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Mauri Tui Tuia is a professional development programme established by the first and second authors who are a Registered Arts and Dance Movement Therapist and a Registered Music Therapist respectively. Mauri Tui Tuia seeks to empower educators to develop a kete of tools to support children in building resilience and maintaining wellbeing, through the medium of trauma-informed music and dance movement therapies. In this paper we discuss the theories that underpin the mahi (work) and give a broad overview of some of the ways our unique collaborative practices can potentially provide sustainable support for our communities in the wake of traumatic events, including the COVID-19 pandemic.

Educational psychologists face challenging decisions around ethical dilemmas to uphold the rights of all children. Due to finite government resources for supporting all learners, one of the roles of educational psychologists is to apply for this funding on behalf of schools and children. Tensions can emerge when unintended ethical dilemmas arise through decisions that compromise their professional judgement. This paper presents the findings from an exploratory study around educational psychologists' understandings and concerns around ethical dilemmas they faced within New Zealand over the past 5 years. The study set out to explore how educational psychologists manage the ethical conflicts and inner contradictions within their work. The findings suggest that such pressures could influence evidence-based practice in subtle ways when in the course of decision making, practitioners experienced some form of ethical drift. There is seldom one correct solution across similar situations. Although these practitioners experienced discomfort in their actions they rationalised their decisions based on external forces such as organisational demands or funding formulas. This illustrates the relational, contextual, organisational and personal influences on how and when 'ethical drift' occurs.

There is a conflict between the claims of Maori sovereignty and the imposition of State legislation on Maori children. This conflict of interest has been given very little consideration in the public sphere. This research-informed article speculates that despite legislation ensuring that education attendance is fixed as a legal obligation for all Primary and Secondary aged children, there is urgency to address if conceivably this is a deeply flawed assumption as it contradicts notions of tribal sovereignty. Cautiously, this article does not romanticise past positioning of Maori peoples, nor makes claims to indigenous righteousness, rather moves to suggest that State-led education belongs part of positive outcomes for Maori, however there must be negotiation to the terms and expectations for education attendance. This paper is a catalyst for future orientated discussion aiming to broaden what education can move to become in Aotearoa, New Zealand.

In recent years, literacy achievement among school-aged students has received growing attention in Aotearoa New Zealand. Particular focus has been paid to reports of declining literacy levels over the past decade. In both the academic literature and popular press, a myriad of reasons have been proffered for this decline; however, the evidence base on which some of these claims are based is not as robust as often is implied. Given the number of literacy-focused policy initiatives currently being developed in Aotearoa New Zealand and the critical importance of young people developing strong literacy skills, this paper explores what evidence exists to support (or challenge) some of the claims most commonly made about literacy achievement in New Zealand. It also offers two further claims that are not frequently mentioned in research or policy discussion of literacy but none-the-less have a strong evidence base behind them to suggest they are impacting current literacy levels in Aotearoa New Zealand.

For Jean Herbison, learning in her early 20th century childhood world was relatively uncomplicated and predictable. Life was shaped by unambiguous family, faith and settler colonial prescriptions about how children "should" behave and what they should become. Approaching the centenary of her birth, children today must navigate a very different society of 'unlimited can'; an achievement society that generates a debilitating compulsion to self-improve (Byung Chul-Han). In this Herbison lecture, I offer a personal reflection on the contemporary 'triangle' of education research, policy and practice in Aotearoa New Zealand. Viewed as a culturally and historically specific 'form of life' (Rahel Jaeggi), I ask whether, over the last thirty five years, this triangle may have unwittingly contributed to a collective failure to give adequate recognition to children's learning. Despite our best intentions, have we simply reified students and in doing so alienated them from learning in all its complexities and dimensions (Knud Illeris)? More than mere acknowledgement of 'the other', recognition theory highlights the importance of socially developed qualities such as confidence, respect and esteem (Axel Honneth) to each child's capacity to develop meaningful relationships to or 'resonance' with an ever accelerating and uncontrollable world (Hartmut Rosa) and the people and communities in it. In practical terms, then, what can we draw on that is already immanent in our research, policy and practice triangle to transform children's institutionalised learning?

All children have the right to an education and a voice, to be heard and to influence aspects of their lives and their education. Children and young people in foster care face unique and often challenging experiences that can make them vulnerable to having these basic rights eroded. This paper presents the findings from an in-depth study exploring the educational experiences and self-determined educational successes of young people who spent time in foster care in New Zealand. Findings from semi-structured interviews with seven young people reflected broad and holistic experiences of educational success. Relationships with teachers, foster caregivers and friends were key supports to success, along with having a voice, influence over decisions and having an advocate. Young people demonstrated marked resilience throughout the challenges they faced, which was both supportive to success, and a success in itself. Given the unique life experiences of children and young people in foster care, there is an imperative to create space for their voices to determine and define what educational success means. They need their rights to share these perspectives to enhance their own educational experiences, and to influence both the policy and practice agendas around foster care and education.

Is it possible to track the revitalization of the Maori language statistically? Different large-scale statistical collections (censuses and surveys) in New Zealand effectively have different definitions of speaker because they ask different questions. This paper compares trends in numbers of Maori speakers as estimated from responses to questions about conversational ability, first language, and level of speaking proficiency, with particular reference to the 2013 Census and Te Kupenga (Maori social survey) 2013. One might expect estimates based on these responses to align closely, but they do not. This paper explores the relationships between the different estimates for different birth cohorts. Data on first language from at least four surveys provide strong evidence of a resurgence in intergenerational language transmission, which is not clearly apparent from the other indicators. Patterns of response to conversational ability and speaking proficiency questions are found to vary according to first language and birth cohort. It is argued that the apparent inconsistencies between the indicators reflect the real complexity of revitalization processes, as well as varying interpretations of the language questions, and that the New Zealand census language question on conversational ability is of questionable value as an indicator for tracking Maori language revitalization.

Since the evolution of the internet in 1969 and the inception of the personal computer in the early 1970s, a significant body of research has emerged that highlights the impacts of digital technology on education, health and human development. This paper reviews research in this area and examines the physical, mental, and social health effects on children and adolescents (10- to 19-year-olds), as well as the impacts of digital technology on educational achievements. The aim of this literature review, to examine the psychological impact of digital technology, was prompted in part by the widespread use of digital technologies in schools including Bring Your Own Device (BYOD) policies. BYOD asks students to bring personal laptop or iPad/tablet computers to school. Outcomes of this study may be surprising in the quantity of research available that provides red flag alerts. This fact alone will be of interest to school leaders as policy makers. There is a need for trustworthy information on which to base reviews and revisions of school policy to reduce the risks from the use of digital technology.

