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Globally, as scale up of early childhood education (ECE) continues, monitoring ECE quality is imperative to promote service aspects that drive positive outcomes for children. Monitoring of ECE quality in low- and middle-income countries (LMICs) is scarce, limited by challenges in varied conceptualisations of quality, lack of measurement tools that reflect local culture and context, and implementation difficulties in low resource settings.
The mental health and wellbeing of young people has important consequences for students and society. Schools are a logical environment for management and early intervention of wellbeing, mental health and engagement with school. Interventions aimed at improving mental health and wellbeing in education systems requires knowledge of how wellbeing is clustered at a school level. Cluster-randomised trials, and regression analyses of such data also require knowledge of clustering.
Prenatal alcohol exposure (PAE) is associated with growth deficits and neurodevelopmental impairment including foetal alcohol spectrum disorder (FASD). Difficulties with oral and written communication skills are common among children with PAE; however, less is known about how communication skills of adolescents who have PAE compare with those who do not.
Investment in early childhood produces positive returns: for the child, the family and the community.
The current article outlines how individuals with fetal alcohol spectrum disorder may experience inequities within the justice system
Performance on neuropsychological measures may be useful for predicting persisting post-concussion symptoms
Paediatric asylum seekers have complex trauma backgrounds with exposure to multiple adverse events within disrupted family units
Genome sequencing and phylogenetic analysis of a quorum sensing positive Psychrobacter isolate identified several quorum sensing associated systems
HLA-A*32:01 is strongly associated with vancomycin-induced DRESS in a population of predominantly European ancestry
The salience of self-compassion offers promise for early intervention initiatives focusing on less judgmental or self-critical means of self-relation