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Evidence of racism's health harms among children and youth is rapidly increasing, though attention to impacts on physical health and biomarker outcomes is more emergent. We performed a systematic review of recent publications to examine the association between racism and health among children and youth, with a meta-analysis of the specific relationships between racism and physical health and biomarkers. We conducted a systematic literature search using four databases: Medline, PsycINFO, PubMed, and ERIC. Four inclusion criteria were used to identify eligible studies: (1) exposure was experiences of racism, (2) outcome was health and wellbeing, (3) quantitative methods were used to estimate the association between racism and health outcomes, and (4) the effect size of associations between racism and health and wellbeing was reported for participants aged 0–24 years. Correlation coefficients were used to report the pooled effect size for each outcome indicator. There were 463 eligible studies included in the screening process, with 42 studies focusing on physical health or biomarker outcomes. Random-effects meta-analysis found minimal to moderate positive associations between racism and C-reactive protein, Interleukin 6, body mass index (BMI), obesity, systolic blood pressure, salivary cortisol, asthma, and somatic symptoms. There were marginal positive associations between racism and Tumour Necrosis Factor-α, cortisol collected via saliva, urine and hair, BMI-z score, and diastolic blood pressure, with imprecise estimates and wide confidence intervals. Racism is associated with negative physical health and biomarker outcomes that relate to multiple physiological systems and biological processes in childhood and adolescence. This has implications for health and wellbeing during childhood and adolescence and future chronic disease risk. Collective and structural changes to eliminate racism and create a healthy and equitable future for all children and youth are urgently required. • Racism impacts foundations for optimal health and development. • Racism is associated with physical health and biomarkers in children and youth. • Future research needs to prioritise systemic racism and its impact on health. • Collective and structural changes are urgently needed to eliminate racism. [ABSTRACT FROM AUTHOR]

objective: Positive childhood experiences (PCEs), that occur within secure and nurturing social environments, are fundamental to healthy physical, social-emotional, and cognitive development. However, reliable measures of these experiences are not yet widely available. We used data from the Longitudinal Study of Australian Children (LSAC) to empirically represent and psychometrically evaluate 3 primary domains of PCEs defined within the Health Outcomes from Positive Experiences (HOPE) framework, specifically: 1) nurturing and supportive relationships; 2) safe and protective environments and; 3) constructive social engagement and connectedness. Methods: LSAC is a nationally representative cohort that has followed young Australians from birth since 2004. LSAC data were used to represent the 3 primary HOPE-PCEs domains (birth to 11 years) across 4 inter-related PCEs constructs: 1) positive parenting, 2) trusting and supportive relationships, 3) supportive neighborhood and home learning environments, and 4) social engagement and enjoyment. Confirmatory factor analysis was used to test the proposed 4-factor structure. Predictive validity was examined through associations with mental health problems and academic difficulties at 14 to 15 years. Results: The 4-factor structure was supported by empirical data at each time point. Higher exposure to PCEs across each domain was associated with lower reporting of mental health problems (ft = --0.20 to --2.05) and academic difficulties (/3 = -0.01 to -0.13) in adolescence. Conclusions: The 4 LSAC-based HOPE-PCEs have sufficient internal coherence and predictive validity to offer a potentially useful way of conceptualizing and measuring PCEs in future cohort studies and intervention trials aiming to enhance the understanding of, and mitigate the negative impacts of, adverse childhood experiences. [ABSTRACT FROM AUTHOR]

Life course-informed theories of development suggest it is important to integrate information about positive and negative aspects of the social environment into studies of child and parental wellbeing, including both stressors that compromise health and resources that promote well-being. We recruited a sample of 169 pairs of caregivers and young children (birth to 5 years) from a community health clinic and administered survey questions to assess stressors and resources. We constructed inventories of stressors and resources and examined the relationships between these inventories and caregivers' depressive symptoms, anxiety symptoms, and sleep problems, and young children's medical diagnoses derived from electronic health records. Cumulative stressors and resources displayed bivariate and adjusted associations with caregivers' depressive symptoms, anxiety symptoms, and sleep problems. For depressive and anxiety symptoms, these associations were evident in models that included stressors and resources together. Caregivers with high stressors and low resources displayed the highest levels of depressive and anxiety symptoms and sleep problems. In terms of children's health outcomes, only modest trends were evident for developmental/mental health outcomes, but not other diagnostic categories. Future studies are needed to examine stressors and resources together in larger samples and in relation to prospectively assessed measures of child well-being. [ABSTRACT FROM AUTHOR]

