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Even though distance education from the home environment has seemed comfortable and economic for students with disability in formal higher education during the pandemic, insufficiency in their academic self-efficacy, satisfaction and an increasing tendency to drop out were observed. This quantitative research is based on development of the scales and hierarchical regression analyses to determine the resources of academic self-efficacy, satisfaction and the tendency to drop out of students with disability in higher education beyond physical accessibility. The hierarchical effect of sub-dimensions of academic self-efficacy on satisfaction and the tendency to drop out and hierarchical predictor roles of socio-demographic characteristics (gender, rate of personal disability, type of disability, and four fields of study) were analysed. Some of the important findings are; self-efficacy in training, emotional well-being, technique and communication are determined as the sub-dimensions of academic self-efficacy. Self-efficacy in emotional well-being is the most effective sub-dimension of academic self-efficacy on satisfaction. Hierarchically, fields of study (social science and health sciences), rate of disability and types of disability (chronic illness and hearing disability) are effective on academic self-efficacy. The results support the decision makers to increase the quality of more inclusive higher education by considering differences based on education fields, types of disability and rate of (personal) disability and gender.

This article explores the interplay between perceived employability (PE), mental health, and equity group membership amongst students at a large public urban university in Australia. The article reports from a study conducted between 2017 and 2022, during which students self-assessed their PE. Differences in PE by equity group membership were assessed using responses to structured fields in the questionnaire (n = 24,329). Custom measures were constructed using student responses to open-ended fields to proxy student wellbeing based on sentiment analysis and mention of mental health or synonymous terms (n = 12,819). Analyses included two-way tests of differences between groups and multivariate analyses considering the effect of equity group membership and mental health concerns on employability beliefs. Results indicate that students with a disability, with English as a second language, or with wellbeing concerns report lower perceived employability. Of all the PE dimensions, academic self-efficacy is most consistently affected by equity group membership and wellbeing concerns. Further, wellbeing concerns are more prevalent for students with disabilities. The findings strengthen support for policy and institutional initiatives focusing on student wellbeing in general but also specifically for equity groups that are already associated with poorer employability beliefs. In particular, students with disabilities appear to have poorer self-esteem and academic self-efficacy and are more likely to have mental health concerns.

This study aimed to investigate the impact of external factors on the experiences and family relationships of autistic adolescents and their families. A qualitative approach was used, with in-depth interviews conducted with 30 participants, including autistic adolescents, siblings and parents from within families with an autistic adolescent family member. The findings suggest that external factors significantly influence the well-being of autistic adolescents and their families. The school environment was identified as a significant factor, with sensory overload, bullying and adverse interactions with teachers having a negative impact on the mental health and quality of family relationships for participants. In addition, the study highlighted that isolation and stigma were major concerns for families, suggesting a need for public efforts to raise awareness and understanding of autism. The lack of appropriate support and services was also identified as a significant challenge that families face. The study highlights the need for person-centred approaches to service provision, which involves including autistic adolescents and their families in the design and delivery of support and services. The study recommends collaboration among schools, service providers, and families, as well as efforts to promote autism-friendly environments in schools and the broader community.

This paper is an adapted version of the Brian Nettleton Lecture given at the Outdoors Victoria Conference, 2022. It explores how the last two decades have seen an ever-accelerating Digital Revolution which has impacted on almost every aspect of human experience to the point that it is now omnipresent. Life is now mediated through the screen. As a result, children and young people have become hyper-vigilant, overly anxious, experience a sense of climate trauma, and have decreasing access to, and time spent in, the outdoors. In addition, children have just experienced two years of isolation as a result of the COVID-19 pandemic and evidence suggests that they are already experiencing significant mental health issues as a result. This paper considers the implications of this for Outdoors Victoria and Outdoor Education.

This study aimed to assess differences in emotion and elaboration quality between clinical and community child cohorts in both past reminiscing and future worry conversations. We analyzed 54 Australian parents (46 mothers, 8 fathers) and their 8- to 12-year-old children (M = 9.63, SD = 1.29; 28 boys, 26 girls) in reminiscing interactions. Dyads were recruited from local schools (community cohort, n = 26) or a children's psychology clinic waitlist (clinical cohort, n = 28). Clinical cohort children engaged in less emotion exploration in both past and future conversations, as did parents for future conversations. Elaboration quality did not differ. Parent-son dyads differed in the clinical cohort, exhibiting significantly lower emotion resolution than the community cohort, or parent-daughter dyads when discussing past events. These findings suggest that discussing anticipated negative events may be a relevant point of family-based intervention for anxious children. Additionally, this study highlights the importance of parent-son emotional discussion.

International students in Australia risk financial insecurity and as a result, may make suboptimal health decisions. Limited research has explored the experiences of international students' health-related financial decision making. In-depth interviews were conducted with 31 international students to explore how financial situation influences their decisions in Australia. Data were thematically analysed. Findings highlight that limited income can impact overall wellbeing and health-related decision making. When making financial health-related decisions, participants prioritised urgent health needs and education. Participants who perceived their financial situation limited were less willing to spend money on mental health services, social activities, and food. This study suggests that students may consider the long-term financial benefits of studying abroad when making decisions, but they do not consider the long-term health implications of stress and wellbeing. Enabling students to improve their financial situation and lower their expenses could enhance wellbeing and facilitate health-related decision making.