Objective To extend the limited international evidence on youth in-vehicle second-hand smoke (SHS) exposure by examining trends in New Zealand, a country with a national smoke-free goal and indoors smoke-free environment legislation. Methods We tracked exposure rates and explored the associations between in-vehicle SHS exposure and smoking behaviours. In-home exposure was also examined for comparative purposes. Data were collected in annual surveys of over 25 000 year 10 school students (14-15-year olds) for a 7-year period (2006-2012). Questions covered smoking behaviour, exposure to smoking and demographics. Results Youth SHS exposure rates in-vehicle and in-home trended down slightly over time (p<0.0001 for both) with 23% exposed in-vehicle in the previous week in 2012. However, marked inequalities in exposure between ethnic groups, and by school-based socioeconomic position, persisted. The strongest association with SHS exposure was parental smoking (eg, for both parents versus neither smoking in 2012: in-vehicle SHS exposure adjusted OR: 7.4; 95% CI: 6.5 to 8.4). After adjusting for seven other factors associated with initiation, logistic regression analyses revealed statistically significant associations of in-vehicle SHS exposure with susceptibility to initiation and smoking. Conclusions The slow decline in SHS exposure in vehicles and the lack of progress in reducing relative inequalities is problematic. To accelerate progress, the New Zealand Government could follow the example of other jurisdictions and prohibit smoking in cars carrying children. Other major policy interventions, beside enhanced smoke-free environments, will also likely be required if New Zealand is to achieve its 2025 smoke-free nation goal. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this study is to investigate the cross-cultural training (CCT) provided to European expatriate executives in New Zealand, and consequently add to the knowledge for human resource management in the Australasian region. Design/methodology/approach: The present qualitative research study is based on open-ended and in-depth interviews with 30 European expatriate executives who had been residing in New Zealand for the past year or more. Findings: The results indicate that at least some CCT was provided to all interviewees; however, the training content seemed to be strongly centered around professional work, with little focus on the culture of the host country. Moreover, there was no follow-up to the pre-departure CCT and very few expatriates in the sample received any training in New Zealand. Similarly, the family is considered a fundamental factor for the success of expatriates; however, in the sample, neither spouses nor children received any training before or after their arrival in New Zealand. Research limitations/implications: The research is limited by the sample small size. The study's inconclusive highlights the need for further research to explore the influences of local residents, colleagues and neighbors on expatriates' adjustment. Similarly, further studies are also required to ascertain the effectiveness of CCT in helping support expatriates' performance and adjustment in New Zealand. Practical implications: The present study suggests that opportunities do exist for multinational companies (MNCs) to better prepare their expatriates for assignments by integrating more effectively issues related to cultural awareness into their CCT. Specifically, experimental CCT methods that emphasize the host country's culture are most valuable. The CCT technique should be tailored to the cultural distance between the host nation and expatriates' country of origin and to the nature of their assignment. Originality/value: Given the existence of many MNCs in New Zealand, it is surprising that the issue of CCT in this context has received little research attention. The current study endeavors to address this gap. This paper hopes that the findings may also be useful for consultants and human resource managers in MNCs who are involved in preparing expatriates for foreign assignments in Australasia, especially New Zealand.

Purpose: The purpose of this paper is to explore ways in which children and young people are being positioned as change agents for families through school health promotion initiatives in New Zealand. Design/methodology/approach: The paper maps and describes the kinds of policies and initiatives that directly or indirectly regard children as conduits of healthy eating and exercise messages/practices for families. Drawing on post-structural theoretical frameworks, it explores what these resources suggest in terms of how healthy families should live. Findings: Families are positioned as central to school health promotion initiatives in New Zealand, especially in relation to obesity prevention policies and strategies. Children are further positioned as agents of change for families in many of the resources/policies/initiatives reviewed. They are represented as key transmitters and translators of school-based health knowledge and as capable of, and responsible for, helping their families eat well and exercise more. Social implications: While recognising children's agency and capacity to translate health messages is a powerful and welcome message at one level, the author need to consider the implications of requiring children to convey health information, to judge their family practices and, at times, to be expected to change these. This may create anxiety, family division and expect too much of children. Originality/value: The paper takes a novel post-structural perspective on a familiar health promotion issue. Given the proliferation of family-focussed health initiatives in New Zealand and elsewhere, this perspective may help us to explore, critique and understand more fully how children are expected to be engaged in these initiatives, and the potentially harmful implications of these expectations.

In a recent paper, Reardon found that the relationship between family income and children's academic achievement grew substantially stronger in the 1980s and 1990s in the United States. We provide an international context for these results by examining the income-achievement association in 19 other Organisation for Economic Co-operation and Development countries using data from the Progress in International Reading Literacy Study and the Programme for International Student Assessment. First, we calculate and compare the magnitude of "income achievement gaps" across this sample of countries. Second, we investigate the association between the size of a country's income achievement gap, its income inequality, and a variety of other country characteristics. We find considerable variation across countries in income achievement gaps. Moreover, the U.S. income achievement gap is quite large in comparison to this sample of countries. Our multivariate analyses show that the income achievement gap is positively associated with educational differentiation, modestly negatively associated with curricular standardization, and positively associated with national levels of poverty and inequality.

Existing literatures have discussed both ethical issues in visual research with young people, and the problems associated with applying 'universal' ethical guidelines across varied cultural contexts. There has been little consideration, however, of specific issues raised in projects where visual research is being conducted with young people simultaneously in multiple national contexts. This paper contributes to knowledge in this area. We reflect on our experiences of planning and conducting the International CYCLES project involving photo elicitation with young people in Bangladesh, Brazil, India, Japan, New Zealand, South Africa and the UK. While some issues such as varying access to technology for taking and sharing photos and diverse cultural sensitivities around the use of photography were anticipated in advance, others were more unexpected. Balancing the need for methods to be appropriate, ethical and feasible within each setting with the desire for sufficient consistency across the project is challenging. We argue that an 'ethics in context' approach and an attitude of 'methodological immaturity' is critical in international visual research projects with young people.

This paper presents a framework for what we consider are essential elements for realising the linguistic rights of Indigenous children in the twenty-first century. The global impacts of colonisation on various Indigenous communities have resulted in loss of cultural practices, knowledge and loss of languages. This framework points to ways forward for addressing Indigenous children's rights to reclaim their languages in early childhood. The linguistic rights of Indigenous children are at the intersection of the UN Convention on the Rights of the Child and the UN Declaration on the Rights of Indigenous Peoples in this, the International Year of Indigenous Languages. The enshrined rights of Indigenous children to an education in their own culture and language is a right yet to be realised in nations who are signatories to the Convention and the Declaration. Examples are presented of Indigenous language programmes in early childhood settings in Australia, Canada, New Zealand, Sápmi and the USA to highlight the significant roles of policy, Elders, communities, teacher education and the role of early childhood education in supporting children and families to reclaim endangered Indigenous languages.

A thematic content analysis of the seven issues (35 papers and two editorials) of the "International Research in Early Childhood Education" ("IRECE") journal published by Monash University in Melbourne, Victoria was conducted to explore the themes over its five years of publication. Publications were grouped into defined data chunks by year and Leximancer was used to discover concepts and themes. Five dominant themes emerged: children/s; childhood; learning; parent/s and teacher/s. Pathway analyses were then conducted to more fully understand and describe each theme. Data were used to visually represent the most frequently appearing terms to form a tag cloud, which in turn contributes to the development of a "folksonomy" for the journal. Finally, mentions of geographic regions were also explored which positively reflected on international focus of the journal.

