tag:theconversation.com,2011:/ca-fr/topics/back-to-school-2018-48951/articlesback to school 2018 – La Conversation2018-08-26T16:11:19Ztag:theconversation.com,2011:article/995022018-08-26T16:11:19Z2018-08-26T16:11:19ZHow parents could revolutionize education and boost results<figure><img src="https://images.theconversation.com/files/233331/original/file-20180823-149472-gyhcxz.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">Parent engagement offices in ministries of education, parent engagement consultants, parent mentor programs: such measures could revolutionize schools and boost student achievement. </span> <span class="attribution"><span class="source">(Shutterstock)</span></span></figcaption></figure><p>Repeated efforts to improve public school education across Canada — curricular enhancements, increased accountability, intensified literacy and numeracy initiatives — are failing to improve student achievement.</p>
<p>In the province of Saskatchewan, <a href="http://publications.gov.sk.ca/documents/15/101638-2016-17EducationAnnualReport.pdf">student achievement results have flatlined</a> and <a href="https://www.cbc.ca/news/canada/saskatoon/sask-grad-rates-1.4302374">only 43.2 per cent of Indigenous students are graduating on time</a>. </p>
<p>Saskatchewan’s results are not atypical. In her analysis of Programme for International Student Assessment (PISA) results, Man-Wai Chu, assistant professor of education at the University of Calgary, said <a href="https://theconversation.com/why-canada-fails-to-be-an-education-superpower-82558">Canadian students have shown no improvements in science, mathematics or reading</a> over the past decade. </p>
<p>So what can we do differently? We can engage parents — in ways that <a href="https://www.sedl.org/connections/resources/evidence.pdf">enable students to do better, like school more and stay in school longer</a>. </p>
<p><a href="http://www.sedl.org/pubs/framework/FE-Cap-Building.pdf">Five decades of research evidence</a> attest to the benefit of parent engagement. The educational and moral imperative is clear: to shift the existing student achievement trajectory, educators must intentionally and systematically use parents’ untapped knowledge to enhance student learning.</p>
<p>As educator and family-engagement expert, Dr. Steven Constantino said in his book <em><a href="https://www.amazon.ca/Engage-Every-Family-Simple-Principles/dp/1506303994">Engage every Family</a></em>, “If we as educators could successfully teach all children by ourselves, then it seems to me we would have already done so.” </p>
<h2>Walking alongside children</h2>
<p>During more than 20 years of research into parent engagement, I have come to understand it as a philosophy and a pedagogy of “walking alongside.” </p>
<p>This is both a belief system about parents and their meaningful and authentic voice in their children’s schooling and education and a way of enacting those beliefs in practice. </p>
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<img alt="" src="https://images.theconversation.com/files/233326/original/file-20180823-149493-qm3nk5.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/233326/original/file-20180823-149493-qm3nk5.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=441&fit=crop&dpr=1 600w, https://images.theconversation.com/files/233326/original/file-20180823-149493-qm3nk5.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=441&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/233326/original/file-20180823-149493-qm3nk5.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=441&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/233326/original/file-20180823-149493-qm3nk5.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=555&fit=crop&dpr=1 754w, https://images.theconversation.com/files/233326/original/file-20180823-149493-qm3nk5.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=555&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/233326/original/file-20180823-149493-qm3nk5.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=555&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
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<span class="caption">Parent engagement in schools can deepen relationships as well as enhancing learning.</span>
<span class="attribution"><span class="source">(Shutterstock)</span></span>
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<p>When parents are seen to be holders of knowledge, as capable and as possessing gifts and strengths, then this can be leveraged alongside teacher knowledge to enrich programming. </p>
<p>Engaging parents entails assuming a new worldview in schools — in which parents are seen to be central to the work of the school, not separate or apart from it. </p>
<h2>Elementary math bins</h2>