As mental health concerns coupled with inadequate supports have been described as reaching crisis proportions in autistic people, there is a pressing need for accessible and effective support systems. While self-compassion has shown various benefits in the general population, its application in supporting autistic individuals remains limited. This study investigated the experiences of 39 autistic adults who participated in an autism-specific online self-compassion program. The program included a series of five modules which incorporated psychoeducation, meditation, and self-reflective exercises that were completed over a 5-week period. Qualitative data was collected through weekly check-ins and a post-program survey, which underwent thematic analysis through the lens of an autistic researcher resulting in four key themes: the positive impact of self-compassion, challenges faced during the program, recognizing self-compassion as a journey, and the value of program adaptations. These findings shed light on the experiences of autistic adults engaging with self-compassion interventions, highlighting both the benefits and barriers they encountered. The study underscores the importance of developing tailored interventions that consider the unique needs and perspectives of autistic individuals to promote improved mental health outcomes and foster inclusivity.

Background: Current evidence indicates that intellectual disability and gender are both factors in differential usage of services. However, there are limited data about the demographic and service usage patterns of people with intellectual disability who use mental health services. This is particularly true in relation to women with intellectual disability with mental ill health. Interrogation of large-scale linked data sets can provide valuable insights into patterns of service usage among marginalised groups. Method: A large collaborative data linkage project was assembled with the overarching aim of providing an epidemiological profile of the health (including mental health), health service use, mortality and other service system contacts of people with intellectual disability in New South Wales (NSW), Australia. These linked data were used to interrogate the demographic, diagnostic and service use profiles of women with intellectual disability who have sought mental health support in NSW. Results: The linked data demonstrated important differences in patterns of diagnosis and service use for women with intellectual disability and mental health disorders, when compared to women without intellectual disability and men with and without intellectual disability, with mental health disorders. The diagnostic profile of women with intellectual disability reflected the gendered nature of diagnoses found in the wider population. Women with intellectual disability also experienced higher rates of diagnostic instability than other groups. Conclusions: The intersection between gender, intellectual disability and mental health has an effect on diagnostic profile and patterns of service use for women with intellectual disability. These differences are important and may impact targeted service delivery and planning for women with intellectual disability who have sought mental health support.

Caregivers of children with neurodiverse needs are known to experience challenges and hardship due to the increased needs of the child and the lack of support available. This study aimed to explore the support needs and well-being of caregivers of children with neurodiverse needs in Australia. Sixty-six caregivers participated in an online survey asking questions about support needs. The results highlighted five main themes that caregivers commonly experienced including: barriers to community engagement, impact on close relationships, negative impact on mental health and identity, financial hardship, and identified support needs. Findings identified multiple unmet needs existing amongst caregivers and further emphasises the importance of addressing these needs to improve the quality of life of caregivers of children with neurodiverse needs.

Internationally, over 60% of all lifetime cases of mental health disorders are identified as emerging by 25 years of age. In Australia, young people (aged 16-24 years) report the highest prevalence of mental health problems. Acceptability of mainstream services for young people is a concern, particularly for clients 18-25 years, heterosexual males and certain marginalised communities. With unaddressed distress in young people a precursor to poor, potentially lifelong mental ill-health trajectories, the provision of acceptable, and accessible mental health services remains a critical system imperative. Outdoor therapies, such as outdoor talking therapies, present an option for increasing the breadth of mental health interventions available to young people. Reported benefits of outdoor therapies include improved self-esteem and confidence, positive and negative affect, stress reduction and restoration, social benefits, and resilience. As outdoor therapies draw on multidisciplinary skillsets, this modality has the potential to expand services beyond existing workforce capacities. However, there are evidence gaps that must be addressed before mainstreaming of this treatment modality can occur. Here we overview the existing evidence base for "outdoor talking therapies," as a form of outdoor mental healthcare, to determine their appropriateness as an effective and efficient treatment modality for young people with psychological distress in Australia and elsewhere. We then propose a research protocol designed to determine the acceptability, efficacy and efficiency of 'outdoor talking therapies'. Our aim is to help address identified youth mental healthcare service shortages in Australia, and potentially support the health of our mental healthcare workforce.

Background: Mental health concerns prevent positive well-being and are key challenges for Australian children and young people. Arts organisations play a role in enhancing the positive mental health of children and young people. This paper describes the involvement of young people and their parents in the development of a resource for arts organisation's intentional support of social and emotional well-being. Methods: Six focus groups were conducted with 19 young people who participate in dance, drama, and circus programs, and 17 of their parents. Questions explored how the arts currently, and potentially, support their social and emotional well-being. Results: Three overarching themes: "Connecting with Others;" "Being Myself;" and "Teaching Methods," plus 14 sub-themes were identified. Conclusion: A framework of well-being factors and pedagogies was developed to guide the creation of a resource to help support the social and emotional well-being of young people participating in arts programs.

This scoping review explores the role of school leadership in the improvement of teacher well-being by utilizing the Locus of Control (LOC) Framework identified by psychologist Julian Rotter in 1954. The internal and external environments impacting teacher well-being were explored, and the specific responsibilities of school leadership were identified. The literature reports that while teachers are responsible for many aspects of their well-being, school leaders can improve a teacher's mental health and create a positive school culture by taking responsibility for factors external to the teacher's LOC. This paper outlines school leadership responsibilities in actively implementing strategies to improve staff well-being in the school environment.

