Carnegie Trust UK has published a report exploring digital exclusion among young people. It is often assumed that young people are ‘digital natives’, however, a large number of young people do not possess even basic digital skills. Findings from across the UK show that young people who are at points of transition in their life (unemployed, homeless, in care) are most at risk of being digitally excluded. Digital literacy must be actively and passively developed through ongoing access, support and training. This report provides four in depth case studies of projects engaging with groups of vulnerable young people to help develop their digital skills.
This is the sixth annual report outlining how children and young people in the ACT are tracking against key indicators such as physical health and wellbeing and development in the early years. Notably, the number of children enrolled in a preschool program has increased by more than 35 per cent over three years, and the rate of young people charged with a criminal offence has almost halved since 2011.
A review of the literature on social and emotional learning for students ages 3–8: Characteristics of effective social and emotional learning programs
Social and emotional learning (SEL) is the process by which children and adults learn to understand and manage emotions, maintain relationships, and make responsible decisions. This series of four reports explores the benefits of SEL in the early years, and identifies the characteristics of SEL interventions that lead to positive outcomes in the school environment. It provides helpful strategies for school staff and teachers to foster a positive classroom environment and support social and emotional competence in their students.
A systematic review of children’s alcohol-related knowledge, attitudes and expectancies
Researchers at the Centre for Health and Social Research, Australian Catholic University, have released an article exploring the literature on the alcohol-related knowledge, beliefs, attitudes and expectancies of children aged 12 years and under. A comprehensive review shows that that children’s knowledge of, and attitudes towards, alcohol develop well before they drink alcohol, and are commonly formed through the media and social situations. Given this, alcohol education initiatives need to commence before children begin drinking, and should address social norms and expectancies.
All tapped out: Touchscreen interactivity and young children’s word learning
A report in Frontiers in Psychology has examined the effectiveness of touchscreens for children’s learning and the impact on family life. The study explores how children of preschool age interact with touchscreens, and how different types of screen interactions affect their ability to learn language.
Amplify insights: Education inequity – Part two: Levers of change
This second report in a series on education inequity from the Centre for Social Impact at UNSW Sydney identifies levers of change to address five of the 11 drivers of educational inequity identified in the first report: lack of accessible and responsive early childhood education and care; disconnection between education setting, home and community; bullying, discrimination and social isolation; one-size-fits-all curriculum; and absence of a whole-of-school approach underpinned by resources and infrastructure. The authors synthesised 16 levers from a systematic review of 45 evidence-based programs and culturally inclusive studies based in Australia. The report makes 22 recommendations.
Families experiencing homelessness come up against significant barriers in accessing quality early childhood education and care for their children. This US based research aims to give homeless parents a voice in illuminating their individual experiences, and to be part of the solution. Parents commonly identified issues related to access to financial subsidies, transportation and the absence of active outreach services.
Building the future: Children and the Sustainable Development Goals in rich countries
A report card released by the United Nations Children’s Fund (UNICEF) offers an assessment of child wellbeing across 41 countries of the European Union (EU) and the Organisation for Economic Co-operation and Development (OECD). On the League Table showing the performance of countries against nine child-relevant goals, Australia ranks 39 out of 41 countries for ‘quality education’, ahead of Romania (40) and Turkey (41).
The Australian Children’s Education & Care Quality Authority (ACECQA) has published an information sheet outlining agreed changes to the National Quality Framework (NQF) as part of the 2014 Review of the National Partnership Agreement on the National Quality Agenda for Early Childhood Education and Care. It includes a summary table of the proposals and final decisions by Ministers. Most changes commenced on 1 October 2017 in all states and territories.
This report from ACIL Allen considered the extent to which the implementation of the Child Link Register will enable it to deliver the policy and legislative intent of Part 7A of the Child Wellbeing and Safety Act (2005). The review found that the program is well-positioned to achieve its objective and identified four strengths that are supporting its effective implementation.
Childcare Use and Its Role in Indigenous Child Development: Evidence from the Longitudinal Study of Indigenous Children in Australia
This paper uses data from the Longitudinal Study of Indigenous Children to map patterns of childcare use and its effects on the learning and development of Indigenous children. The authors maintain that relatively disadvantaged children might benefit from attending childcare, but suggests that future research should investigate whether the quality of early childhood education is associated with positive cognitive outcomes for Indigenous children from disadvantaged backgrounds.