Objective: Digital storytelling and other methods of self-expression and autobiography have become an increasingly important tool for those working with young people, including those from migrant, refugee or other 'culturally diverse' backgrounds. A structured scoping review was undertaken to better understand the potential value and challenges of using digital stories to promote the health and well-being of these diverse groups of young people and to identify key knowledge gaps. Design: The review process comprised a systematic search of the literature and strategic consultations with professionals working with young people in the area of sexual and reproductive health promotion and care. A descriptive-analytic method was used to collate and synthesise the literature and apply narrative and thematic analyses. Results: In total, 28 papers were deemed eligible for inclusion. Findings are presented as two analyses: what is known from the literature and key knowledge gaps. Identified themes included the use of digital stories as social activism and as research intervention, recognition of digital stories as complex terrain and recommendations for good practice. Three key gaps of particular relevance to our research aims were identified. These were (1) the lack of digital stories on sexual health and relationships by 'culturally diverse' young people in Australia, (2) the need for discussion of the ethical considerations of using digital storytelling and related methods in sexual health fields and (3) the value of exploring opportunities to employ digital methods as self-representation and autobiography to generate new knowledge and build organisational capacity. Conclusion: As confirmed in discussions with professionals working in the youth, migrant and sexual health sectors, the literature highlighted the many potential applications of digital storytelling to promoting the sexual health and well-being of young people from diverse backgrounds. Additional research is required to understand the particular ethical and contextual issues shaping, and at times constraining, this engagement in specific cultural contexts.

Little is known about the knowledge and perceptions that inform children's safety in the aquatic environment. This paper reports on 8-9 year old children's critical thinking of water safety and safety strategies at the beach. One-to-one interview data with Year 4 students from across New Zealand, collected as part of the National Monitoring Study of Student Achievement, revealed insights that will contribute to water safety education. Data was obtained from video analysis of the interviews of children who chose the beach as the aquatic environment to talk about (N = 195). Most students (80%) could identify two things they do to keep themselves safe at the beach. In addition, almost half (48%) were able to identify two beach hazards and explain why each was dangerous. Some variation in understanding was evident when data was analysed by ethnicity and decile [New Zealand school deciles are a measure of the socio-economic position of a school's student community relative to other schools throughout the country. Deciles range from 1 (low) to 10 (high)] rating of the school attended. Unlike findings of other studies on high school and adult populations, no consistent gender differences were evident in children's perception of beach water safety. Implications for future beach water safety education in schools and the community at large are discussed and recommendations for curriculum change are made.

This paper highlights the complex relations between public and private spaces with regard to young children's bilingual learning, and the importance of developing a pedagogy that allows for the interaction of learning across the two spaces. It uses findings from a qualitative study to illustrate nuanced (mis)alignments between dominant language discourses in New Zealand early childhood education and Chinese immigrant families' aspirations regarding the languages they want their children to learn and use. The study involved analysing a range of institutional documents to identify early childhood education discourses promoted in New Zealand. Alongside this, individual interviews were conducted with a group of Chinese immigrant parents to investigate their involvement in children's early childhood education. Families' aspirations, experiences and practices regarding children's bilingual learning were frequently mentioned during the interviews, and these are valuable knowledge for teachers. This paper presents findings related to these dual language learning expectations. It uses theoretical constructs of social spaces to interpret the findings and their implications for a responsive pedagogy that embraces bi/multilingualism. [ABSTRACT FROM AUTHOR]

Purpose: It is known that the consumption of fruits and vegetables in children is declining despite wide-spread national and international policy attempts to increase consumption. The purpose of this paper is to investigate the experiences of children's consumption of fruits and vegetables so as to facilitate better health education targeting. Design/methodology/approach: In this qualitative descriptive exploratory study, peer group interviews were undertaken with 18 girls and 18 boys, aged 8-11, from schools in the Manawatu region of New Zealand. Findings: The results show that children's consumption of fruits and vegetables is dependent on balancing risk and reward. Children know and understand the importance of eating fruits and vegetables; however, the perceived risks are typically the prevailing determinant of consumption. These perceived risks often stem from children's uncertainty about whether the fruits and vegetables will meet the child's sensory preferences. To mitigate the risks perceived in eating fruits and vegetables, children employ a range of avoidance strategies. Originality/value: This study's results indicate that a model of "associated" risk is a valuable tool to explain children's fruit and vegetable consumption and preference behaviour and to assist in the development of future health education intervention campaigns.

Background: Indigenous children living in high income countries have a consistently high prevalence of mental health problems. We aimed to identify psychosocial risk and protective factors for mental health in this setting. Methods: A systematic review of studies published between 1996 and 2016 that quantitatively evaluated the association between psychosocial variables and mental health among Indigenous children living in high income countries was conducted. Psychosocial variables were grouped into commonly occurring domains. Individual studies were judged to provide evidence for an association between a domain and either good mental health, poor mental health, or a negligible or inconsistent association. The overall quality of evidence across all studies for each domain was assessed using the Grades of Recommendation, Assessment, Development, and Evaluation (GRADE) guidelines. Results: Forty-seven papers were eligible (mainland US 30 [64%], Canada 8 [17%], Australia 7 [15%], Hawaii 4 [9%]), including 58,218 participants aged 4-20 years. Most papers were cross-sectional (39, 83%) and measured negative mental health outcomes (41, 87%). Children's negative cohesion with their families and the presence of adverse events appeared the most reliable predictors of increased negative mental health outcomes. Children's substance use, experiences of discrimination, comorbid internalising symptoms, and negative parental behaviour also provided evidence of associations with negative mental health outcomes. Positive family and peer relationships, high self-esteem and optimism were associated with increased positive mental health outcomes. Conclusions: Quantitative research investigating Indigenous children's mental health is largely cross-sectional and focused upon negative outcomes. Indigenous children living in high income countries share many of the same risk and protective factors associated with mental health. The evidence linking children's familial environment, psychological traits, substance use and experiences of discrimination with mental health outcomes highlights key targets for more concerted efforts to develop initiatives to improve the mental health of Indigenous children. [ABSTRACT FROM AUTHOR]