An estimated 42% of Australians who consult complementary medicine (CM) practitioners have a mental health diagnosis. Preparedness of CM practitioners in managing such diagnoses is currently unknown. A cross-sectional survey of 257 CM practitioners who reported caring for people with a mental health diagnosis. Practitioners' mental health literacy, educational needs, and confidence in the assessment, management, and treatment of mental health--including suicide risk--were analysed. Most (59.1%) participants had no formal qualifications in mental health and 44.3% indicated they had not completed any training in psychological therapies. Only 20% were trained in mindfulness-based techniques or goal setting. Over 50% reported their undergraduate qualification contained insufficient mental health content to prepare them for clinical practice. Over one-half had attended continuing professional education on mental health. Practitioners reported greater confidence in assessing, managing, and treating mental wellbeing over complex mental health disorders and suicide risk. These findings uncovered a deficit in the CM practitioner's surveyed mental health education. As these CM practitioners are a primary point of contact for patients with mental health diagnoses, there is a critical need to expedite skills development in this workforce to support the delivery of safe and effective primary mental health care.

This article reports on a national study commissioned by Tennis Australia to assess the positive role that sport, specifically tennis, has on the lives of LGBT+ people in Australia. It explores specifically the role of tennis in building social solidarity and community capital through leisurely and organised sporting activities. Theoretically, this paper is anchored in the work of Putnam, where we demonstrate how sport promotes and bridges social capital. Scholarship that explores how sport can be a source of celebration and enjoyment for LGBT+ people remains underexplored. To gain comprehensive insights into the perceptions and lived experiences of LGBT+ tennis players, we employed a qualitative research design drawing on the methods of semi-structured interviews, focus groups, and participant observation. In total 27 interviews were conducted, 3 focus groups and over 50 hours of observations at various LGBT+ tennis clubs and tournaments in Sydney, Hobart, Perth and Melbourne. Our paper makes a significant contribution to scholarship by assessing the ways in which sport can advance inclusion efforts for LGBT+ people, and positively impact their lives and overall wellbeing. Our research clearly indicated that those who play tennis reported improvement in their mental and physical health whilst also enhancing their social capital.

The majority of autistic students experience numerous difficulties at school, which may contribute to frequent moves between mainstream schools. Despite this, no studies have examined the reasons why autistic students are making non-essential mainstream school moves. The aim of this study was to explore the experiences which led parents to consider moving their child between mainstream schools and the decision-making processes in choosing whether to stay or leave. Semi-structured interviews were conducted with 10 parents. Thematic analysis generated three major themes: (1) Parents' increasing concerns around their child's school placement, (2) Choosing to stay or leave, and (3) Living with the choice to leave. Parents identified that problems leading to consideration of leaving were largely systemic, highlighting the interaction between push (to leave) and pull (to stay) factors which differed in their intensity across time and personal circumstances. The role of school principals, as well as the parents' feelings of undermined agency and advocacy, also influenced the decision-making process. This study found that parents' decision-making around moving their child to another mainstream school is a complicated process; however, the results indicate that there are multiple opportunities for intervention from schools and education departments to prevent a move from occurring.

Previous research has demonstrated wellbeing benefits for positive education programmes (PEPs) facilitated by clinicians or experts or outside the school context. The current study explored the effects of a Year 10 PEP led by teachers trained in positive education and embedded within the Australian secondary school context. A mixed-methods design compared students receiving PEP (n = 119) with a wellbeing-as-usual comparison group (n = 34) matched on age and socioeconomic status. Depression, anxiety, autonomy, gratitude and mindfulness levels did not differ between groups. Levels of satisfaction with life and relatedness were significantly higher for the intervention than for the comparison students at the post-intervention time point. Qualitative analyses revealed that students valued having engaging and relatable teachers, brief interactive sessions and personally relevant applied content. School-based PEPs may therefore provide some limited ongoing support as students transition into their senior years of secondary school. Delivering positive education within the school context, however, raises challenges relating to levels of teacher training and availability. Capturing the student voice in the current study was valuable and indicated that both teacher and programme factors were central to student engagement in PEPs.

Barriers to healthcare experienced by Australian autistic adults have not been previously explored. We conducted a cross-sectional investigation of barriers to healthcare and associated factors from a subtle realism perspective. Perceived barriers to healthcare were obtained from the Barriers to Healthcare Checklist Short-Form (BHC). A total of 263 autistic and 70 non-autistic individuals completed the BHC. On average, autistic adults reported more barriers to healthcare (4.58) than non-autistic adults (0.76). Gender diversity, higher levels of generalised anxiety, greater global disability and less satisfaction with social support contributed to the experience of barriers to healthcare in autistic participants in regression modelling. Australian autistic adults face substantial barriers to healthcare. Understanding these barriers provides an opportunity to develop approaches to improve access; such as co-designing a healthcare access roadmap for autistic adults, with co-designed policies and practices which advocate for the needs of autistic adults.

Holistic and ecological approaches to mental health support have been identified by many as best-practice approaches for creating and sustaining well-being. Those who experience mental health challenges including, for example, Borderline Personality Disorder (BPD), often struggle to find adequate, sustainable and ongoing care from clinical settings, and recent research shows that additional strategies such as peer support programs, arts approaches, and holistic school-based collaboration work effectively. More generally, the mainstream population continues to suffer from outdated, overly medicalised and frequently inaccurate notions of the experience of poor mental health and the effective support of those who suffer, and peer- and school-integrated approaches go some way toward better education about mental ill-health. This article uses a creative ecologies model (Harris, 2016) to help schools implement student- and family-led support programs for students experiencing mental health challenges in school settings.