Children and young people’s mental health —the role of education
Schools have a significant role in promoting and protecting children and young people’s mental health and wellbeing. The UK Health and Education Select Committees have published findings from their joint inquiry into the role of education in promoting emotional wellbeing in children and young people in the UK. The report recommends a whole of school approach to embed the mental health and wellbeing of children and young people in school culture. It is also important that teachers receive training in mental health issues and how to respond to them.
Community schools: An evidence-based strategy for equitable school improvement
A recent review of research studies and evaluations has shown that community schools can be successful in improving school outcomes and childhood learning. This is found to be particularly true in schools with a high level of poverty. This brief, prepared by the Learning Policy Institute and the National Education Policy Center, highlights the benefits of community schools partnering with local agencies and government to provide an integrated and holistic approach to academics, health and community development.
Comparative perspectives on family day care: Structure, regulation and research gaps
Family Day Care Australia (FDCA) commissioned the Social Policy Research Centre to examine the regulations and funding processes surrounding family day care in New Zealand and the UK. By examining international examples of funding and regulation for ECEC, Australia can gain insight into how it can design its own family day care services to be more flexible and of a higher quality. The report notes a lack of information available about the kinds of integrated and innovative practices currently in place in Australia. In light of this, the report proposes a research agenda for Australian family day care.
Considering culture: Building the best evidence-based practices for children of color
The Annie E. Casey Foundation has produced a case study that examines the role of culture in establishing effective, evidence-based programs in African-American communities. The report suggests ways in which organisations can apply evidence-based practices and introduce innovative approaches and programs that respond to the needs of African-Americans. It emphasises that programs which are effective for one group might not be so for another. Success is dependent upon having a strong understanding of the unique cultural environment and on incorporating this understanding into the design and implementation stages of a program. This will also support community buy-in at the early stages of a community program or intervention.
Consultations with young people to inform the eSafety Commissioner’s Engagement Strategy for Young People: A report on the findings
Western Sydney University has released this report outlining young people’s insights and recommendations about online safety to inform the eSafety Commissioner’s messaging, resources and ongoing engagement with children and young people. The report was developed using youth-centred, participatory co-research and codesign methods. Key concerns raised by young people in the research included privacy issues, security issues and managing online interactions with others.
Contexts of disadvantage: Implications for child outcomes
This report uses data from the first five waves of the Longitudinal Study of Australian Children (LSAC) to examine the links between family, neighbourhood and school level disadvantage and children’s cognitive and social outcomes. It found that to experience any one of family, neighbourhood or school level disadvantage is detrimental to a child’s cognitive and socio-emotional outcomes. The LSAC data suggests that much of the association between disadvantage and child cognitive outcomes can be explained by the incidental influence of disadvantage on the home environment, especially on the amount of time and effort spent by parents on activities that stimulate children’s cognitive abilities.
Counting the costs of lost opportunity in Australian education
This Mitchell Institute report estimates the economic and social costs linked to early school leaving and not being actively engaged in work and study in the year after completing Year 12. The costs related to disconnection from education affect not only career aspirations, prospects and income, but also influences decision-making in relation to parenting, health and citizenship. The cost to taxpayers of having 38,000 19-year-olds – about one in four – not achieving their Year 12 certificate is estimated to be $315 million each year and more than $12.6 billion across a lifetime.
Creating Engaging Schools for all Children and Young People: What Works
This VCOSS report aims to improve school and student engagement in Victoria. It presents a number of successful examples of engaging schools, and offers seven ‘principles of school engagement’ that can help create an engaging and supportive school culture. Along with school specific examples of good practice in Victoria, the report also acknowledges the system-wide changes needed to support an engaging and inclusive school environment.
Do academic preschools yield stronger benefits? Cognitive emphasis, dosage, and early learning
The Journal of Applied Developmental Psychology has published a US study documenting the benefits of
‘academic’ preschool programs that emphasise language, pre-literacy and math concepts. The benefits were sustained throughout kindergarten, and were especially strong for African-American children attending at least 20 hours per week. This study offers important insights into the ideal amount of time spent in preschool, and the types of classroom activities that may support cognitive development.