Background: Primary healthcare services have principal responsibility for providing child and youth wellbeing and mental health services, but have lacked appropriate measurement instruments to assess the wellbeing of Indigenous children and youth or to evaluate the effectiveness of programs and services designed to meet their needs. This review assesses the availability and characteristics of measurement instruments that have been applied in primary healthcare services in Canada, Australia, New Zealand and the United States (CANZUS countries) to assess the wellbeing of Indigenous children and youth. Methods: Fifteen databases and 12 websites were searched in December 2017 and again in October 2021. Pre-defined search terms pertained to Indigenous children and youth, CANZUS country names, and wellbeing or mental health measures. PRISMA guidelines were followed, with eligibility criteria guiding screening of titles and abstracts, and selected full-text papers. Results are presented based on the characteristics of documented measurement instruments assessed according to five desirability criteria: development for Indigenous youth populations, adherence to relational strength-based constructs, administration by child and or youth self-report, reliability and validity, and usefulness for identifying wellbeing or risk levels. Results: Twenty-one publications were found that described the development and or use by primary healthcare services of 14 measurement instruments, employed across 30 applications. Four of the 14 measurement instruments were developed specifically for Indigenous youth populations, four focused solely on strength-based wellbeing concepts but none included all Indigenous wellbeing domains. Conclusion: There is a diversity of measurement instruments available, but few fit our desirability criteria. Although it is possible that we missed relevant papers and reports, this review clearly supports the need for further research to develop, refine or adapt instruments cross-culturally to measure the wellbeing of Indigenous children and youth. [ABSTRACT FROM AUTHOR]

There is a conflict between the claims of Māori sovereignty and the imposition of State legislation on Māori children. This conflict of interest has been given very little consideration in the public sphere. This research-informed article speculates that despite legislation ensuring that education attendance is fixed as a legal obligation for all Primary and Secondary aged children, there is urgency to address if conceivably this is a deeply flawed assumption as it contradicts notions of tribal sovereignty. Cautiously, this article does not romanticise past positioning of Māori peoples, nor makes claims to indigenous righteousness, rather moves to suggest that State-led education belongs part of positive outcomes for Māori, however there must be negotiation to the terms and expectations for education attendance. This paper is a catalyst for future orientated discussion aiming to broaden what education can move to become in Aotearoa, New Zealand. [ABSTRACT FROM AUTHOR]

Measures of individual mobility, such as activity space, have been previously used to help improve our understanding of individuals' interactions with their everyday environments. However, such methods have rarely been adopted in studying children's physical activity and active travel behavior. In this study, we use a combination of participatory mapping and accelerometer data collected from children aged 8–13 years living in Tāmaki Makaurau/Auckland, Aotearoa/New Zealand, to describe children's travel behavior and explore associations of active travel, physical activity, and socio-demographic characteristics with environmental attributes. The results from this study reveal complex associations between these different layers. Density of cycling routes was consistently associated with higher levels of physical activity captured via moderate-to-vigorous physical activity (MVPA), prevalence of active travel, and total activity space exposure. Nevertheless, population density, greenspace, and land-use mix revealed varying associations across different activity behaviors including MVPA, number of steps, and prevalence of active travel. The results from this study not only reassert the complexity of person–environment relationships, but also highlight the potential impacts of measurement and analytical methods on the study results. The novel combination of participatory mapping and accelerometer data together with activity space analysis provided new analytical insights which we discuss in this paper. This study concludes by reporting its observations and envisioning future research directions. [ABSTRACT FROM AUTHOR]

This paper explores the intersection between place, culture and identity as evidenced through photographic narratives of Pacific Island children, based in Samoa and a diasporic community in New Zealand. The study was undertaken with 71 children aged 6–14 in Samoa (35) and New Zealand (36). A Talanoa/fa'afaletui (conversation-based) Pacific research approach was used to analyse 1285 children's photos of 'things that matter to them'. Most photos showed multiple layers of meaning (e.g. sensory, love, pride, memory). Plants were most frequently featured in Samoan children's photos and family in New Zealand. Through the photos and conversations, children articulate dynamic and multi-layered connections to place, identity and belonging. For diasporic children, their Island of origin is central to their identity and articulated through cultural, family and community connections. An adapted place attachment model is proposed to help better understand children's place attachment, sense of belonging and their Pacific Island identity. [ABSTRACT FROM AUTHOR]

Curriculum policy and enactment in early childhood education is a political phenomenon that plays out in particular cultural contexts. Comparative lenses to curriculum articulate locally constructed and implicit knowledge to external audiences. In doing so, global commonalities and tensions may become explicit. This paper interrogates curricular documents in Greece and New Zealand using selected questions from Joseph's (2011a) heuristic of 'curriculum as culture'. We do this through writing letters to each other that share our local knowledge and experiences and raise further questions. Although New Zealand and Greece are geographically and culturally two worlds apart, their curricular practices share certain discourses and have both been influenced by international trends. We argue that both countries' documents relate to first-order change where the policy document may not, in itself, update or change prior practices. [ABSTRACT FROM AUTHOR]

Background: Internationally, nurses have been in the forefront of delivering health care services in the school environment and whilst health care delivery in secondary and high schools is evaluated, this is not the case for services delivered in primary/elementary schools. In countries such as New Zealand there is no significant inter-service collaboration between health and education; therefore, the delivery of health services remains fragmented and underdeveloped. Objectives: This discussion paper reviews the history and development of nurse-led schoolbased health services internationally and provides an insight into the current provision of primary school-based health services in New Zealand. Design: The initial approach to this paper was to gain an understanding of the history of schoolbased health services internationally and to explore the relationship between health and education in relation to this. This assisted in providing some context and comparison with the current provision of school-based health services in New Zealand. Discussion outcome: Internationally, it is acknowledged that schools provide not only a location to deliver health services to children but also the opportunity to reach entire families and communities yet surprisingly, the development of school-based health services within the primary/elementary school sector has received minimal attention in New Zealand and worldwide. Conclusions:This paper supports the need for further research concerning the feasibility, provision and effectiveness of school-based health services in primary/elementary schools. In order to be effective, this should incorporate the shared needs and values of all stakeholders. The authors argue the need to develop an inter-service, collaborative, national framework for the delivery of school nursing services within the primary school sector in New Zealand. Impact statement: A collaborative framework for health service delivery into primary schools can enable early establishment of supportive health relationships with families. [ABSTRACT FROM AUTHOR]