Indigenous Australian young people comprise over 50% of the total Indigenous population (Australian Bureau of Statistics, 2017). Yet, the voices of Indigenous young people are seldom centred in policy or scholarship (Shay & Sarra, 2021). This paper shares findings from a three-year national transdisciplinary, qualitative study that explored the identity and well-being of Indigenous young people in diverse school settings. The data told counter-stories through the lens of Indigenous young people currently absent in mental health and educational wellbeing scholarship. This article illustrates how the theoretical/methodological approach and data provide a strengths-based alternative to trauma-informed and medicalised mental health frameworks that dominate policy and practice approaches. This paper shares key findings from Indigenous young people who articulated their identities as underpinned by respect, pride and collectivism and shaped by culture, where you are from, physicality and role models. These expressions are clearly at odds with broader deficit discourses on Indigenous identity and have implications for health and schooling settings.

Objective: We aimed to examine the psychometric properties of the Scale of Perfectionism and Excellencism (SCOPE) in a novel sample, Australian adolescents. Method: The cross-sectional sample consisted of 350 participants (79 male, 271 female; mean age 17.9 years, age range = 15-20 years) from a secondary 10 school and university who completed a web-based questionnaire. Results: Confirmatory factor analyses showed that the original two-factor structure was replicated and invariant across gender, educational setting, and language (English as first or second language). Cronbach alphas indicated good internal consistency: Excellencism (0.95) and Perfectionism (0.97). We found evidence for divergent and convergent validity. Academic performance was associated with Excellencism, independent of 15 Perfectionism (partial r = 0.32; p < 0.01), with no discernible relationship with Perfectionism. We explored concurrent validity and found mixed results with associations being in the expected direction only for the criterion measures that might be conceptualised as capturing negative-type perfectionism. Conclusions: This study provides valuable insights into SCOPE and the distinct constructs of Excellencism and Perfectionism. Findings indicate Excellencism is associated with more positive 20 academic and mental health outcomes compared to Perfectionism. Further research is warranted to explore long-term outcomes of these constructs to potentially inform educational practice, mental health promotion, and early intervention.

Poor mental health in higher education settings is a worrying issue prompting the need to investigate the organisational and personal factors that impact mental health and wellbeing. Such information is integral to building a comprehensive picture of the doctoral learner. Drawing on prior research identifying what novice researchers perceive as important to their wellbeing, the Importance to Doctoral Wellbeing Questionnaire (IDWQ) was developed. Seven dimensions were identified in a pilot phase: 'Work-Life Balance', 'Social-Collegial', 'Personal Research Confidence', 'Future', 'Researcher Identity', 'Supervisor', and 'University'. The questionnaire was then administered nationally to a larger more diverse cohort of research candidates prior to the COVID-19 pandemic. The findings clarify potential candidate vulnerabilities. The IDWQ can be used to focus institutional appraisal of programmes and policies to assist novice researchers to identify key concerns and manage learning contingencies.

In recent years, interest in the therapeutic potential of yoga for people recovering from trauma has flourished. To date, much of this research on yoga for trauma adopts a quantitative methodology that positions yoga as a medicalised intervention to understand if yoga is 'effective' for trauma recovery for adults. This paper seeks to contribute to an emerging body of qualitative literature by drawing on the voices of eight Iyengar yoga teachers with experience teaching adult students with trauma. It reveals that the teachers do not hold themselves out to be specialists in trauma, nor do they rely on formulistic principles or knowing a person's trauma narrative. Rather, they draw on the pedagogic skills they have developed more generally through their considerable experience of teaching yoga as an embodied practice to tailor their approach for their students. Of central interest is the way the teachers use their own bodies, particularly their sensory perceptions, to 'read' the bodies and emotional capacities of their students within each teaching session. The teachers also reflect on the way they use adjustments as part of their embodied pedagogic skills in nuanced ways that challenge the dominant no-touch discourse on teaching students with trauma. These pedagogic approaches offer important insights for movement teachers more generally, particularly those teaching vulnerable students.

Background: The rollout of the National Disability Insurance Scheme (NDIS) has transformed the Australian funding landscape for individuals with disability and their families. This study examined whether the profiles of autistic children and their families accessing an early intervention (EI) setting have changed following its introduction. Methods: The cognition and behavioural profiles of children funded under the NDIS (n = 58) were compared to children who had received block government funding (n = 58). Parental mental health and quality of life (QoL) outcomes were compared. Results: Children presented with similar baseline cognition, functional abilities and autism behaviours at intake into EI irrespective of funding type. While parental QoL was similar across groups, parents funded by the NDIS reported significantly higher stress and depression levels. Conclusions: The current findings suggest that modifications to the NDIS framework may be necessary to extend benefits beyond the individual living with disability to foster the health and wellbeing of their primary carers.