<p>A former graduate student of mine, Kirsten Kobylak, is now a Grade 1 teacher at Willowgrove School in Saskatoon, Saskatchewan. As part of my research on the impact of graduate teacher education, she shared with me how she wanted to engage parents in their math theme, “Math is Everywhere.” </p>
<p>In an email home to parents, she explained how important language and culture are to children’s learning. She posed the question, “Where does math live in your culture?” and asked parents to share such things as game ideas, artifacts with patterns, number lines in different languages and more. </p>
<p>As items came in, the children created math bins — patterning, fact families, number lines, problem-solving. </p>
<p>Parents came in and taught games and shared materials, comparing versions of items from one country to another, simultaneously sharing culture, language, history and family stories. </p>
<p>Through this parent engagement, children learned and strengthened math skills such as skip counting, memory, estimation, addition, greater than, less than. </p>
<p>They also deepened their relationships with one another, their knowledge of diversity and sense of social cohesion. </p>
<h2>‘We are all Treaty people’</h2>
<p>Jesse Reis, another former graduate student, is now a high school teacher in Warman, Sask. He shared with me the example of a daily email he sent to the parents of students in each of his classes. </p>
<p>In the email he included a concept the students and he had discussed that day, something interesting that arose, and something parents could chat with their son or daughter about that evening at home. </p>
<p>For example, in one email, Jesse shared with parents of students in his Social Studies class a statement they had explored that day: “We are all Treaty people.” He noted that while some students saw themselves as “Treaty people,” others did not. He invited parents to discuss with their teen what stance they took and why. </p>
<p>The daily email took Jesse less than five minutes to send per class, but gave him potential contact with every parent every day. Parents were able to engage in meaningful conversations with their children about curricular concepts in the normal course of their day — and to add their voice and knowledge to their son or daughter’s teaching and learning. </p>
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<img alt="" src="https://images.theconversation.com/files/233328/original/file-20180823-149493-ps4cr6.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/233328/original/file-20180823-149493-ps4cr6.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/233328/original/file-20180823-149493-ps4cr6.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/233328/original/file-20180823-149493-ps4cr6.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/233328/original/file-20180823-149493-ps4cr6.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/233328/original/file-20180823-149493-ps4cr6.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/233328/original/file-20180823-149493-ps4cr6.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
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<span class="caption">Parents are a vast and untapped resource of knowledge and expertise.</span>
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<p>Parents were always invited to respond to Jesse’s email as well, sharing with him their conversations with their child and thus bringing home learning back into the classroom. Parents asked questions and offered to participate in the unfolding curriculum in other ways (sharing knowledge, stories, artifacts or suggesting potential resources and experiences).</p>
<p>What we see in these examples is that parent engagement can happen on the school landscape or off of it, and with all ages of students. </p>
<p>Critical to parent engagement is that it draws on parent knowledge, is connected to teaching and learning, honours a parent’s hopes and dreams for their child, enables a parent to remain in the role of parent, is authentic and meaningful, promotes shared decision-making, is strength-based and <a href="https://doi.org/10.1080/13632434.2018.1439466">ensures everyone benefits from the engagement</a> — children, parents, and teacher. </p>
<p>The possibilities of parent engagement in education are endless when these critical attributes are embraced by teachers and lived out in ways that are contextual and culturally responsive — honouring students, parents, families and communities.</p>
<h2>A gentle revolution</h2>
<p>To shift from the current worldview in education, one which reflects schools as a domain exclusive to educators and students, to a new worldview where schools are using parent knowledge in teaching and learning will take a gentle revolution.</p>
<p>Notice the word “love” embedded in revolution? By working together, with mutual respect, care and concern for one another, educators at all levels of the system and parents can work together — to revolutionize schooling.</p>
