As an ARC Future Fellowship 2018-2021, this project aims to characterise variability in developmental pathways to literacy and numeracy, and the factors that contribute to this variation (including childhood adversity), using population data.
This project expects to generate new knowledge regarding the role of school-based social-emotional learning policies in supporting children’s achievement of literacy and numeracy. Expected outcomes of the project include enhanced collaboration with government to deliver policy-relevant information on the most effective targets and timing for delivering social-emotional programs that maximise academic learning.
This should assist policy makers to develop better strategies to support every child’s academic achievement. The project uses data from the NSW Child Development Study administered in the School of Psychiatry at UNSW.