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This study explored the extent to which disaggregated support from family, peers, close friendships, teachers, and schools predicted membership into identified, sex-specific trajectories of depressed mood in 3210 Australian adolescents (49% females) based on self-report data collected at four annual time points from school Grade 6 to 9 (ages 10–16).
It is well established that children’s school readiness is associated with their later academic achievement, but less is known about whether school readiness is also associated with other measures of school success, such as students’ social and emotional wellbeing. While some previous research has shown a link between early social and emotional development and student wellbeing, results are mixed and the strength of these relationships vary depending on whether data is based on child, teachers or parents ratings and which specific student wellbeing outcomes are measured.
The neighbourhood physical environment has a weak but significant association with early childhood development
Findings support the aims of the early Human Capability Index in being adaptable and applicable for use within a range of low and middle income countries
Interventions in the early years provide a sustainable solution by generating long-term labour productivity and social welfare benefits
The longitudinal analyses found no evidence of increased (or decreased) long-term risk of ear infections in subsequent waves associated with attending a child care centre
This mixed methods study investigated the impact of Tasmania’s Child and Family Centres on parents’ confidence and competence
There is an increasing support from international organizations and the research community for stepping beyond infant or child mortality as the most common...
To test the fit of a seven-syndrome model to ratings of preschoolers' problems by parents in very diverse societies.
Inequalities in child healthy development: some challenges for effective implementation