<p>We need to establish “parent engagement offices” in ministries of education, develop core teacher education courses on parent engagement, require parent engagement coursework for teacher certification, establish school district positions for parent engagement consultants, <a href="http://blogs.edweek.org/edweek/parentsandthepublic/2012/11/parent_university_101_launching_a_successful_event.html">structure parent universities</a> and establish <a href="http://www.lsna.net/Parent-Engagement/Parent-Mentor-Program.html">parent mentor programs</a>.</p>
<p>The results of such a gentle revolution — creating an integral place and voice for parents in their children’s teaching and learning — will positively impact the trajectory of student achievement and other educational outcomes. </p>
<h2>Further reading</h2>
<p><em><a href="https://www.yumpu.com/en/document/view/31709179/parent-engagement-and-leadership-dr-stirling-mcdowell-">Parent Engagement and Leadership</a></em></p>
<p><em><a href="https://www.sensepublishers.com/catalogs/bookseries/other-books/portals-of-promise/">Portals of Promise: Transforming Beliefs and Practices through a Curriculum of Parents</a></em></p>
<p><em><a href="https://www.springer.com/us/book/9789463003612">Living as Mapmakers: Charting a Course with Children Guided by Parent Knowledge</a></em></p><img src="https://counter.theconversation.com/content/99502/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Dr. Debbie Pushor receives funding from a Social Sciences and Humanities Research Council of Canada Insight Grant.</span></em></p>A systematic embrace of parents’ untapped knowledge by schools could revolutionize education systems in Canada and globally.Debbie Pushor, Professor in the Department of Curriculum Studies, University of SaskatchewanLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/869302018-02-01T17:57:00Z2018-02-01T17:57:00ZWhat are school sores and how do you get rid of them?<figure><img src="https://images.theconversation.com/files/203007/original/file-20180123-182965-1180o5w.jpg?ixlib=rb-1.1.0&rect=0%2C1334%2C3538%2C1528&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">The usual culprit is the bacterium _Staphylococcus aureus_, better known as “golden staph”.</span> <span class="attribution"><a class="source" href="https://www.shutterstock.com/download/confirm/698395990?src=5oGzvQ_ZB3yKGJB3Xjhv3g-2-30&size=huge_jpg">Shutterstock</a></span></figcaption></figure><p>Impetigo, or “school sores”, is a contagious infection of the very top layer of skin. It’s <a href="http://journals.plos.org/plosone/article?id=10.1371/journal.pone.0136789">most common</a> in children aged two to six, and ends up spreading from child to child in schools and daycare centres, but can affect children and adults of all ages. </p>
<p>The good news is that it’s unlikely to cause serious harm. It usually clears up within a few weeks, without any scarring. </p>
<p>The usual culprit is the bacterium <em>Staphylococcus aureus</em>, better known as “golden staph”. <em>S. aureus</em> can cause serious infections, and has a fearsome reputation. But the bacteria <a href="https://www.betterhealth.vic.gov.au/health/conditionsandtreatments/staphylococcus-aureus-golden-staph">commonly lives on skin</a>, lurking in the groin and nostrils without causing problems.</p>
<p>A second type of bacteria that causes impetigo is <em>Streptococcus pyogenes</em>, commonly known as “strep”. <em>S. pyogenes</em> can cause other infections such as tonsillitis and pharyngitis. In fact, it is often the “strep” responsible for “strep throat”. </p>
<p>Strep impetigo is more prevalent in rural and remote communities. It is also more common in institutional settings such as aged care facilities, boarding schools, and prisons.</p>
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Read more:
<a href="https://theconversation.com/why-simple-school-sores-often-lead-to-heart-and-kidney-disease-in-indigenous-children-86066">Why simple school sores often lead to heart and kidney disease in Indigenous children</a>
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<p>Impetigo <a href="https://www.betterhealth.vic.gov.au/health/conditionsandtreatments/impetigo-school-sores">appears on the skin</a> one to three days after being infected by staph, or four to ten days after catching strep. It can occur on sores from scratches, insect bites and eczema, or on healthy skin. </p>
<p>The sores begin as red areas, or crops of small blisters, most commonly around the nose and mouth, and on the arms and legs. The sores then burst and begin to weep, before drying with a golden-coloured scab, often referred to as a “honey-crust”.</p>
<h2>Treatment</h2>