Background: The involvement of speech and language therapists (SLTs) within paediatric palliative care (PPC) settings has been recognized within the extant literature. However, there is little understanding of SLT's specific roles and practices when working with this vulnerable cohort of children and their families. As part of a larger body of work to develop consensus‐based recommendations for SLTs working in PPC, it is important to investigate demographic and caseload characteristics. Aims: This exploratory study aimed to gather previously undocumented international demographic data pertaining to SLT service provision, caseload and training in PPC. Additionally, it sought to ascertain the current treatment and assessment approaches of SLTs, and if variations exist in beliefs and practices. Methods & Procedures: An anonymous cross‐sectional survey was designed and reported according to the Checklist for Reporting Results of Internet E‐Surveys (CHERRIES). The online survey consisted of 40 items spanning four domains: (1) demographic information, (2) caseload information, (3) service provision and (4) training and education. SLTs from Australia, Canada, New Zealand, the UK, Ireland and the United States were recruited using a purposive snowball sampling approach. Descriptive analysis of closed‐ended survey responses and content analysis of open‐ended responses are presented. Outcomes & Results: A total of 52 respondents completed the survey. SLTs worked in a variety of PPC settings, with patients of varying age and disease groups. Over 50% of participants reported working in PPC for ≤ 4 years. Genetic disorders (34%), oncology (27%) and neurological conditions (21%) made up a significant portion of respondents' caseloads. Reported treatments and assessment approaches used by SLTs are not unique to a PPC population. Barriers and enablers for practice were identified. A portion of participants did not feel trained and prepared to assess (19.2%) or treat (15.4%) PPC clients. Conclusions & Implications: This study confirms that SLTs internationally have a role in the management of communication and swallowing impairments in a PPC context. However, whether current training and resources adequately support SLTs in this role remains questionable. This paper helps to provide SLTs, administrators, professional associations and tertiary institutions with foundational data to help inform workforce planning, advocacy efforts and training priorities. What this paper addsWhat is already known on the subjectThe published multidisciplinary literature has identified that SLTs have a role in PPC. However, there has been no targeted research investigating the professional characteristics of clinicians in this context, nor any detailed information regarding associated clinician beliefs or management approaches.What this paper adds to existing knowledgeThis study is a snapshot of attributes, practice patterns and beliefs of SLTs who work with a PPC population. It highlights SLT perspectives of education and training, as well as meta‐perceptions of themselves within the multidisciplinary team.What are the potential or actual clinical implications of this work?Data presented in this paper will help to enable SLTs, organizations and associations to augment service provision and determine future professional development priorities within the field of PPC. [ABSTRACT FROM AUTHOR]

The last 25 years have seen considerable strides made in the development, validation and field use of self-report oral health scales. New Zealand researchers have played important roles in that work, particularly in respect of child-focused measures. This paper provides an overview of that contribution by describing first the work on child informant scales, followed by an overview of New Zealand researchers' contribution to the proxy informant scales. The paper concludes by considering the way forward for such work. [ABSTRACT FROM AUTHOR]

This paper provides an overview of 'Kia Tika, Kia Pono – Honouring Truths' (Te Rōpū Arotahi 2022), an ethical framework to guide engagement with tamariki (children) and rangatahi (young people) who are care experienced (that is, who currently or at some stage in their lives have been in foster or residential care). Centring the voices and priorities of rangatahi with care experience, 'Kia Tika, Kia Pono' is intended for use by organisations and others working across the range of sectors and services that seek to engage tamariki and rangatahi who are care experienced in governance, policy making, service design, media or research. Its purpose is to ensure that these efforts are ethical, meaningful, and culturally safe. Grounded in Te Tiriti o Waitangi and participatory rights frameworks, 'Kia Tika, Kia Pono' is responsive to the cultural context of New Zealand. It is also distinctive in its centring of rangatahi with care experience as both knowledge-holders and knowledge-creators. In summarising the key elements of the 'Kia Tika, Kia Pono' framework, we also draw upon our insights from the research process regarding participatory practice with rangatahi with care experience. Kupu Māori/glossary of Māori words: Aroha: love, compassion, empathy; hapū: kinship group, sub-tribe, sub-nation, to be pregnant; hui: gathering, meeting, assembly, seminar, conference; iwi: extended kinship group, tribe, nation, people, bone; kai: food, meal; karakia: incantation; a set form of words to state or make effective a ritual activity; kaupapa: purpose, agenda; koha gift; especially one maintaining social relationships and has connotations of reciprocity; korowai: ornamented cloak; mana: spiritually sanctioned or endorsed influence, power, and authority; manaakitanga: showing and receiving care, respect, kindness, and hospitality; māramatanga: enlightenment, insight, understanding; mauri: life principle, life force, vital essence; pono: to be absolutely true, unfeigned, genuine; rangatahi: younger generation; rangatira: chiefly, esteemed, leader; tamariki: children; Te Tiriti o Waitangi: the Māori version of the Treaty of Waitangi; tika: what is right/good for any particular situation; tikanga Māori: customary system of values and practices that have been developed over time and are deeply embedded in the social context; tūāpapa: foundation, platform; ūkaipō: a place of nurturing and of spiritual and emotional strength; wairuatanga: spirituality; wānanga: to meet, discuss, deliberate, consider; whanau: to be born, extended family, family group; whanaungatanga: relationship, kinship, sense of family connection; a relationship through shared experiences and working together which provides people with a sense of belonging [ABSTRACT FROM AUTHOR]

There is a growing interest in English-speaking jurisdictions, including Australia, North America, Canada, the United Kingdom and New Zealand, about the prevention of sexual abuse perpetrated by children against other children. The aim of this review was to identify opportunities for research, policy and practice which could enhance the prevention agenda relating to the perpetration of sexual abuse by children through conducting a Critical Interpretive Synthesis. Eleven electronic databases were searched in the period from 22 April to 23 May 2013 and included: SocINDEX, Social Services Abstracts, Applied Social Sciences Index and Abstracts, Family and Society Studies Worldwide, Project Muse, PsychINFO, Family and Society Plus, Jstor, Expanded Academic ASAP, Web of Science and Google Scholar. Key individual journals were also searched, including Child Abuse and Neglect and the Journal of Interpersonal Violence, as well as the grey literature. The search was guided by the research question: How could the prevention agenda relating to sexual abuse perpetrated by children be enhanced? The systematic literature search yielded 3323 titles, and 34 of these papers were included in the final synthesis. The authors identified five domains operating in the evidence base: characteristics, causes, communications, interventions and treatments. A synthesising construct emerged from the review: prevention-enhancing interactions. This construct referred to the potential for enhancing the prevention agenda which exists as the evidence domains interact with one another, and with the public health model of prevention. The authors consider this review to be a timely contribution to the current agenda pertaining to sexual abuse perpetrated by children. It provides researchers, policy makers and practitioners in the field with an evidence-informed conceptualisation of opportunities for enhancing prevention work. [ABSTRACT FROM AUTHOR]

New Zealand has a reputation for having one of the most inclusive education systems in the world. However, research and anecdotal evidence show that many parents of young children with disabilities have difficulties accessing intervention and health-care services and may be less satisfied when they do receive services. In addition, though a plethora of research has been done on inclusive education, little attention has been given by researchers to low-income parents' perspectives on early childhood inclusion in New Zealand. This paper draws on findings from a qualitative study on 30 parents' experiences of early childhood inclusive education in New Zealand. Parents participating in this study came from different religious backgrounds, represented diverse ethnicities, all had at least one child who had a diagnosis of disabilities and/or chronical illness, and met the low-income criteria of New Zealand. Results showed that though the majority of the families appreciated the flexible time and structures of the early childhood programs their children attended, parents were concerned about the lack of intervention services for their children. In addition, these low-income families reported that they had limited access to early interventions and resources. The findings also highlight the importance of the use of positive coping methods (e.g., maintaining a positive outlook and seeking social support), and the role faith plays in family life. [ABSTRACT FROM AUTHOR]