Don’t take it as read: Inquiry into adult literacy and its importance
The House of Representatives Standing Committee on Employment, Education and Training has released its report on adult literacy, numeracy and problem-solving skills in Australia. It includes an examination of the benefits of investing in adult language, literacy, numeracy and digital literacy skills to assist parents to support their children’s education. The report makes 15 recommendations.
Early Years Transitions: Supporting children and families at risk of experiencing vulnerability: Rapid literature review
This literature review conducted by the Australian Council for Educational Research (ACER) seeks to understand how Early Childhood Education and Care (ECEC) services, professionals and teachers can support children in key transitions stages, particularly their entry into primary school. The review focuses on the transition support needs of children affected by trauma, children living in out of home care (OOHC) and children with a refugee background. It presents the most recent research to shed light on best practice. It highlights the importance of forging meaningful partnerships and providing ongoing support for the professional development of ECEC professionals and teachers.
Early Years transitions: Supporting children and families at risk of experiencing vulnerability: Rapid literature review
The Victorian Department of Education and Training (DET) engaged the Australian Council for Educational Research (ACER) and Brotherhood of St Laurence to conduct a literature review on supporting children and families at risk of experiencing vulnerability during their transitions from home, out-of-home care or other programs into early childhood education and care (ECEC) services and school. The review focuses on the needs of children who have experienced trauma, children living in out-of-home care, refugee children and children experiencing intergenerational poverty. The report recommends stronger collaboration between a range of services, such as health and welfare services, ECEC institutions and schools.
Educate Australia fair? Education inequality in Australia
New research from the Bankwest Curtin Economics Centre assesses the extent to which Australians are afforded equal opportunity through education, according to key demographics. The report identifies stark contrasts between the most and least disadvantaged in families in Australia. For example, Aboriginal children are 40% less likely to finish high school than non-Aboriginal children, and children born in remote Australia are one third as likely to go to university, compared to children born in a major city.
Education and employment outcomes for Aboriginal and Torres Strait Islander people
In 2007, the Commonwealth, states and territories agreed to work towards ‘closing the gap’ in various domains of Indigenous disadvantage. This audit assesses whether Queensland is reducing the gap in education and employment outcomes for Aboriginal and Torres Strait Islander people. The audit findings show that the Department of Education and Training (DET) has improved Year 12 attainment for Aboriginal and Torres Strait Islander students. However, this has not been translated into improvement in employment rates for young people. The audit describes DETs ongoing challenges to improving outcomes for Aboriginal and Torres Strait Islander students and highlights the centrality of community involvement and cultural recognition in schools.
Education at a Glance: OECD Indicators provides comprehensive data on the state of education around the world. The publication examines quality of learning outcomes; provides information about the financial and human resources invested in education; access and participation in education; and the learning environment and organisation of schools. The report includes all 35 OECD countries and a number of partner countries These indicators can be compared internationally and used to assist governments to develop more effective and equitable education systems.
Education Endowment Foundation – Teaching and Learning Toolkit
The Education Endowment Foundation (EEF) is an independent charity dedicated to breaking the link between family income and educational achievement. This resource features evidence summaries, tools, projects and case studies.
Educational engagement of children and young people in out of home care in NSW
This report from the Association of Children's Welfare Agencies (ACWA) gives a snapshot of the level of engagement in education of children and young people in out-of-home care in New South Wales. Children living in OOHC experience higher levels of educational disengagement. One in five school-aged children and young people in care are absent from school at any given time and one in three school-aged children and young people in care did not have an Individual Education Plan.
Educational opportunity for all: Overcoming inequality throughout the life course
According to a new OECD report, too many children from disadvantaged backgrounds are falling behind in education and being disadvantaged in the future job market. Only a few OECD countries offer people from disadvantaged backgrounds equal opportunity to succeed as their more well-off peers, including Japan, Korea and the Netherlands. To address this level of inequality, investment in good quality early childhood education and care is needed, especially for children from disadvantaged families.