<p>While impetigo is unlikely to cause problems in healthy people, it’s important to <a href="https://www.rch.org.au/kidsinfo/fact_sheets/Impetigo_school_sores/">see a GP for an accurate diagnosis</a>.</p>
<p>If only a small crop of sores is present, frequent washing with soap and water might be all that is needed. A prescription antibiotic ointment can also be used. </p>
<p>If the sores are more widespread, or there is evidence of infection spreading into the deeper skin (cellulitis), oral antibiotics are often necessary.</p>
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Read more:
<a href="https://theconversation.com/when-should-you-take-antibiotics-42751">When should you take antibiotics?</a>
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<p>Parents can speed up the healing process by removing the crusts two to three times a day. This is done by soaking the skin in a warm bath, then wiping the scabs away gently with a clean face washer and patting dry with a fresh towel. Sores should be completely covered by waterproof bandages.</p>
<p>To prevent other family members catching the infection, don’t share any towels, face washers, clothes and bed linen, and put them on a hot wash. The infected person should use a fresh towel and washer every time they bathe, and keep their nails short. </p>
<p>Kids are generally ready to go back to school once they’ve had 24 hours of antibiotics and if the sores are covered with dressings. For children not taking antibiotics, public health authorities recommend that <a href="https://www.rch.org.au/kidsinfo/fact_sheets/Impetigo_school_sores/">children only return to school</a> when the sores are completely healed.</p>
<h2>Complications</h2>
<p>Impetigo can occasionally lead to a further, dangerous infection. If children are feverish or lethargic, sores are spreading despite antibiotics, or you’re concerned your child looks unwell, see a doctor. </p>
<p>Newborns and babies are also at higher risk of serious complications due to their immature immune systems, and so get it checked out at the first sign of infection.</p>
<p>One possible reason for sores not improving on standard antibiotics is infection by an antibiotic-resistant bacteria. Infections due to antibiotic-resistant golden staph, MRSA (methicillin-resistant <em>Staphylococcus aureus</em>), are becoming more widespread, largely due to the widespread use of antibiotics. </p>
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Read more:
<a href="https://theconversation.com/vaccine-for-strep-throat-and-rheumatic-fever-to-be-trialled-in-humans-63390">Vaccine for strep throat and rheumatic fever to be trialled in humans</a>
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<p>An <a href="https://www.mja.com.au/journal/2017/207/9/increasing-importance-community-acquired-methicillin-resistant-staphylococcus">Australian study</a> in the Hunter area of New South Wales looked at all staph infections diagnosed in the region from 2008 to 2014. Nearly 20% were drug-resistant strains. </p>
<p>For most children, though, the infection is mild and fleeting. Keep an eye on the sores, and see your GP for a diagnosis, but try not to worry if it’s a standard case. </p>
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<p><em>Dr Kristen Ochs, a GP registrar at the academic General Practice Unit, Fairfield Hospital and Ingham Institute of Applied Medical Research, co-wrote this article.</em></p><img src="https://counter.theconversation.com/content/86930/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Michael Tam does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>School sores usually clear up within a few weeks, without any scarring. Here’s what to do if you suspect your child has them.Michael Tam, General Practitioner, and Senior Lecturer, University of SydneyLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/908522018-01-31T19:04:43Z2018-01-31T19:04:43ZKids’ learning and health is shaped by genes they don’t inherit, as well as genes they do<figure><img src="https://images.theconversation.com/files/204124/original/file-20180130-38198-yodzcu.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">There's fresh evidence to inject into the old 'nature versus nurture' debate. </span> <span class="attribution"><a class="source" href="https://www.flickr.com/photos/dannywilson/478740385/in/photolist-JiEQz-JiEPv-B7QUv-4i66py-WgWWbC-dZK4M-fC7Nc-VWAi81-c2Fxdo-no4azq-P33jf-P33hd-nCuWLu-WkfBXD-fAMmUv-ggGe1-6rNMb8-35PBhZ-5adAjG-9b7Knw-9YcZuu-ejZv31-2TH3i-eqXVCh-WkfyDK-4Z6ZtR-6Aet1c-P38uA-jiRbd-4KrqjW-Nj6ck-bQryRk-nXsM1J-6WZ1Fv-4Uf8Xy-88ipMh-R25cH-eqXVFo-P33eJ-Brq1K-niAES8-67Pe5e-JiERg-74XieZ-88tW1W-pwQRPx-9ywAMt-qc9BQT-9D6oBS-qtqNEx">dannywilson/flickr </a>, <a class="license" href="http://creativecommons.org/licenses/by-nc-nd/4.0/">CC BY-NC-ND</a></span></figcaption></figure><p>It’s a hoary old debate: how much do our genes define how we grow and learn, and how much is due to the environment? A <a href="https://www.ncbi.nlm.nih.gov/pubmed/29371463">new study</a> by Kong and colleagues shows that parents’ genes, even those not passed on to children, have major effects on kids’ health and educational attainment. </p>
