Getting there, being there, staying and belonging: a case study of two indigenous Australian children’s transition to school

Bell-Booth, Rachel, Staton, Sally, & Thorpe, Karen J. (2014) Getting there, being there, staying and belonging: a case study of two indigenous Australian children’s transition to school. Children & Society, 28(1), pp. 15-29.

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Indigenous Australians are among the most unhealthy populations in the world and yet they reside in a country where the non-Indigenous population enjoys high standards of well-being. Education has been identified as the key mechanism for closing this equity gap. At school commencement many Indigenous children are already at risk of disengagement. This four-year longitudinal study of two Indigenous boys from a socially marginalised community examined key factors affecting transitional trajectories into school. While child characteristics affected level of achievement the critical factors in sustaining positive educational engagement were social support, school practices, inclusion of family and positive expectation.

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ID Code: 67916
Item Type: Journal Article
Refereed: Yes
Keywords: Indigenous, disadvantage, education, transition to school
DOI: 10.1111/j.1099-0860.2012.00441.x
ISSN: 0951-0605
Subjects: Australian and New Zealand Standard Research Classification > PSYCHOLOGY AND COGNITIVE SCIENCES (170000) > PSYCHOLOGY (170100) > Social and Community Psychology (170113)
Divisions: Current > QUT Faculties and Divisions > Faculty of Health
Current > Institutes > Institute of Health and Biomedical Innovation
Current > Schools > School of Psychology & Counselling
Copyright Owner: Copyright 2012 2012 The Author(s). Children & Society © 2012 National Children's Bureau and Blackwell Publishing Limited
Deposited On: 02 Mar 2014 23:39
Last Modified: 26 Mar 2015 21:58

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