• We explored associations between racial discrimination experiences and cardiometabolic risk markers among children. • Reporting two or more reported experiences of racial discrimination was associated with increased BMI z-score, waist circumference, systolic blood pressure and IL-6 and marginally associated with TNF-α. • Findings suggest the need to address racism and racial discrimination as important social determinants of cardiometabolic risk. Cardiometabolic disease is a leading cause of adult morbidity and mortality globally. There is considerable evidence that childhood adversity is associated with markers of cardiometabolic disease risk in childhood, including obesity, blood pressure trajectories, and chronic inflammation. Experiences of racial discrimination may be an important, yet under explored, form of childhood adversity influencing childhood cardiometabolic risk. This study aimed to examine associations between self-reported racial discrimination and cardiometabolic risk markers among children. A total of 124 children (73 female) aged 11.4 years (SD 0.71) participated in the study. Most children (n = 79) identified as being from an Indigenous or an ethnic minority background. Markers of cardiometabolic risk were BMI, waist circumference, weight height ratio, systolic and diastolic blood pressure, and five inflammatory markers (C-reactive protein (CRP), Interleukin (IL)-1β, IL-6, IL-8, and TNF-α). Results showed that two or more reported experiences of racial discrimination were associated with increased BMI z-score (Beta 0.58, 95% CI 0.18, 0.99), waist circumference (Beta 4.91 cm, 95% CI 0.71, 9.1), systolic blood pressure (Beta 2.07 mmHg, 95% CI 0.43, 3.71) and IL-6 (Beta 0.13, 95% CI 0.00, 0.27) and marginally associated with TNF-α (Beta 0.22, 95% CI −0.09, 0.54) after adjusting for socio-demographic covariates. Findings from this study suggest the need to address racism and racial discrimination as important social determinants of cardiometabolic risk and of the inequitable burden of cardiometabolic disease experienced by those from Indigenous and minoritized ethnic backgrounds. [ABSTRACT FROM AUTHOR]

This study examined the prevalence of racial/ethnic stereotypes among White adults who work or volunteer with children, and whether stereotyping of racial/ethnic groups varied towards different age groups. Participants were 1022 White adults who volunteer and/or work with children in the United States who completed a cross-sectional, online survey. Results indicate high proportions of adults who work or volunteer with children endorsed negative stereotypes towards Blacks and other ethnic minorities. Respondents were most likely to endorse negative stereotypes towards Blacks, and least likely towards Asians (relative to Whites). Moreover, endorsement of negative stereotypes by race was moderated by target age. Stereotypes were often lower towards young children but higher towards teens. [ABSTRACT FROM AUTHOR]

The study examines how white teachers talked to children about national identity and cultural diversity by drawing on qualitative research with eight- to 12-year-old students and their teachers from four Australian primary schools with different racial, ethnic and cultural demographics. Despite a range of explicit and implicit approaches that fostered different levels of critique among students, teachers often communicated Australian national identity as commensurate to white racial and Anglo-Australian cultural identity. We identified three main approaches teachers used to talk about national identity and cultural diversity: cultural essentialism, race elision and a quasi-critical approach. We conclude that the wider education system needs to develop a more formal curriculum structure that guides teachers in developing a better awareness of the power of white normativity, and to critically and explicitly counter discourse and practice that centres whiteness as foundational to dominant conceptualisations of national identity. [ABSTRACT FROM PUBLISHER]