<p>Although this discovery has been reported by some as “<a href="https://www.nytimes.com/2018/01/25/science/children-parents-genes-education.html">headspinning</a>”, to me it is not too surprising. </p>
<p>We already know parents contribute genes that directly influence development, and that the child’s environment determines how these genes have an effect. </p>
<p>But a crucial part of this environment is the parents. To me, this new study highlights the importance of parental genes in shaping how we are raised. </p>
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Read more:
<a href="https://theconversation.com/not-just-about-sex-throughout-our-bodies-thousands-of-genes-act-differently-in-men-and-women-86613">Not just about sex: throughout our bodies, thousands of genes act differently in men and women</a>
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<h2>Genes and human development</h2>
<p>We know from many studies that most aspects of human growth and development are strongly influenced by the genetic make-up of the child. For instance, comparing identical and non-identical twins shows <a href="https://doi.org/10.1016/j.tine.2015.06.001">big genetic components</a> for such physical differences as height and weight, as well as for many behaviours, including learning ability.</p>
<p>But we also know all of these traits are strongly influenced by the environment. For instance, height can be stunted by poor nutrition, and learning ability limited by poverty.</p>
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<img alt="" src="https://images.theconversation.com/files/204143/original/file-20180131-38229-1hcagz0.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/204143/original/file-20180131-38229-1hcagz0.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/204143/original/file-20180131-38229-1hcagz0.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/204143/original/file-20180131-38229-1hcagz0.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/204143/original/file-20180131-38229-1hcagz0.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/204143/original/file-20180131-38229-1hcagz0.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/204143/original/file-20180131-38229-1hcagz0.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
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<span class="caption">The development of these triplets will be shaped by their genes and their environment.</span>
<span class="attribution"><a class="source" href="https://www.shutterstock.com/image-photo/portrait-newborn-triplets-lying-bed-629762906">from www.shutterstock.com</a></span>
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<p>Hundreds – probably thousands – of our 20,000 genes contribute to these qualities. For each gene, different variants (called “alleles”) may produce differences – large or small – in how children develop.</p>
<p>The way to identify these genes is to compare the genetic make-up of many people and see what alleles correlate – that is, show a statistically relevant match-up – with particular traits. This used to be tough when we were working one gene at a time, using clumsy ways to identify alleles by their DNA sequence or by the proteins they make. </p>
<p>Now that DNA sequencing is cheap, scientists can look at the whole genome of thousands of children, and their parents, and identify sequence differences all over the genome. This technique, called genome-wide association study (GWAS), has identified many human genes involved in <a href="https://www.nature.com/scitable/nated/topicpage/finding-genes-for-common-diseases-using-gwas-132732965">normal development and human diseases</a>. </p>
<p>For example, we know from a study of 100,000 people that 74 regions of the genome are associated with “<a href="https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3751588/">educational attainment</a>” (the number of years spent studying). </p>
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Read more:
<a href="https://theconversation.com/no-epigenetics-and-environmental-responsiveness-dont-undermine-darwinian-evolution-65647">No, epigenetics and environmental responsiveness don’t undermine Darwinian evolution</a>
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<h2>Gene effects at a distance</h2>