Background: There is little research comparatively assessing prevalence of pain between older people either with or without intellectual disability. This paper explores health and social factors associated with chronic pain in these two groups. Method: A cross-sectional survey was undertaken in New South Wales and Queensland, Australia. Inclusion criteria were adults either with or without intellectual disability, aged 60 years and older, and currently living in community-settings. Univariate and multivariable analyses were undertaken on a sample of 391 adults with intellectual disability and 920 adults without intellectual disability. Results: Key findings included higher prevalence of pain in the intellectual disability group, along with higher rates of osteoarthritis, falls, oral health problems, and mood disorders. Conclusions: Mitigating risk factors for conditions that cause chronic pain in older adults is crucial. As longevity increases, the healthcare sector needs to prioritise chronic pain management for people with intellectual disabilities through appropriate treatment strategies.

School belonging, sometimes referred to as school belonging or school connectedness, involves dimensions like positive affect towards school, relationships with teachers, and feeling socially valued. Previous research points to immediate benefits for students' mental health and wellbeing; however, evidence on the potential long-term benefits of school belonging for mental health--once young people leave the school setting--is limited. This study used data on 1568 adults from the Australian Temperament Project (ATP), a 16-wave longitudinal study which has tracked participants since infancy. The short form of the Australian Council for Educational Research (ACER) School Life Questionnaire was used to assess secondary school belonging at age 15-16 years whilst young adult mental health symptoms were evaluated using the Depression, Anxiety and Stress Scales (DASS-21) at 19-20, 23-24, and 27-28 years. Generalised Estimating Equation models were used to examine the link between secondary school belonging and mental health symptoms in young adulthood. Results showed that higher levels of all aspects of school belonging were associated with lower mental health symptoms across young adulthood ([beta] range - 0.05 to - 0.20). Associations were similar by gender. These findings underscore the importance of adolescent school belonging and in particular school status in reference to feeling socially valued, as a long-term protective factor that can mitigate against later depression, anxiety, and stress.

Children and young people (henceforth referred to as young people) are one of the groups most affected by climate change and are at the forefront of climate action. Yet, there is scarce evidence on how young people navigate the challenges presented by climate change using their personal strengths and the resources accessible to them. This study aimed to address this gap by drawing on qualitative data from workshops with 31 young people between 12 and 22 years of age from metropolitan Melbourne and a bushfire-risk region in Victoria, Australia. An inductive thematic analysis of workshop transcripts showed that participants had progressively become aware of climate change in an increasingly uncertain world and sought to gain a sense of connection, agency, and hope. Participants aimed to achieve the latter by becoming aware of opportunities for climate actions in everyday life and developing themselves as agents of change. We discussed our findings from a developmental perspective to gain a better understanding of how supporting young people in learning about and acting on climate change can benefit their mental health and sense of agency.

Within Australian higher education, student evaluation of teaching (SET) is regularly conducted and data are utilised for quality control and staff appraisal. Within current methodologies, students can anonymously provide further feedback as written commentary. There is now growing evidence that, once this narrative becomes derogatory or abusive, it may have the potential to create harm. To investigate staff reactions to receiving anonymous non-constructive commentary, a one group point in time design was constructed, and a survey conducted. Participants (N = 741) from a broad cross-section of Australian universities responded to Likert questions asking about their reactions. A significant impact was revealed according to age for mental health, stress and professional confidence, with younger and tenured academics indicating the most vulnerability. There were no differences across gender. Non-health disciplines with teaching loads greater than 50% reported an impact of anonymous SET on mental health and professional confidence. Being casually or seasonally employed or from an ethnic background was shown to have a significant effect on professional confidence. Findings suggest that the potential for higher education academics to be harmed "via" this process is a continued risk and highlights the need for review and reform of SET systems and protocols.

Purpose: The aim of this study was to develop, implement, and evaluate a 16-lesson integrated physical education program focusing on Indigenous games: Education, Movement, and Understanding (EMU). Method: The study aligned with current physical education, English, and mathematics syllabi and involved 105 children (9-12 years) from two primary schools (Awabakal Country, Australia; 2020). Children participated in sixteen 45-60 min EMU lessons over 8 weeks, with feasibility and preliminary efficacy outcomes assessed via mixed methods. Results: EMU was delivered successfully by the research team, with excellent student and teacher evaluations (M = 4.36--5.0 across 20 items). Improvements resulted for children's cardiorespiratory fitness (d = 0.37, p = 0.001), enjoyment of sport (d = 0.27, p = 0.024), physical self-perceptions (d = 0.27, p = 0.043), and academic achievement (spelling d = 0.91, addition d = 0.40, subtraction d = 0.53, and division d = 0.68). No significant changes in wellbeing or multiplication scores resulted. Conclusion: Our results provide support for the feasibility and preliminary efficacy of EMU as a beneficial and enjoyable integrated primary school physical education program.

Higher degree research candidates experience higher rates of anxiety and depression than the general population. This study explored the wellbeing and experiences of two independent groups of HDR candidates. One participating prior to the pandemic, and the second group during the COVID-19 pandemic. A mixed methods study comprising of a survey and focus group were conducted with 17 participants. The results of this preliminary study suggest there may have been differences in HDR candidates' wellbeing between pre-pandemic and those participating in the study during COVID-19. However, the study sample was small, and the results cannot be generalised to the HDR cohort. Two main themes were identified from the focus groups: 'wellbeing challenges, culture and connectivity' and 'university response: culture and connectivity'. Some participants identified multiple stressors that impacted their wellbeing including challenges of establishing a research community to support their voice, and identity. Additional challenges that related to connectivity were evident for international students during COVID-19, due to international border closures in Australia. Further studies are needed to inform evidence-based policies.

