scholarly journals How does parent/self‐reporting of common respiratory conditions compare with medical records among Aboriginal and Torres Strait Islander (Indigenous) children and young adults?

2019 ◽  
Vol 56 (1) ◽  
pp. 55-60 ◽  
Author(s):  
Tamara L Blake ◽  
Anne B Chang ◽  
Mark D Chatfield ◽  
Julie M Marchant ◽  
Helen L Petsky ◽  
...  
Keyword(s):  
Young Adults ◽  
Medical Records ◽  
Torres Strait Islander ◽  
Indigenous Children ◽  
Children And Young Adults ◽  
Torres Strait ◽  
Respiratory Conditions

scholarly journals Upholding heightened expectations of Indigenous children? Parents do, teachers do not

2020 ◽  
pp. 1-9
Author(s):  
Huw Peacock ◽  
Jacob Prehn ◽  
Michael A. Guerzoni ◽  
Wendy Aitken ◽  
Clair Andersen
Keyword(s):  
Quantitative Data ◽  
Torres Strait Islander ◽  
Primary Caregiver ◽  
Further Training ◽  
Secondary Schooling ◽  
High Expectations ◽  
Biological Mothers ◽  
Indigenous Children ◽  
Torres Strait ◽  
Biological Fathers

Abstract This paper argues that a component of increasing the rate of Aboriginal and Torres Strait Islander children and youths completing their secondary education is having parents and teachers maintain heightened expectations of these children in achieving this goal. To understand this phenomenon, we investigate the importance of, and discrepancies between, primary caregiver and teacher outlooks regarding Indigenous youths completing year 12. For the purpose of this paper, we adopt the term ‘primary caregiver’ in place of parent. This is because the majority (87.7%) of P1s analysed are the biological mothers with the remainder being close female relatives. P2s analysed are all male, 93.3% are biological fathers; remainder are step-fathers or adoptive fathers. This paper uses quantitative data from the Longitudinal Study of Indigenous Children to measure expectations from parents and teachers of Indigenous children. Results suggest that parents maintain exceptionally high expectations of their children, while teacher's expectations significantly decline over the course of Indigenous children's primary and secondary schooling years. We suggest that relationships and communication between parents and teachers, regarding expectations of students, are important to establishing an equilibrium in expectations of children, and that teachers may benefit from further training to address any underlying biases towards Indigenous children.

scholarly journals Aboriginal and Torres Strait Islander Education

2012 ◽  
Vol 5 (2) ◽  
pp. 50-52
Author(s):  
David Singh
Keyword(s):  
Student Outcomes ◽  
Torres Strait Islander ◽  
Indigenous Australians ◽  
Australian Government ◽  
Education Systems ◽  
Indigenous Children ◽  
Australian Education ◽  
Closing The Gap ◽  
Torres Strait

Australian education systems have long been challenged by the gap between Indigenous and nonIndigenous student outcomes. All levels of Australian government, as well as Indigenous leaders and educators, however, continue to meet the challenge through exhortation, strategies and targets. The most prominent of such strategies is ‘Closing the Gap’, which gives practical expression to the Australian Government’s commitment to measurably improving the lives of Indigenous Australians, especially Indigenous children.

Teacher Socialisation and Teacher Attitudes Towards Indigenous Children

1993 ◽  
Vol 21 (5) ◽  
pp. 16-32
Author(s):  
Cheryl Andrews
Keyword(s):  
Secondary School ◽  
Educational Outcomes ◽  
Torres Strait Islander ◽  
Retention Rates ◽  
Participation Rates ◽  
Same Sex ◽  
Indigenous Children ◽  
Australian Census ◽  
Torres Strait ◽  
Perceptions Of School

In this paper I offer an explanation for teacher-held beliefs that contribute to perceptions of school failure by indigenous children and discuss the ends served by these perceptions. Although the validity of using retention rates as an indicator of actual educational outcomes is questioned (Luke, A. et al, 1993:144), there are few other indicators presently available. The figures on Aboriginal and Torres Strait Islander student participation rates-indicate that few children of Aboriginal and Torres Strait Islander descent complete secondary school. The following figures, based on data collected in the 1991 Australian Census, show the number of Aboriginal and Torres Strait Islander school children of a particular sex and age expressed as a proportion of the population of children of the same sex and age, in Queensland.

scholarly journals Immunisation Coverage Annual Report 2018

2021 ◽  
Vol 45 ◽  
Author(s):  
Brynley Hull ◽  
Alexandra Hendry ◽  
Aditi Dey ◽  
Peter McIntyre ◽  
Kristine Macartney ◽  
...  
Keyword(s):  
Influenza Vaccine ◽  
Torres Strait Islander ◽  
Vaccine Coverage ◽  
Rotavirus Vaccine ◽  
Immunisation Coverage ◽  
National Immunisation ◽  
Vaccine Schedule ◽  
National Immunisation Program ◽  
Indigenous Children ◽  
Torres Strait