<p>A child receives one copy (allele) of each gene via an egg from the mother, and another allele of each gene via a sperm from the father. Because mothers and fathers are likely to have slight sequence differences in most of their genes, it is easy (for a computer, that is) to identify for each gene which allele came from mum and which from dad.</p>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/204179/original/file-20180131-38226-16gs0o8.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/204179/original/file-20180131-38226-16gs0o8.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=440&fit=crop&dpr=1 600w, https://images.theconversation.com/files/204179/original/file-20180131-38226-16gs0o8.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=440&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/204179/original/file-20180131-38226-16gs0o8.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=440&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/204179/original/file-20180131-38226-16gs0o8.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=553&fit=crop&dpr=1 754w, https://images.theconversation.com/files/204179/original/file-20180131-38226-16gs0o8.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=553&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/204179/original/file-20180131-38226-16gs0o8.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=553&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Each sperm and egg carries one allele (variant) of each gene.</span>
<span class="attribution"><a class="source" href="https://www.shutterstock.com/image-illustration/sperm-fertilize-ovum-3d-illustration-791567170?src=pKX695GE8cqyQED_D8WF1A-1-99">from www.shutterstock.com</a></span>
</figcaption>
</figure>
<p>It is also easy to do the opposite: tell which of the mother’s or father’s two alleles was transmitted to the child, and which allele did not make it into that particular contributing egg or sperm.</p>
<p>Most GWAS studies analyse only those parental alleles that were transmitted to the child. The new study deliberately looks at the parental alleles that were not transmitted. </p>
<p>The study traced genes in 21,637 men and women in Iceland, where genome data are available for the whole population. They looked in one or both parents to figure out which alleles of genes were transmitted to each subject, and discover which weren’t.</p>
<p>Then they correlated the non-transmitted parental alleles to aspects of education and health in their children. They found, overall, that non-transmitted alleles added up to major effect on the educational attainment of the child, nearly a third of the direct effect of the children’s own genes. Non-transmitted alleles had the same effect won educational attainment whether they were in mothers or fathers.</p>
<p>It was similar for components of growth and health: height, weight, body mass index, use of glucose and fat metabolism in the body, and even the number of cigarettes smoked. Again, the non-transmitted parental alleles (especially the mother’s) were found to have a major effect, even though they didn’t end up in the children. </p>
<h2>The nature of nurture</h2>
<p>So why am I not surprised by this new finding?</p>
<p>We have known for a long time that the genetic make-up of the mother may have a strong effect on the development of her offspring. “<a href="http://onlinelibrary.wiley.com/doi/10.1111/evo.12905/full">Maternal effect genes</a>” have been <a href="https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2666680/">studied for decades</a> in domestic animals, even fish and fruit flies. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/x-y-and-the-genetics-of-sex-professor-jenny-graves-awarded-the-prime-ministers-prize-for-science-2017-85740">X, Y and the genetics of sex: Professor Jenny Graves awarded the Prime Minister's Prize for Science 2017</a>
</strong>
</em>
</p>
<hr>
<p>In humans and other mammals, such genes influence health and nutritional status of the mother during pregnancy, and the supply and make-up of her milk. This has big effects on the growth and development of the fetus and the infant. So it is not surprising that, in this study, the mothers’ non-transmitted alleles have a greater effect on their children’s health than those from the father. </p>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/204128/original/file-20180131-38213-1z032b2.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/204128/original/file-20180131-38213-1z032b2.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=398&fit=crop&dpr=1 600w, https://images.theconversation.com/files/204128/original/file-20180131-38213-1z032b2.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=398&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/204128/original/file-20180131-38213-1z032b2.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=398&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/204128/original/file-20180131-38213-1z032b2.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=500&fit=crop&dpr=1 754w, https://images.theconversation.com/files/204128/original/file-20180131-38213-1z032b2.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=500&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/204128/original/file-20180131-38213-1z032b2.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=500&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Genes that determine the amount and quality of breastmilk influence child development.</span>