Understanding the drivers of student dropout from higher education has been a policy concern for several decades. However, the contributing role of certain factors--including student mental health--remains poorly understood. Furthermore, existing studies linking student mental health and university dropout are limited in both methodology and scope--for example, they often rely on small and/or non-representative samples or subjective measures, and focus almost exclusively on main effects. This paper overcomes many of these shortcomings by leveraging unique linked administrative data on the full population of domestic students commencing undergraduate studies at Australian universities between 2012 and 2015 (n = 652,139). Using these data, we document that approximately 15% of students drop out of university within their first academic year. Critically, students receiving treatment for mental health problems are 4.3 (adjusted) to 8.3 (unadjusted) percentage points more likely to drop out of higher education. This association remains in the presence of an encompassing set of potential confounds, and is remarkably uniform across segments of the student population determined by individual, family, and programme characteristics. Altogether, our findings call for increased policy efforts to improve student mental health and to buffer against its deleterious effects on retention.

Globally, there is an increasing prevalence of higher education students with mental health issues. Educators are guaranteed contact points, and students often seek their support to manage their mental wellness. However, there is limited research describing educators' experiences of these interactions. This interpretive phenomenological study engaged 16 educators from an institution in Canada and Australia. Interviews were conducted to understand their lived experiences interacting with and supporting students with mental health issues. Data demonstrated that educators encountered students with challenges to mental wellness, most commonly around course assessments. These encounters caused strain on educators personally and professionally, which they responded to by adapting teaching practices to mitigate risks to student and educator wellbeing, compartmentalization and boundaries, and relational connection and support. Over time they evolved to manage this and incorporate this role into their teaching, with more confidence and less impact on themselves. This manuscript highlights the lived experiences of educators engaging with students with mental health stressors, and provides tangible examples of professional and personal modifications that mitigated the strain on the educator caused by these encounters.

Purpose: Work readiness is an important aspect of the transition from higher education to professional practice. The purpose of this study was to explore the perceptions of work readiness of individuals transitioning into physiotherapy practice in Australia and identify any association with personal, education and work factors. Design/methodology/approach: Purpose-built surveys were distributed to final-year students and graduates of physiotherapy programmes nationally. Work readiness was measured using the recently validated Work Readiness Scale for Allied Health Professionals 32 (WRS-AH32), which captures the following four domains: "Practical Wisdom," "Interpersonal Capabilities," "Personal Attributes" and "Organisational Acumen." The surveys also included personal, education and work data. Work readiness was expressed as percentages for total work readiness and within each domain. Independent t-tests were used to examine the influence of personal, education and work factors on work readiness. Findings: 176 participant responses were analysed (84 students and 92 graduates). Total work readiness was 80% [standard deviation (SD)8], with "Practical Wisdom" the highest scoring domain (91%, SD8) and "Personal Attributes" the lowest scoring domain (65%, SD14). Considering overall work readiness, individuals reporting some psychological symptoms scored lower than asymptomatic individuals [mean difference 7% (95% confidence interval (CI) 4 to 9)] and final-year students scored less than graduates [mean difference 3% (95% CI 0 to 5)]. Practical implications: All stakeholders, including individuals, universities and employers, need to consider further strategies to develop aspects of work readiness, particularly within the domain of "Personal Attributes" and those with psychological symptoms. Originality/value: This study demonstrates that physiotherapy students and graduates perceive themselves to be well prepared to transition to the workforce.

Schools are often seen as a key setting for the provision of mental health support for children. This study aimed to explore the professional perspectives of primary school educators in Victoria, Australia, regarding how schools can support the mental health of their students. Semi-structured interviews and focus groups were conducted with 17 primary school educators, from four schools. Thematic analysis was used to generate themes from the data. This study indicates that educators report significant concerns about the complexities of their role and their capacity to support children's mental health due to a lack of resources, overwhelming demands, and inadequate training. Educators highlighted the importance of partnership and communication with families and of a school culture that prioritises mental health. This study provides insights into external factors that can undermine effective support of children's mental health within primary schools and indicates a need for a more integrated approach to supporting children's mental health across education and healthcare.

Background: teen Mental Health First Aid (tMHFA) is an Australian school-based universal program for grade 10 to 12 students. tMHFA teaches teens how to recognize and respond to a peer in crisis or experiencing mental health concerns. Methods: Schools implementing tMHFA in 2019 and 2020 were propensity score matched, yielding a sample of instructors (n = 130) and students (n = 1915) in 44 high schools in 24 American states. Effectiveness and acceptability were assessed with student surveys at baseline and after implementation. Results: There were significant findings for primary outcomes, including improved helpful first aid intentions (Cohen ds = 0.57 to 0.58), confidence supporting a peer (ds = 0.19 to 0.31); the number of adults rated as helpful (ds = 0.37 to 0.44); and reductions in stigmatizing beliefs (ds = 0.21 to 0.40) and "harmful first aid intentions" (ds = 0.11 to 0.42). Instructors and students rated the program favorably with students sharing improvements on their recognition and responses to mental health problems and crises. Conclusion: tMHFA is an effective, feasible, and scalable training program for increasing mental health literacy and decreasing mental health stigma in adolescents in the short term, consistent with trials of tMHFA in Australian adolescents.

