Investigators
Tess Gregory, Mary Brushe, and Eleonora Dal Grande
Project Description
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. Given the increased focus for education systems on fostering student wellbeing, this study aimed to better understand the relationship between different aspects of children’s development (physical, social, emotional, language and cognitive, and communication and general knowledge) and later social and emotional wellbeing (life satisfaction, optimism, sadness, and worries).
- Research snapshot: the relationship between development at school entry and student wellbeing six years later (PDF 6.3MB)
- Research article: associations between school readiness and student wellbeing: a six-year follow up study
This project was undertaken when Institute researchers (Tess Gregory, Mary Brushe and Eleonora Dal Grande) formed part of the Fraser Mustard Centre, a previous collaboration between researchers at The Kids Research Institute Australia and policy makers at the South Australian Department for Education, aimed to improve research translation.
Funders of the project
Australian Research Council (ARC), South Australian Department for Education
External collaborators
Sally Brinkman (University of South Australia), David Engelhardt, Samuel Luddy (South Australian Department for Education), Martin Guhn, Anne Gadermann, Kimberly Schonert-Reichl (University of British Columbia)