Educators’ understanding of young children’s typical and problematic sexual behaviour and their training in this area
A new research report investigating primary school teachers’ experiences with children's problematic sexual behaviours has been released. The report reveals that many teachers feel that they need more support and training to identify and respond to problematic sexual behaviour in children. Eighty-nine per cent of teachers surveyed felt there should be a specific course to better prepare them for these incidences.
This Learning Policy Institute report details key elements of effective professional development programs. It offers robust descriptions of high-quality programs to inform education leaders and policymakers who want to use professional development to improve student learning outcomes.
The Victorian Auditor-General’s Office has released this report examining the Department of Education and Training’s (DET) management of the Navigator Program and assessing whether the delivery of the program is effectively re-engaging students in education and achieving outcomes for students. The audit found that DET is unable to demonstrate the effectiveness or equitable delivery of Navigator. The report makes four recommendations.
Engaging Students: Creating Classrooms that Improve Learning
The Grattan Institute's Engaging students: Creating classrooms that improve learning examines the hidden problem of student disengagement in Australian schools, reporting that as many as 40% of Australia’s school students are unproductive in a given year. The report draws on a number of major Australian studies from the past 10 years, finding that though classrooms are not out of control, many students are not engaged in learning. The paper offers a number of classroom level and system wide recommendations to improve student engagement. Teacher support is identified as a significant factor in improving student engagement, with a number of recommendations relating to teacher training and mentoring. Also important is the targeting of disadvantaged schools, where student engagement is lowest.
Exploring the impact of community hubs on school readiness
The Royal Children’s Hospital has published a report summarising the impact of community hubs on school readiness. It focuses on migrant and refugee children who are more likely to be developmentally vulnerable than other groups. The strengths of the model include relationship-building practices, family engagement, an early start to transition, and tailored services to better meet the needs of children and families.
Family and community predictors of comorbid language, socioemotional and behavior problems at school entry
The University of Warwick has produced a longitudinal study on language and problem/prosocial behaviour in the early years. The report examines the association between language, gender and behavioural, social and emotional difficulties and prosocial behaviour during the toddler years and at school entry. It shows that children growing up in families experiencing multiple, complex needs are at risk of experiencing developmental difficulties that are likely to affect their experiences at school. The early identification of these children provides an opportunity for professionals to arrange timely interventions that improve health and learning outcomes.
Follow up of selected 2014–15 performance audits: Additional school costs for families
Victorian Auditor-General's Office (VAGO) has released a follow up audit report on ‘Additional school costs for families’, focusing on whether DET and government schools are managing parent education costs economically, efficiently and effectively. The report identifies some improvements since the initial findings from 2014-15, however, it also found inconsistent compliance with the new Parent Payment Policy and suggests that more needs to be done to address the underlying economic and efficiency issues identified in the 2015 audit.
Girls future – Our future: The Invergowrie Foundation STEM report
Science, Technology, Engineering and Mathematics (STEM) education is important in developing young people’s skills for the future of work. This report examines the reasons that girls have not pursued study and careers in STEM to the same extent as their male peers and recommends initiatives to encourage girls’ participation in these subjects at school. The report is based on a comprehensive review of the international literature, and consultations with representatives from education, government, and industry.
These publications from the Department of Health and Human Services share the complexities of work with children, youth and families and some of the innovative practice approaches being used to address them. This is an annual publication shining a spotlight on examples of good practice and the variety of practice approaches available.
Held back: The experiences of students with disabilities in Victorian schools
The Victorian Equal Opportunity and Human Rights Commission has released a report detailing the experience of students with disabilities in Victorian schools. The report assesses the progress made by the Department of Education and Training (DET) on the Commission’s recommendations in its 2012 research report. Though there is evidence of improvements since the 2012 report, disability discrimination is still occurring in schools and students with disabilities continue to face significant barriers to achieving equal educational outcomes. Barriers include lack of funding, lack of specialist support and lack of training for teachers about disability.
Helping young children who have experienced trauma: Policies and strategies for early care and education
This report from Child Trends and the National Center for Children in Poverty includes a review of the prevalence of early childhood trauma in the US and its effects on the child, family and wider society. The report discusses promising strategies for ECEC providers that aim to support children who have experienced trauma, and presents a number of recommendations for policymakers. It highlights the need to develop an integrated, trauma-informed culture for young children.