Australian Immunisation Register data have been analysed for children aged < 5 years, focusing on changes in coverage at key milestone ages (12, 24 and 60 months) between 2017 and 2018, while also documenting longer term trends. Fully vaccinated coverage increased at the 12- and 60-months milestones to 93.9% and 94.0%, respectively, but, in the context of additional antigens required, decreased to 90.1% at 24 months. Following the move to a two-dose rotavirus vaccine schedule across Australia from mid-2017, rotavirus vaccine coverage increased from 86.8% to 90.9%. In 2018, most jurisdictions funded influenza vaccine for non-Indigenous children aged 6 months to < 5 years; the National Immunisation Program has funded influenza vaccine for Aboriginal and Torres Strait Islander children and medically at-risk children since 2015 and 2010, respectively. Recorded influenza vaccine coverage in Aboriginal and Torres Strait Islander children doubled from 14.9% to 31.4%, and increased fivefold in non-Indigenous children from 5.0% to 25.9% in 2018. The timeliness of fully vaccinated coverage was also examined at earlier milestones (3 months after due date of last scheduled vaccine) of 9, 15, 21 and 51 months, by area of residence. For all children, coverage among those living in the least advantaged residential area quintile was 3–4% lower than that for those in the most advantaged quintile at the 9-, 15- and 21-month milestones. Importantly, although Aboriginal and Torres Strait Islander children had lower coverage for the second dose of measles-mumps-rubella vaccine at 24 months (91.8% versus 93.1% for non-Indigenous), coverage increased to 98.5% at 60 months; coverage was also high in non-Indigenous children at 96.2%, above the 95% target critical to measles control. These data demonstrate continuing improvements in immunisation coverage and suggest potential new coverage targets for earlier protection in the first two years of life.

Intergenerational and early life influences on the well-being of Australian Aboriginal and Torres Strait Islander children: overview and selected findings fromFootprints in Time, the Longitudinal Study of Indigenous Children

2018 ◽  
Vol 10 (1) ◽  
pp. 17-23 ◽  
Author(s):  
M. Salmon ◽  
F. Skelton ◽  
K. A. Thurber ◽  
L. Bennetts Kneebone ◽  
J. Gosling ◽  
...  
Keyword(s):  
Longitudinal Study ◽  
Early Life ◽  
Torres Strait Islander ◽  
Well Being ◽  
National Study ◽  
Annual Data ◽  
Data Set ◽  
Australian Aboriginal ◽  
Indigenous Children ◽  
Torres Strait

AbstractFootprints in Time: The Longitudinal Study of Indigenous Children (LSIC) is a national study of 1759 Australian Aboriginal and Torres Strait Islander children living across urban, regional and remote areas of Australia. The study is in its 11th wave of annual data collection, having collected extensive data on topics including birth and early life influences, parental health and well-being, identity, cultural engagement, language use, housing, racism, school engagement and academic achievement, and social and emotional well-being. The current paper reviews a selection of major findings fromFootprints in Timerelating to the developmental origins of health and disease for Australian Aboriginal and Torres Strait Islander peoples. Opportunities for new researchers to conduct further research utilizing the LSIC data set are also presented.

scholarly journals Editorial

2016 ◽  
Vol 45 (1) ◽  
pp. iii-iii
Author(s):  
Elizabeth Mackinlay ◽  
Martin Nakata
Keyword(s):  
Young People ◽  
Torres Strait Islander ◽  
Indigenous Education ◽  
School Principal ◽  
Educational Success ◽  
Remote Community ◽  
Indigenous Children ◽  
Torres Strait ◽  
Pedagogy And Curriculum ◽  
Education Business

We are very pleased to bring you Volume 45 of The Australian Journal of Indigenous Education. At this moment in time, we feel that the work of AJIE has perhaps never been more important, particularly as it relates to engaging Aboriginal and Torres Strait Islander children and communities in systems of schooling. In May this year we witnessed the evacuation of school teachers from the remote community of Aurukun, Queensland in fear of violence. A group of 15 disengaged young people had threatened the School Principal and as a consequence of the evacuation, 300 engaged children were subsequently disengaged from School for the remaining five weeks of term following the closure. There is no doubt that teacher safety is paramount, similarly, there should be no doubt that community consultation and engagement in a move like this one equally so. The questions which hang in the air relate to why such levels of disengagement exist. Why are Aboriginal and Torres Strait Islander young people disengaged from schooling in Aurukun? What makes it okay that a large number of engaged Indigenous children were forcibly made to disengage from school? Why is there such disengagement from government in engaging local people in the ways in which education business is carried out with and for Aboriginal and Torres Strait Islander children and communities? The papers in this volume of AJIE then, all speak strongly to issues of engagement – the kinds of pedagogy and curriculum that can and should be in place, the kinds of relationships that can and should be in place, and the kinds of outcomes made possible when such educational moves are made. A resounding message from all of the articles in this volume is that the on-going engagement of Aboriginal and Torres Strait Islander students, parents, and communities is key to defining and achieving what educational success might mean for each individual child, context and classroom. This is by no means a new message, but the recent events in Aurukun remind us that it is one we must keep returning to – the stakes for complacency and forgetting are too high.

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