Purpose: A sustainable future requires that we empower our children to not only make green consumer choices but also consider the wider issues of sustainable consumption. This paper aims to investigate suitable measures to evaluate children's sustainable consumption and production (SCP) knowledge, attitudes and behaviour and develop and test intervention content aimed at improving literacy in this area. Design/methodology/approach: A mixed method approach was adopted to develop measurement and intervention materials for SCP. 21 Year Eight (12-13-year-old) New Zealand children participated in one-hour focus groups where they completed scales to measure their sustainable consumption attitudes two major environmental values, behaviours The middle school environmental literacy survey and knowledge and participated in discussions to evaluate the SCP knowledge intervention content and questions developed. Findings: A qualitative analysis of group discussion was used to test the understandability, perceived usefulness and level of difficulty of the intervention booklet to inform its further development. The results show children's (prior) knowledge score was highly correlated with their attitudes, and attitudes were highly correlated with both intention and behaviour scores. The paired t tests demonstrated significant differences in the pre- and post-intervention knowledge scores. Research limitations/implications: The measures and intervention content piloted in this study fill an important gap in existing literature, addressing the lack of appropriate measures and resources to encourage and enhance children's important role in contributing to a sustainable consumption future. Originality/value: The development of a measurable intervention will enable the establishment of a platform for the continued and participatory development of sustainable consumption and production resources for children. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of the paper is to explore innovative solutions to the challenge of creating a family environment without children in luxury lodges in New Zealand. Design/methodology/approach: In-depth qualitative interviews were conducted with guests, staff and managers in a luxury lodge that excludes children. An interpretivist analysis of interviewees' comments was undertaken. Findings: Guests at the childless lodge talked about the serenity and peace they experienced during their stay, and particularly the meal experiences. They thought that not having children on the premises is an advantage for this experience. Lodge managers said that not admitting children is their point of difference for the market that they are targeting. Research limitations/implications: This research contributes to the emerging research theme of family tourism and extends the concept of family tourism to include family units without children. Practical implications: There are significant practical implications in terms of industry approaches to creating a family atmosphere in luxury accommodation without children. Social implications: That a family atmosphere does not need to include children and enables luxury accommodation to cater to a diverse range of family units. There are also implications for social diversity beyond the traditional assumptions of the nuclear family. Originality/value: The exclusion of children from luxury lodges is certainly not new, but the concept of maintaining a family environment without children is innovative and worth investigating to consider the wider implications of the paradox of family without children. [ABSTRACT FROM AUTHOR]

Although, apart from some juvenilia, none of Katherine Mansfield's works were written for children, they are nevertheless present in some form throughout most of her stories. But while the stories with European setting feature them mostly in the background, the New Zealand ones give the child characters importance equal to that of adults. The most famous child character is arguably Mansfield's alter-ego Kezia Burnell, a creative and very artistic little girl, who is, however, often misunderstood and pushed aside by her family. The most antagonistic towards her is her aunt Beryl to whom she seems to serve as a scapegoat. This paper discusses possible reasons for Beryl's hostility towards Kezia and proposes to read their relationship also on a symbolical level, as that between the older generation of writers and the emerging modernists. [ABSTRACT FROM AUTHOR]

This paper investigates child agency in Ethiopian and Colombian refugee families in New Zealand. Emerging scholarship has highlighted ways in which children's actions may influence family language policies. However, the existing descriptions are typically not embedded in a wider social theory, and have generally not included refugees. This study draws on 3 years of ethnographic observations, interviews with 29 mothers and 17 children and recordings of naturally occurring home interactions from three families. The families were part of a governmental programme for the resettlement of refugees. Data from both ethnic communities indicate that children influence their parents' socialisation practices through (1) metalinguistic comments, (2) medium requests, (3) language brokering, (4) sociocultural socialisation and (5) majority language teaching. As a theoretical contribution, I argue that child agency is most fruitfully interpreted theoretically within a Bourdieusian framework of structure and agency. At a more micro-level, the notion of 'cleft-habitus' supplies a useful tool to discuss the effects of the children's divergent cultural socialisation. From a practical perspective, targeting children along with parents may be beneficial for promoting language maintenance efforts. [ABSTRACT FROM AUTHOR]

How computers in schools impact on children's learning has been studied through research that explores student achievement at one point in time or by comparing different classroom contexts with differing results. The introduction of an optional netbook purchasing scheme for children in a low socio‐economic community provided an opportunity to compare the academic improvement for those who joined the scheme with those who did not with both groups learning within the same context with the same teachers. Using nationally calibrated assessment tools that test reading, writing, and mathematical skill progression, the student achievement data from six schools across a 2‐year period were analysed using chi‐square testing, regression analysis, propensity score matching, and cumulative logit modelling. The results identified few significant differences between the students in most aspects of achievement and no significant difference in academic improvement between the two groups. Lay Description: What is currently known about the subject matter: Whole class use of netbooks can improve achievement in reading, writing and mathematics.Children in low socio‐economic contexts have limited access to the Internet or netbooks for learning. What this paper adds to this: The use of netbooks alone has an insignificant effect on achievement in standardized assessments.Academic progress of children in the same context is similar whether using netbooks or not. Implication of study findings for practitioners: Introduction of netbook schemes should enable all students to have dedicated access. [ABSTRACT FROM AUTHOR]

Background: There are high rates of child dental caries in Aotearoa, New Zealand. Education focuses on sugary drink consumption, primarily soft drinks. However, fruit beverages are commonly provided to young children by parents. Frequency of consumption of fruit beverages is adversely associated with dental caries and tooth wear. Objectives: To investigate oral health awareness and practices around fruit beverages in parents and caregivers of young children in Auckland, New Zealand. Methods: 147 parent and primary caregivers of children aged between 1-10 years participated in a cross-sectional survey in 2015. Participants were recruited from early childhood health and education institutions throughout Auckland and completed a questionnaire on awareness of dental behaviours and activities around fruit beverages. Descriptive statistics described the data and associations were calculated using Chi-square. Results: Participants reported a higher consumption of fruit beverages by children over the weekend compared to weekdays (60% v 33% =1 time/day respectively). The parents and caregivers demonstrated awareness of both protective oral health practices, and harmful behaviours, around fruit beverage consumption. There was no association between parental awareness of harmful fruit beverage behaviours and protective dental practices. Two individual associations were found. Parents who rated "juice with meals is harmful" highly were likely to be higher in "milk and water only given" practices. Likewise, a high rating for "juice drunk every 20-30 min" was more likely to be higher in "I dilute the juice with water" practice. Dental practitioners were the primary source of oral health advice for their children. Conclusions: Parental awareness around protective and harmful behaviours of fruit beverage consumption varied. The focus of oral health promotion activities to parents of young children around sugary drinks should include the harmful effects, and protective oral health practices, of fruit beverages. [ABSTRACT FROM AUTHOR]