This study investigated the impact of Coronavirus Disease of 2019 (COVID-19) restrictions on perceived health and wellbeing of young Australian sport and physical activity participants. A survey was conducted during the first COVID-19 restrictions and lockdowns in Australia (May-June 2020). Health measures were tabulated against five respondent characteristics, including settings and modes of sport and physical activity, and comparisons made with chi-square tests. Findings indicate that male youth were significantly more likely to report better physical (p = 0.001), general (p = 0.014), and mental (p [less than or equal to] 0.001) health compared to female youth. Individuals involved in both team and individual sport reported significantly better general (p = 0.022) and physical health (p = 0.003) compared to those involved in individual only sports or physical activity. While it is unclear if this is dose-related, team-based sport may encourage increased time in physical activity (i.e., dose) or social interactions, or a combination of both factors, which potentially buffers against declining health outcomes due to pandemic restrictions.

Research has consistently found high rates of victimisation among autistic children. There is emerging evidence that disproportionate victimisation continues into adulthood, however the extent, nature and impact and the mechanisms that underlie high rates of interpersonal violence are not well understood. Here we investigate the nature and impact of violence experiences using qualitative methods. Twenty-two autistic adults who had experienced interpersonal violence during adulthood participated in semi-structured interviews. We analysed the data using a thematic analysis to identify key themes. Violence was commonplace in their own lives and in the lives of other autistic people that they knew, to the extent that violence had become normalised. They spoke of the impacts of these experiences on their mental health, self-concept and subsequent relationships and of how these impacts were exacerbated when their disclosures were dismissed by others. They reported that certain autistic characteristics might make them more vulnerable and of how such characteristics were often shaped by repeated experiences of invalidation and pressure to conform within a neurotypical world. These findings demonstrate the importance of developing ways to improve the personal safety of autistic people which must include the broader social factors that at least partly contribute to these distressing experiences.

Autistic children experience a high rate of sleep problems, which have been associated with maternal mental health difficulties. However, the directionality of these relationships has received little attention. The extent to which children's sleep problems influence maternal mental health difficulties and vice versa remains unclear. The aim of this study was to examine the bidirectional relationships between the sleep problems of autistic children and maternal mental health difficulties over 12 years. Six biennial waves of longitudinal data from when children were 4 to 5 years old were drawn from the Longitudinal Study of Australian Children. The sample comprised 397 child-mother dyads. Maternal mental health was assessed with the Kessler-6, while sleep problems were assessed through a series of questions relating to common sleep problems in children. The results demonstrated significant bidirectional effects between maternal mental health and child sleep problems at key developmental transition time points. Specifically, when children transitioned from preschool to primary school and again when the children transitioned from primary school to high school. These findings highlight the need for increased support for both the child and mother at these critical time points to reduce the negative impact of maternal psychological distress on child sleep problems and vice versa.

Purpose: This paper aims to provide an overview of a peer-supported writing and wellbeing pilot program for higher degree by research (HDR) students in Australia. It proposes a six-month program is a beneficial service to HDR students that improves not only their productivity and writing confidence but assists with their perceived mental wellbeing as well. Design/methodology/approach: This paper offers a perspective of the piloted writing and wellbeing program for HDR students during the recovery period during the COVID-19 global pandemic. It includes generalized reflections of participation, content, and structure alongside future directions and further implementation. Findings: This research includes generalized, anonymous data regarding the success of the writing and wellbeing pilot program for HDR students and components to improve upon. It suggests that the overwhelming response from participants was positive, especially during various COVID-19 related lockdowns and travel restriction measures. Research limitations/implications: As this paper involves a small cohort of preliminary impressions from the pilot study, results will lack generalizability. Therefore, it is acknowledged that further research will ensue to examine the program further. Practical implications: The success, measured by adherence and wellbeing improvements, of the Write Smarter: Feel Better program can influence the way in which universities address and protect mental wellbeing of their HDR students. Originality/value: This paper fulfills an identified and growing need for mental wellbeing to be strengthened among HDR students.

There are many studies documenting the negative impacts of trauma in childhood. However, despite schools and teachers being a known protective factor which have the potential to modify the negative impacts of complex trauma, limited research examining the perspectives of primary teachers working with traumatised children and their perceptions of preparedness to teach students living with complex trauma has been conducted. Thus a systematic literature review was conducted to collate and synthesise available empirical research on this topic. The review followed PRISMA guidelines and searches were conducted across academic databases for peer reviewed studies published between 2011 and 2022. Only articles which discussed complex trauma, teachers of primary-aged students, and perceptions of preparedness were included. Four articles were ultimately selected as meeting the criteria for review. The lack of available studies in this area is considered a notable finding in and of itself and highlights a need for further research into teacher experiences and perceptions as well as policies and protocols. The results of this review suggest a need for additional training, clarity regarding role of a teacher, support from colleagues and administration, and organisational self-care for school staff. The lack of trauma-specific training reported by teachers highlighted a need for trauma training for pre-service teachers as well as ongoing training for teachers already in the profession in order to assist traumatised students as well as the teachers who work with them.

