infant nutrition, with the subsequent diagnosis of NAFLD in adolescents