Background: Over the past three decades the global prevalence of childhood overweight and obesity has increased by 47%. Marketing of energy-dense nutrient-poor foods and beverages contributes to this worldwide increase. Previous research on food marketing to children largely uses self-report, reporting by parents, or third-party observation of children's environments, with the focus mostly on single settings and/or media. This paper reports on innovative research, Kids'Cam, in which children wore cameras to examine the frequency and nature of everyday exposure to food marketing across multiple media and settings. Methods: Kids'Cam was a cross-sectional study of 168 children (mean age 12.6 years, SD = 0.5) in Wellington, New Zealand. Each child wore a wearable camera on four consecutive days, capturing images automatically every seven seconds. Images were manually coded as either recommended (core) or not recommended (non-core) to be marketed to children by setting, marketing medium, and product category. Images in convenience stores and supermarkets were excluded as marketing examples were considered too numerous to count. Results: On average, children were exposed to non-core food marketing 27.3 times a day (95% CI 24.8, 30.1) across all settings. This was more than twice their average exposure to core food marketing (12.3 per day, 95% CI 8.7, 17.4). Most non-core exposures occurred at home (33%), in public spaces (30%) and at school (19%). Food packaging was the predominant marketing medium (74% and 64% for core and non-core foods) followed by signs (21% and 28% for core and non-core). Sugary drinks, fast food, confectionary and snack foods were the most commonly encountered noncore foods marketed. Rates were calculated using Poisson regression. Conclusions: Children in this study were frequently exposed, across multiple settings, to marketing of non-core foods not recommended to be marketed to children. The study provides further evidence of the need for urgent action to reduce children's exposure to marketing of unhealthy foods, and suggests the settings and media in which to act. Such action is necessary if the Commission on Ending Childhood Obesity's vision is to be achieved. [ABSTRACT FROM AUTHOR]

This paper is written by the members of the Children, Youth and Environments Working Group of the Sustainable Cities and Landscapes Research Hub of the Association of Pacific Rim Universities, which at present includes members from Canada, the United States, Australia, and New Zealand. We use six spheres of experience that characterize the typical contexts of young people's daily lives to identify their lived environmental experiences in our four countries, as created by the ongoing political and health responses to COVID-19. We discuss both the positive and negative impacts of COVID-19 in these spheres and identify areas for learning from these outcomes. [ABSTRACT FROM AUTHOR]

Schools are important in nurturing social skills and behaviours. Research consistently demonstrates that movement into/out of school (transience/mobility) disrupts positive social skill development, especially for students who frequently move. The impact of attending a highly transient school on non-mobile students is not as well-known. The current study explored the impact of values and life skill-based programme, Kiwi Can, on social development and the classroom climate for non-mobile children. Researchers administered surveys to students attending 15 intervention (i.e. Kiwi Can programme; n = 763) and 9 control (n = 456) schools in Aotearoa New Zealand. We examined the impact of programme participation by school transience level (high, middle, low) and length of school participation (new, experienced). The results indicate that students attending highly transient schools struggled to build social relationships, feel connected, demonstrate care and compassion to others, and behave in prosocial ways. They also felt less safe at their schools. Students participating in Kiwi Can for more than two years (experienced schools) showed fewer negative effects of transience on social development than less experienced schools. This research highlights the plight of students who are 'left behind.' [ABSTRACT FROM AUTHOR]

Background: The Aggressive Student Culture Scale (ASCS) is a survey designed to measure the extent to which New Zealand (NZ) students experience aggressive behaviours within the school environment. The aim of this study is to assess the psychometric properties of the ASCS in the multidisciplinary Growing Up in NZ longitudinal study. Methods: We used data from 4938 children from the Growing Up in NZ study to examine the psychometric properties of ASCS for 8-year-old children. Confirmatory factor analysis was conducted, and measurement invariance was tested across sex, ethnicity, and deprivation levels. Results: The ASCS tool comprises a single latent factor: aggressive student behaviour. The ASCS provides an adequate and satisfactory measure for student aggression experiences. Full measurement invariance was supported for child's sex, but only configural invariance was confirmed across ethnicity and area-level deprivation. Males reported higher levels of aggressive experiences than females. Conclusions: The one-factor model structure offers an excellent fit to our data with good internal consistency. Comparisons across sex are valid; however, direct comparisons across ethnicity and deprivation levels should be approached with caution. We recommend replication studies and encourage further research involving participants from different age groups to better understand the factor structure across diverse demographic variables. [ABSTRACT FROM AUTHOR]

In 1997, Professor Kevin Ronan published a paper in the first ever edition of the Australasian Journal of Disaster and Trauma Studies, titled "The Effects of a "Benign" Disaster: Symptoms of Post-traumatic Stress in Children Following a Series of Volcanic Eruptions". Over the next 23 years, Kevin and his many colleagues pursued aspects of children and disasters to both improve practice and advance scholarship in this area. In March 2020 we were saddened by the untimely passing of Kevin. As a tribute to Professor Ronan this special issue of the Australasian Journal of Disaster and Trauma Studies brings together accounts of current research and practice initiatives inspired by, building upon, and directly influenced by Professor Ronan's work. [ABSTRACT FROM AUTHOR]

To inform a larger research programme on informal teaching and learning in everyday settings in Aotearoa New Zealand, two parallel pilot studies were conducted to determine an appropriate method for capturing the everyday learning of culturally and socio-economically diverse children. The studies took place during the six-week holiday break between school years. In one, three Māori children participated, in the other three Tongan children. This paper discusses the unanticipated issues that arose as a result of the ‘ethic of cultural responsiveness’ that the research team developed during the course of the research. These included: the insights made visible by culturally informed interpretation of unremarkable everyday activities; the effects on family dynamics of the research; and responsibilities to participants. It is argued that for Māori and Tongan children culture and family are central to everyday learning and therefore the research process and interpretation of data must be culturally informed. [ABSTRACT FROM AUTHOR]

Recent government moves in many countries have seen coding included in school curricula, or promoted as part of computing, mathematics or science programmes. While these moves have generally been associated with a need to engage more young people in technology study, research has hinted at possible benefits from learning to program including fostering general thinking skills. However, little research has been carried out exploring these ideas. This study analysed data collected while 5- and 6-year-old students in a New Zealand primary school were using Scratch Jnr. to learn about basic shapes, as part of a numeracy topic. Analysis combined Brennan and Resnick's (2012) computational thinking skills framework and Krathwohl's (2002) revision of Bloom's Taxonomy to evaluate any role general thinking skills played in these students' coding work. Results suggest including basic coding in primary curricula provides teachers with an effective means of exercising their students' general and higher order thinking skills. They build on Brennan and Resnick's (2012) framework by including conceptualization as an important element in students' computational work and highlight the role of predictive thinking in debugging code. Findings support historical arguments that more needs to be done to investigate students' cognitive processes when undertaking computational work. Lay description What is already known about the topic: Computational learning is an emerging area of school curricula;, Limited research exists exploring thinking processes within computational learning;, Early studies challenge more recent claims of thinking skill transfer from computational work., What this paper adds: Computational work supports a range of general and higher order thinking skills;, Task design and teacher skills are critical to achieving higher order thinking outcomes from computational work;, Computational work in teams can support collaborative, cooperative and self-management key competencies., Implications for practice and/or policy: Findings broaden the base of empirical support for including computational work in school curricula;, Coding provides an engaging means of exercising complex thinking skills and key competencies in students;, The data methods used provide teachers with visible evidence of students' thinking processes during computational work. [ABSTRACT FROM AUTHOR]