Objective: Australian Indigenous children experience some of the most substantial health inequalities globally. In this context, research regarding their health and well-being has overemphasised physical illnesses with limited exploration of a diverse range of dimensions and determinants, particularly those based on Indigenous holistic understandings of health and well-being. This deficit-based approach has thus missed many strengths and assets of Indigenous children. This research aimed to gain insight into the perspectives of Indigenous children about their health and wellbeing in an urban setting in Australia. It joins a limited international literature examining views and experiences of non-majority children. Design: Participatory and qualitative child-friendly research methods were utilised. The project was developed in partnership with Indigenous community organisations and members. Photoelicitation activities and focus groups were conducted with 31 Indigenous children aged 8-12 years. Qualitative data were analysed thematically, combining focus group and interview data. Results: It was evident an urban Indigenous child perspective of health and well-being includes rich understandings of the interconnectedness of physical, social-emotional and cultural dimensions of holism, as well as the integral importance of family and community relationships. The study also found that specific worries regarding loss of loved ones and racism were highly salient in Indigenous children's lives. Conclusion: The overwhelming conclusion to be drawn from this research is that Indigenous children in urban areas need ongoing recognition of both their agency and resilience in the face of adversity, within a wider context of historical and contemporary racialisation and racism. [ABSTRACT FROM AUTHOR]

Ethnic-racial socialisation is broadly described as processes by which both minority and majority children and young people learn about and negotiate racial, ethnic and cultural diversity. This article extends the existing ethnic-racial socialisation literature in three significant ways: (1) it explores ways children make sense of their experiences of racial and ethnic diversity and racism; (2) it considers ways children identify racism and make distinctions between racism and racialisation; and (3) it examines teacher and parent ethnic-racial socialisation messages about race, ethnicity and racism with children. This research is based on classroom observations, semi-structured interviews and focus groups with teachers, parents and students aged 8–12 years attending four Australian metropolitan primary schools. The findings reveal that both teachers and parents tended to discuss racism reactively rather than proactively. The extent to which racism was discussed in classroom settings depended on: teachers’ personal and professional capability; awareness of racism and its perceived relevance based on student and community experiences; and whether they felt supported in the broader school and community context. For parents, key drivers for talking about racism were their children’s experiences and racial issues reported in the media. For both parents and teachers, a key issue in these discussions was determining whether something constituted either racism or racialisation. Strategies on how ethnic-racial socialisation within the school system can be improved are discussed. [ABSTRACT FROM PUBLISHER]

In order to promote positive intercultural relations, reduce racism and promote harmony in diverse societies, we must better understand the processes by which both minority and majority children and young people learn about and negotiate racial, ethnic, and cultural diversity, processes known as ethnic-racial socialization. A critical gap within the field of ethnic-racial socialization is a systematic literature review that includes a diverse range of population groups. The primary goal of this paper is to systematically review research over the past 30 years that has examined ethnic-racial socialization processes for both minority and majority children and young people. Studies ( n = 92) that included implicit or explicit ethnic-racial socialization as a primary outcome variable along with examination of racism/discrimination, intergroup contact and/or cross-cultural interactions were reviewed. Our main findings highlight that the majority of studies continue to focus on the ethnic-racial socialization of African American children by parents. However, emerging studies involving different ethnic-racial and cultural groups demonstrate the need to consider how multiple social and environmental factors and multiple influential agents differentially impact on the types of messages used with children and young people. Implications for future research, in relation to the adoption of multi-level frameworks and understanding the contribution of multiple agents across a range of contexts, are discussed. [ABSTRACT FROM AUTHOR]

Although childcare centres have a vital role to play in the social and emotional development of children, the strategies used to promote children's wellbeing in such settings are not well researched. This study aimed to identify the strategies, facilitators and key challenges for promoting children's social and emotional wellbeing as reported by childcare directors and workers during semi-structured interviews. They reported mainly informal strategies with few formalised policies, curricula or strategies. Staff reported frequent difficulties communicating with parents and/or children due to many families speaking little or no English. Lack of staff training and inadequate resources for activities were other key challenges they identified. Perceived facilitators included staff having strong relationships with each other and sharing a common philosophy, as well as having an open door policy for parents. Systematic development of skills to promote children's social and emotional wellbeing could help leverage childcare staff's potential to promote children's wellbeing during a crucial stage of child development. [ABSTRACT FROM AUTHOR]

Objectives. To compare the prevalence of bullying victimization and racial discrimination by ethnicity. Methods. We completed a cross-sectional analysis of 3956 children aged 12 to 13 years from wave 5 (2011-2012) of the nationally representative Longitudinal Study of Australian Children. Results. Bullying victimization and racial discrimination were weakly associated and differently patterned by ethnicity. Children from visible minorities reported less bullying victimization but more racial discrimination than did their peers with Australian-born parents. Indigenous children reported the highest risk of bullying victimization and racial discrimination. Conclusions:Peer victimization and racial discrimination each require specific attention as unique childhood stressors. A focus on general bullying victimization alone may miss unique stress exposures experienced by children from stigmatized ethnic backgrounds. [ABSTRACT FROM AUTHOR]