<span class="attribution"><a class="source" href="https://www.shutterstock.com/image-photo/close-mother-breast-feeding-her-newborn-1009131850?src=wbRzYqxyslzPniRBXHyVFA-1-7">from www.shutterstock.com</a></span>
</figcaption>
</figure>
<p>But how would the father’s non-transmitted genes work? And how would parental genes affect the ultimate education attainment of their child?</p>
<p>The transmission of influence must be via the parents’ parenting behaviour, which is itself partly genetically determined. The priorities that parents place on reading, sport, use of alcohol and cigarettes are all shaped by genes, and create a home environment that influences children for better or for worse. </p>
<p>This work emphasises that parents are critical components of their child’s environment. Their contribution to their children’s welfare is not only directly through the alleles they pass on, but also indirectly through their own genetic make-up that influences who they are and how they raise their children. </p>
<p>Kong calls this “genetic nurture”. But I wonder if his work has inadvertently started to identify genes that contribute to “good parenting”?</p><img src="https://counter.theconversation.com/content/90852/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Jenny Graves receives funding from the Australian Research Council </span></em></p>A new paper describes the idea of “genetic nurture”, where parents’ genes, even those not passed on to their child, have major effects on kids’ health and educational attainment.Jenny Graves, Distinguished Professor of Genetics, La Trobe UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/902332018-01-30T18:55:24Z2018-01-30T18:55:24ZActing out, acting their age or something more serious? Dealing with difficult behaviour in children<figure><img src="https://images.theconversation.com/files/202769/original/file-20180122-110113-1sve263.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">For almost one in seven Australians aged four to 17 years, behaviour is significant in nature, persists over time and tends to mismatch their developmental stage.</span> <span class="attribution"><span class="source">Shutterstock</span></span></figcaption></figure><hr>
<p><em>This <a href="https://theconversation.com/au/topics/back-to-school-2018-48951">series</a> draws on the latest research on back to school transitions. In it, the experts explain how best to prepare children for school, and counter difficulties such as stress or bad behaviour.</em></p>
<hr>
<p>At some stage in every child’s life they will exhibit defiant, impulsive or even disobedient behaviours. </p>
<p>A lot of this is normal, but when behaviour disrupts a child’s everyday functioning, it becomes abnormal and parents should seek professional advice. Parents can make a difference by using evidence-based strategies to encourage positive behaviours. </p>
<h2>When does ‘normal’ behaviour become abnormal behaviour?</h2>
<p>For almost <a href="https://www.health.gov.au/internet/main/publishing.nsf/Content/9DA8CA21306FE6EDCA257E2700016945/$File/child2.pdf">one in seven</a> Australians aged four to 17 years, the occurrence of disruptive behaviour is significant in nature, persists over time and tends to mismatch with their developmental stage. </p>
<p>Signs the behaviours are more severe include if it impacts on the child’s functioning at school or with family and friends, and if it causes the child personal distress. These indicate the behaviour needs deeper investigation and the support of a specialised professional as early as possible. </p>
<p>There is disagreement about whether preschool-aged children can or should be diagnosed with disorders, given the vast range of behaviour considered “normal” at this age. Most disorders tend to be <a href="https://search-proquest-com.ezproxy.uws.edu.au/docview/220475857/fulltextPDF/F1F3EA137AB749DBPQ/1?accountid=36155">diagnosed in school aged children</a>, generally aged 10-14 years. </p>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/202776/original/file-20180122-110100-268oi5.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/202776/original/file-20180122-110100-268oi5.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/202776/original/file-20180122-110100-268oi5.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/202776/original/file-20180122-110100-268oi5.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/202776/original/file-20180122-110100-268oi5.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/202776/original/file-20180122-110100-268oi5.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/202776/original/file-20180122-110100-268oi5.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">If a child’s own behaviour causes them distress, this may be a signal that they have more severe behaviourla issues.</span>