The Paediatric Research in Emergency Departments International Collaborative (PREDICT) released the Australian and New Zealand Guideline for Mild to Moderate Head Injuries in Children in 2021. We describe innovative and practical methods used to develop this guideline. Informed by GRADE‐ADOLOPMENT and ADAPTE frameworks, we adopted or adapted recommendations from multiple high‐quality guidelines or developed de novo recommendations. A Guideline Steering Committee and a multidisciplinary Guideline Working Group of 25 key stakeholder representatives formulated the guideline scope and developed 33 clinical questions. We identified four relevant high‐quality source guidelines; their recommendations were mapped to clinical questions. The choice of guideline recommendation, if more than one guideline addressed a question, was based on its appropriateness, currency of the literature, access to evidence, and relevance. Updated literature searches identified 440 new studies and key new evidence identified. The decision to develop adopted, adapted or de novo recommendations was based on the supporting evidence‐base and its transferability to the local setting. The guideline underwent a 12‐week consultation period. The final guideline consisted of 35 evidence‐informed and 17 consensus‐based recommendations and 19 practice points. An algorithm to inform imaging and observation decision‐making was also developed. The resulting process was an efficient and rigorous way to develop a guideline based on existing high‐quality guidelines from different settings. [ABSTRACT FROM AUTHOR]

Background: A disability is defined as a combination of impairments, activity limitations, and participation restrictions, with approximately 15% of the global population affected by some form of disability. While dental caries remains the primary unmet oral health need for children globally, children with disabilities exhibit a significantly higher risk than their counterparts. Understanding the specific challenges faced by this group is crucial to improving overall dental care outcomes. This narrative review explores dental caries prevalences and experiences in children with congenital disabilities and the barriers affecting their access to dental care both in New Zealand (NZ) and internationally. Methods: A narrative review was conducted to investigate the oral health implications in children with common congenital disabilities. Utilising key terms from relevant sources, a comprehensive search strategy was developed and applied to three databases: MEDLINE, CINAHL Complete, and Dentistry & Oral Science Source, all accessed through EBSCO. An initial pool of 913 sources was identified. A process of titles and abstracts screening followed by full-text screening refined the number to 117 for the review. Then, selected sources were analysed narratively to synthesise the findings. Findings: Alarmingly, children with congenital disabilities, including those with intellectual disability and physical impairments, exhibit a significantly higher prevalence of dental caries than their peers without disability. New Zealand-specific data is sparse, with a single study highlighting caregivers' concerns about dental services for their children with disability. These parents emphasised the lack of clarity in dental service protocols and the absence of regular dental check-ups in their children's annual screening programmes. Recommendation: There is an urgent need for New Zealand-centric research to understand the experiences faced by children living with disabilities and their families. Future research should focus on understanding the challenges faced by both dental service users and providers, informing policy and practice and improvements in the region. [ABSTRACT FROM AUTHOR]

The powerful learning that occurs outdoors has been well documented in this journal, as has an array of barriers teachers typically face in providing outdoor learning experiences. This paper draws on findings from a collaborative, practice-based research project examining the reconceptualisation of outdoor education in two Year 4 classes in a primary school in Aotearoa New Zealand. Teachers note four factors to be integral to supporting the transformation of curriculum and pedagogical practice. The first two,(Re)establishing what we stand foranda willingness to let go of control,underscore the importance of teachers’ ongoing critical analysis of their philosophies and of the impact adopting inquiry approaches had on establishing and sustaining pedagogical change. The third,local places matterpoints to the significance of the innovation itself of adopting place-responsive approaches to sustaining change. The final factor,a climate of support, examines the key roles that senior teachers, colleagues, and students’ families have in supporting teachers’ endeavours to transform practice. [ABSTRACT FROM PUBLISHER]

In this paper I explain and utilise Bernstein's theory of recontextualisation as a means to consider the influence of constructivism as one of the key 'rulers of consciousness' or recontextualising principles that has become hegemonic within education. In considering this influence I draw on the literature to clarify some of the confusion surrounding constructivism that has been utilised as a central theory for the curriculum and pedagogy. I suggest that in New Zealand there is a largely doxic acceptance of a romanticised and often confused view of constructivism developed in response to the lurking spectre of education as transmission. By drawing on three examples of tensions between official discourses and teacher autonomy I explore the lack of clarity surrounding constructivism and the implications for the 'play' of ideology and agency. I conclude by suggesting that constructivism has much to offer in developing approaches to pedagogy but serious limitations when applied to matters of epistemology and ontology. It is particularly important to clarify the limitations of constructivism before it morphs into a new twenty-first century future focused version of itself. [ABSTRACT FROM AUTHOR]

In many countries today, digital technology and instant communication are embedded in children's everyday lives to the extent that their play frequently incorporates smartphones, the Internet and other technologies. In this paper, we explore the recent historical conditions within the New Zealand context that have increased the accessibility of these technologies and imbued them with particular meanings. We suggest that from a Foucauldian perspective, these technologies can be seen as a form of subtle disciplinary power using techniques of governmentality through which children's ways of thinking are shaped to benefit societal requirements of the current historical era. [ABSTRACT FROM AUTHOR]

Sedentary behaviour (SB) has emerged as a potential risk factor for metabolic health in youth. Knowledge on the determinants of SB in youth is necessary to inform future intervention development to reduce SB. A systematic review was conducted to identify predictors and determinants of SB in youth. Pubmed, Embase, CINAHL, PsycINFO and Web of Science were searched, limiting to articles in English, published between January 2000 and May 2014. The search strategy was based on four key elements and their synonyms: (a) sedentary behaviour, (b) determinants, (c) types of sedentary behaviours, (d) types of determinants. The full protocol is available from PROSPERO (PROSPERO 2014:CRD42014009823). Cross-sectional studies were excluded. The analysis was guided by the socio-ecological model. 37 studies were selected out of 2654 identified papers from the systematic literature search. Most studies were conducted in Europe (n = 13), USA (n = 11), and Australia (n = 10). The study quality, using the Qualsyst tool, was high with a median of 82 % (IQR: 74-91 %). Multiple potential determinants were studied in only one or two studies. Determinants were found at the individual, interpersonal, environmental and policy level but few studies examined a comprehensive set of factors at different levels of influences. Evidence was found for age being positively associated with total SB, and weight status and baseline assessment of screen time being positively associated with screen time (at follow-up). A higher playground density and a higher availability of play and sports equipment at school were consistently related to an increased total SB, although these consistent findings come from single studies. Evidence was also reported for the presence of safe places to cross roads and lengthening morning and lunch breaks being associated with less total SB. Future interventions to decrease SB levels should especially target children with overweight or obesity and should start at a young age. However, since the relationship of many determinants with SB remains inconsistent, there is still a need for more longitudinal research on determinants of SB in youth. [ABSTRACT FROM AUTHOR]