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AIM: Approaches to understanding child injury tend to focus on short-term proximal influences. Previous analyses have found higher rates of injury among Māori and Pacific children in Aotearoa New Zealand (NZ). This study aimed to investigate how combinations of situations and multiple events act across the life-course to either protect preschool children from, or place them at risk of, repeated injuries requiring medical attention. METHODS: Longitudinal data were used to identify parent-reported injuries requiring medical attention among 6114 preschool NZ children. The environments experienced by children with multiple and/or severe injury were explored using multivariable analyses. RESULTS: Eight percent of children (n=505) experienced 1-3 injuries with at least one hospitalisation or ≥4 injuries (high injury group) from birth to 4.5 years of age. After accounting for antenatal, sociodemographic and psychosocial variables, children of Māori mothers (OR=0.7, 95% CI 0.5 to 0.97) and children of Asian mothers (OR=0.5, 95% CI 0.3 to 0.7) were less likely to be in the high injury group than children of European mothers. After adjusting for maternal ethnicity and child variables (gender, temperament, level of activity and behaviour difficulties), cumulative exposure to factors in four domains was associated with injury category: maternal, family, social and service use. CONCLUSION: This study identified social and economic opportunities to lower rates of injury among preschool children, that might reduce associated direct and indirect costs. Our findings in relation to ethnicity go against the standard public rhetoric and provide support for shifting the apportioning of blame for child injury from individuals to wider environmental exposures for which public health and societal solutions are required.

We investigated the association between persistence and change in behavioral difficulties during early to middle childhood and several cognitive outcomes. We observed 3904 8-year-olds enrolled in the longitudinal study Growing Up in New Zealand (50% male/female; 23% Māori, 9% Pacific Peoples, 13% Asian, 2% Middle Eastern/Latin American/African, 9% Other, 43% European). The NIH Toolbox Cognition Battery was used to assess cognitive functioning at 8 years and the Strengths and Difficulties Questionnaire for behavioral difficulties at 4.5 and 8 years. Multivariate logistic regression analyses were conducted, controlling for well-known sociodemographic confounders. Children with persistent or later onset of behavioral difficulties were at higher risk for poorer vocabulary, reading, inhibitory control/attention, episodic memory, working memory and processing speed at age 8 compared to children with no or improved difficulties. Our study supports the importance of addressing both cognitive and behavioral aspects when planning educational programmes and interventions in early and middle childhood.

Growing Up in New Zealand is this country’s largest contemporary longitudinal study of child development. The study has been designed to provide insight into the lives of children and young people growing up in the context of twenty-first century New Zealand. The Growing Up in New Zealand cohort recruited 6853 children representative of the current ethnic and socioeconomic diversity of births in Aotearoa, New Zealand in 2009 and 2010. The developmental wellbeing of the children has been tracked in detail over their first thousand days of life and every two to three years since. While the majority of the cohort are growing up healthy and happy, a significant proportion of children are growing up in families who have been persistently burdened with multiple stressors associated with economic, material and social hardship. This has created a disproportionate burden of poorer overall wellbeing outcomes and limited life course opportunities for these children from an early age. This paper will explore some of the evidence collected from the diverse cohort of New Zealand children and their families and whānau from before birth to middle childhood, highlighting the key findings and the utility of the evidence to improve wellbeing.

Citizen Science Projects: How to make a difference, is a massive open online course (MOOC). It was developed by the H2020 WeObserve project and ran on the FutureLearn platform from 2019. The course was designed to assist learners from all backgrounds and geographical locations to discover how to build their own citizen science project to address global challenges and create positive change. It also helped learners with interpreting the information they collected and using their findings to educate others about important local and global concerns. The main learning objectives for the course were: ∗ Discover what citizen science and citizen observatories are ∗ Engage with the general process of a citizen science project, the tools used and where they can be accessed ∗ Collect and analyse data on relevant issues such as environmental challenges and disaster management, and discuss the results of their findings ∗ Explore projects happening around the world, what the aims of these projects are and how learners could get involved ∗ Model the steps to create their own citizen science project ∗ Evaluate the potential of citizen science in bringing about change This course also provided five open-source, downloadable tools which have been tested in previous citizen science projects and created for the use of a wider range of projects. These tools are listed below and available in the research repository: ∗Empathy timeline tool ∗Community-level indicators tool ∗Data postcards tool ∗Future newspaper tool ∗Co-evaluation tool