This study examined associations between out-of-school suspension from primary school and early contact with police in New South Wales. The odds of suspended children experiencing any contact were three times those of non-suspended children. The study finds that systemic intersectoral reform to disrupt the school-to-prison pipeline by enacting effective alternatives to suspension is required.

This article describes research into adolescent executive functioning in Australian Indigenous children, examining the role of early home and learning environments and key developmental skills. Longitudinal data indicates preschool visual motor and literacy skills and early school classroom self-regulation predict adolescent executive function. Policy responses for family and early learning services are suggested.

This report explores early childhood experiences and the ways these experiences relate to later outcomes for Aboriginal and Torres Strait Islander children and their families. Knowing more about what helps children from their early years through to their teenage years means communities can feel stronger, and services can be better planned and supported.

What helps Aboriginal and Torres Strait Islander children thrive at school? This Longitudinal Study of Indigenous Children (LSIC) report provides valuable insights from the study participants including the children, their parents and carers, and education professionals.

This paper reports findings from NSW Child Development Study (CDS) looking at the connection between child protection contact and primary school suspensions and discusses the implications for policy and practice in supporting children who are suspended from school.