In this article, we examined the impact of COVID-19 on international students' experience and highlighted the importance of supporting this student group. We drew on findings from a mixed methods study in North Queensland, Australia. First, we discussed mental well-being and analysed how the COVID-19 pandemic has impacted individuals' mental health and well-being. We linked our analysis to international students' vulnerability and well-being, looking specifically at the impact of financial and emotional distress. The findings of our study provided knowledge regarding the challenges international students face in North Queensland. In order to better meet the needs of international students, we argue that higher education institutions must provide tailored programs and services, including nurturing, supportive, responsive, and needs-orientated environments, to address the challenges international students face, and the mental health needs posed by the pandemic and beyond.

We discuss developments in higher education in Australia through the lens of the impact of the COVID-19 pandemic upon the provision of education and training in the discipline of psychology. Since its inception in universities after World War II, psychology educators in Australia have continually dealt with different, often conflicting, goals and with different methods and institutions in the regulation, accreditation, and process of the education of psychologists. These include the goals of training in practice, training in science, the administration of organisations and the concepts of profit and 'value' pulling teachers and students in different directions, and in the employment of graduates in multiple roles with different expectations held by the public and government. The impact of COVID-19 since 2020, rapid developments in technology, and the likely continuing changes in the sector that ensue, can be viewed as sources of magnification of the difficulties. Implications are drawn from the case study of psychology in Australia to highlight similarities and differences with psychological education in other countries and serve to illuminate possible futures for higher education in Australia and abroad.

Children need rich language learning experiences in school to build language and reading skills. Research suggests that various effective ways to support teacher provision of these experiences. The Classroom Promotion of Oral Language cluster randomized controlled trial (n = 1,360 students; 687 intervention, 673 control) examined whether a teacher professional learning intervention targeting oral language in the first years of school led to improved student outcomes compared to usual teaching practices. The intervention comprised face-to-face professional learning and ongoing support. The primary outcome was student reading ability at Grade 3; secondary outcomes included oral language, reading, and mental health at Grades 1 and 3. No differences were detected between the intervention and control arms. Implications of results and future directions are explored.

This article aims to expand understanding of how to support international students' mental wellbeing in Australian higher education. It presents findings from a study that explored international students' own suggestions for how universities could improve their wellbeing. Qualitative responses were analyzed from 601 international students at one large, metropolitan university in Australia. Findings emphasize the relationship between course experience and student wellbeing and suggest that universities could improve international students' wellbeing by focusing on improving their learning experiences and fostering a sense of belonging.

Data specifically comparing outcomes for people with and without intellectual disability is limited. This paper reports perceived health and wellbeing of older Australians resident in metropolitan and rural locations in New South Wales and Queensland. Respondents were community-residing individuals with intellectual disability and mainstream age peers [age = 60]. Measures included SF12; Cummings well-being scales; DSSI; Adverse Life Events; and financial hardship status. The sample was composed of 391 adults with intellectual disability and 920 age peers. Adults with intellectual disability were significantly more likely to note adverse life events, worse mental health, and lower levels of social support, but reported higher mean wellbeing scores and had higher scores for physical health. Results indicated higher likelihood of adults with intellectual disability reporting comparative disadvantage across multiple key areas when compared to age peers.

Background: Fathers' mental health, parenting practices and co-parenting relationships have a powerful effect on child development. The paucity of research on the parenting strengths and support needs of fathers of children across childhood and adolescence compels the current study addressing the parenting experiences of a large sample of fathers of birth to 18-year-old children. Objective: The study aims address: (1) differences in the views of mothers and fathers regarding their parenting practices, sense of parenting efficacy, mental health and the co-parenting relationship; (2) investigation of factors affecting fathers' mental health; (3) exploration of fathers' views about the co-parenting relationship; and (4) examination of influences on fathers' parenting. Methods: The study involves secondary analysis of data collected from the first wave of the Australian "Parenting Today in Victoria" study, conducted in 2016 (N = 2600 mothers and fathers) involving 1044 fathers (40% of the sample) recruited through random dialling of landline and mobile numbers to produce a representative sample of parents of children 0-18 years. Results: Results demonstrate a positive picture of fathering at a population level -- most reported (a) high levels of parenting self-efficacy, (b) using positive parenting strategies, (c) talking to their children directly when their children experience problems, and (d) feeling supported by their parenting partner in their role as fathers. Nevertheless, important areas of need are identified. Fathers' reports of mental health challenges were associated with reduced parenting sense of efficacy and reduced opportunities for positive father-child interactions. While most fathers reported good partner support, this was often in contrast to mothers' views. Conclusions: These results from one of the largest surveys of fathers of its kind provide credible insights into the experiences and support needs of fathers, with clear implications for policy makers and service providers responsible for designing and delivering supports for fathers.

COVID-19 presented a range of challenges to the delivery of school psychology services in countries around the world. The current study aimed to investigate the practices of school psychologists from the United States of America, Australia, Germany, Canada, and the United Kingdom, including changes to practice and exploration of the factors that supported the delivery of school psychology services during the pandemic. Quantitative and qualitative data were collected from 1,030 school psychologists and analyzed using a mixed methods, multiple case study design. Differing impacts of the pandemic on the working hours of school psychologists were reported across countries. Participants in all countries reported a shift to online working, with an increased focus on consultation and intervention and a reduction in psychoeducational assessments. School psychologists from all nations emphazised the importance of self-care strategies, social connections and physical activity and the role of support via supervision or professional networks. Access to appropriate technology and responsive workplace policies and procedures were also identified as important. Results have implications for the internationalization of the school psychology profession and can inform international school psychology planning in response to future crises.