Background and Aims: There is a lack of literature on the evaluation of programmes addressing the motor and sensory development of preschool children. This paper presents and discusses an exploratory evaluation study of the ‘Motor Magic’ programme run in Adelaide, South Australia. The purpose of this study was to identify outcomes for children, parents and kindergarten staff, as well as develop hypotheses about how these outcomes occurred and in what contexts. Methods: Using a realist approach, two focus groups were conducted, one with parents and one with kindergarten staff, to develop and refine key hypotheses. Results and Conclusion: Evaluation results for participating children and parents suggested that this programme provided a model of best practice for supporting the development of preschool-aged children, with or at risk of, developmental delay, within their family and social environments. [ABSTRACT FROM AUTHOR]

Limited evidence suggests that positive experiences in childhood may promote cardiovascular health, providing additional opportunities for prevention and early intervention. This study aimed to examine the effects of adverse and positive experiences on cardiovascular health in late childhood. Data sources: Longitudinal Study of Australian Children (N = 1874). Exposures: Adverse and positive experiences assessed repeatedly (age 0–11 years). Outcomes: Cardiovascular health (high versus low or moderate) quantified by four health behaviors (diet, physical activity, cigarette smoking, and sleep) and four health factors (body mass index, non-high-density lipoprotein, blood pressure, and blood glucose) (age 11–12 years) as per the American Heart Association's Life's Essential 8 metrics. Analyses: Separate generalized linear models with log-Poisson links were used to estimate the effects of adverse and positive experiences on cardiovascular health, adjusting for confounders. Children exposed to multiple adverse experiences (≥ 2) were less likely to have high cardiovascular health (RR = 0.82, 95% CI = 0.67 to 1.02) than those not exposed. Children exposed to multiple positive experiences (≥ 2) were more likely to have high cardiovascular health (RR = 1.14, 95% CI = 0.94 to 1.38) than those not exposed. Stratified analyses suggested that exposure to multiple positive experiences might buffer the detrimental effects of multiple adverse experiences on cardiovascular health. Both adverse and positive experiences were found to be modestly associated with cardiovascular health in Australian children. Future research and practice should not only consider addressing childhood adversity but also use a strengths-based approach to promoting positive experiences to improve cardiovascular health. • Adverse experiences have detrimental effects on cardiovascular health in children. • Children exposed to positive experiences have better cardiovascular health. • Positive experiences may buffer the detrimental effect of adverse experiences. • Promoting positive experiences is needed to improve cardiovascular health. [ABSTRACT FROM AUTHOR]

Purpose: Limited research has examined maternal experiences of racial/ethnic discrimination in relation to child cardiometabolic health. In this study, we investigated whether maternal experiences of ethnic discrimination were associated with cardiometabolic risk in Hispanic/Latino youth several years later.Methods: Our sample included 1146 youth (8-16 years) from the Study of Latino Youth (2012-2014), who were children of the Hispanic Community Health Study/Study of Latinos participants (2008-2011). We used regression models to examine the prospective associations between maternal report of ethnic discrimination in relation to her child's body mass index (BMI) z-score, metabolic syndrome score (MetS), and high sensitivity C-reactive protein (hsCRP) levels 2 years later.Results: Maternal ethnic discrimination was associated with youth hsCRP, but not BMI or MetS (P-values >.05). Adjusting for age, nativity, and national background, maternal ethnic discrimination was associated with higher (log) hsCRP levels (β = 0.18, 95% CI = 0.04 to 0.32) in children. This association was robust to adjustment for maternal and household characteristics (β = 0.17, 95% CI = 0.04 to 0.31), as well as maternal depression and maternal BMI.Conclusions: Maternal ethnic discrimination is associated with inflammation among Hispanic/Latino youth, and not BMI z-score or MetS. Studies are needed to address temporality and pathways. [ABSTRACT FROM AUTHOR]