Helping young children who have experienced trauma: Policies and strategies for early care and education
This National Centre for Children in Poverty (NCCP) paper presents an overview of early childhood trauma, the impact it has on young children and brain development and promising strategies for trauma-informed care in early care and education. Along with high quality programming, strong policy is crucial to meeting the emotional and early learning needs of children who have experienced trauma. The NCCP makes a series of recommendations to better support access to quality, trauma-informed early care and education.
How do schools compensate for socio-economic disadvantage?
This summary report explores the ways in which we can improve the academic achievement of low performing schools with relatively disadvantaged students. It considers the particular challenges faced by disadvantaged schools and proposes recommendations such as effective learning practices in the classroom, training and professional development for teachers and provision of quality educational resources. Allocating resources more equitably across schools is a key first step to achieving this goal.
How to improve student educational outcomes: New insights from data analytics
McKinsey & Company has published the first of a series of reports tackling some of the big questions in education, including the role of mindsets, teaching practices and technology. The report indicates that student mindsets have a greater impact on student performance than any other factor—and double the effect of socioeconomic background. It also finds that students who receive a mix of teacher-directed and inquiry-based instruction have the best outcomes.
Save the Children has written a short article on how to have open and honest discussions with children about what it means to be a refugee or an asylum seeker. It provides facts and figures, video clips and other resources that can be used to start the conversation about refugee and asylum seeker journeys.
HundrED, a Finnish-born project, has selected 100 inspiring innovations that are changing the face of K-12 education across the globe. Over 1000 innovations were researched and interviewed, coming from more than 40 different countries. You can find out more about each innovation on their website, along with step-by-step instructions on how to implement them at your school.
Impossible? Beyond access: Getting to university and succeeding there
Education charity Teach First has found that children and young people in the poorest geographical areas in the UK have only a one-in-five chance of progressing to university. In contrast, half the young people born in the wealthiest areas go on to higher education. Disadvantaged young people are also almost twice as likely to drop out of university as their wealthier peers. Teach First proposes a series of recommendations to encourage more young people to access university. The recommendations focus on better targeting of support towards young people from disadvantaged backgrounds to enable them to access and remain in higher education if they choose.
Improving young Australians’ literacy and numeracy: The Catch-Up Learning program
The Smith Family has released this evaluation of The Catch-Up Learning pilot program, a 20-week online tutoring program delivered one-on-one by qualified teachers for financially disadvantaged students struggling with literacy and numeracy. The evaluation assessed the program’s impact on student engagement and the extent to which literacy and numeracy improved. It found that 86 per cent of students showed above expected progress in either literacy or numeracy, and the program strengthened students’ love of learning. Four small modifications were identified that could strengthen the program and student outcomes moving forward.
Inquiry into access to TAFE for learners with disability
The Legislative Assembly Economy and Infrastructure Committee has released its report examining access to TAFE for learners with disability in Victoria. The inquiry found that increasing awareness of what is available and raising learners’ aspirations can encourage access to TAFE for people with disability. It also found that the National Disability Insurance Scheme (NDIS) and the Victorian Government’s free TAFE scheme have seen increased numbers of people with disability enrolled in TAFE. The report makes 44 recommendations.
Inquiry report – ParentsNext: Examination of Social Security (Parenting payment participation requirements–class of persons) Instrument 2021
The Parliamentary Joint Committee on Human Rights has released the report of its inquiry into the Social Security (Parenting payment participation requirements–class of persons) Instrument 2021. The Committee found that mandatory participation in ParentsNext, which can result in the suspension or cancelation of a parent’s social security payment, limits the rights of the child, and recommends that the program be made voluntary.
The Australian Securities and Investment Commission has developed Knowing Growing Showing; a resource that supports teachers to engage students in financial literacy by connecting with and building upon Aboriginal and Torres Strait Islander cultural and community values, world views and lived experiences. The resource is applied in three learning stages: Knowing - what is money?; Growing - money, you and community; Showing - money and enterprise. The resource is aligned to the Australian teaching curriculum, and offers a flexible approach to teaching. It can be adapted for use with cultural groups other than First Australians.