<span class="attribution"><span class="source">Shutterstock</span></span>
</figcaption>
</figure>
<h2>Where can parents go for help?</h2>
<p>Knowing where to start can be overwhelming when seeking support for severe and persistent disruptive behaviour. Avoid “Dr. Google” or websites claiming to provide symptom checkers, as they can give alarmist findings. </p>
<p>You should read and learn more about the various behavioural disorders to become informed, but always make sure you’re using reputable sources. These include <a href="https://www.beyondblue.org.au/">beyondblue</a>, <a href="https://parents.au.reachout.com/">Reach Out</a>, <a href="https://headspace.org.au/">Headspace</a>, <a href="https://www.kidsmatter.edu.au/">KidsMatter</a> and <a href="https://www.mindmatters.edu.au/">MindMatters</a>. </p>
<p>Some of the resources teacher educators refer to can be useful, such as <a href="http://www.responseability.org/">Response Ability</a>, which provides <a href="http://www.responseability.org/home/fact-sheets-and-podcasts/mental-illnessdisorders.html">fact sheets and podcasts</a> on various behavioural disorders. </p>
<p>If you’re still concerned after doing some reading, a visit to the GP is a good starting point. The GP can provide an initial assessment and refer the child and family to other professionals if additional assessment, treatment and support are necessary. </p>
<p>Access to specialists, such as a paediatrician or psychiatrist, requires a GP’s referral. Referrals are not required to visit a psychologist, but it’s best to visit the GP initially to help determine whether this is necessary. The GP can also refer to someone they highly recommend. </p>
<h2>Pitfalls of punishment</h2>
<p>Meltdowns, yelling and defiance or even being ignored by a child is usually normal – most likely, they are just acting their age. For the majority of children, instances of disruptive behaviour are minor in nature and infrequent. Importantly though, it’s possible to prevent difficult behaviour by using some effective, evidence-based strategies. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/no-i-dont-wanna-wahhhh-a-parents-guide-to-managing-tantrums-87175">'No, I don't wanna... wahhhh!' A parent's guide to managing tantrums</a>
</strong>
</em>
</p>
<hr>
<p><a href="http://www-tandfonline-com.ezproxy.uws.edu.au/doi/pdf/10.3109/01612840.2010.498078?needAccess=true">Research</a> shows using positive strategies to address difficult behaviour is more effective than using punishment or coercion. Although you might notice an immediate response, punishment only temporarily stops the behaviour, and it’s likely the behaviour will appear again in the future. </p>
<p>Think about when you drive past a speed camera. What do most people do? They temporally slow down, but once they’ve passed the camera they usually speed up again. </p>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/202925/original/file-20180123-182945-19b1fkz.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/202925/original/file-20180123-182945-19b1fkz.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/202925/original/file-20180123-182945-19b1fkz.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/202925/original/file-20180123-182945-19b1fkz.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/202925/original/file-20180123-182945-19b1fkz.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/202925/original/file-20180123-182945-19b1fkz.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/202925/original/file-20180123-182945-19b1fkz.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Punishment and can have a number of negative consequences, including rebellion.</span>
<span class="attribution"><span class="source">Shutterstock</span></span>
</figcaption>
</figure>
<p>Punishment also has a number of unintended consequences, such as undermining relationships. It can lead to rebellion and reduces a person’s autonomy and problem-solving skills. </p>
<h2>Effective strategies to improve behaviour</h2>
<p>Using positive behavioural <a href="http://www.tandfonline.com/doi/pdf/10.3109/01612840.2010.498078?needAccess=true">strategies</a> not only decreases unwanted behaviour, it promotes positive social behaviour and strengthens relationships. Some strategies will be more effective than others, depending on the child’s preferences. Try a few different strategies, and if one doesn’t work, stop using it. Move to another technique. Try some of these effective strategies:</p>
<ul>
<li><p>give attention through <a href="https://www-clinicalkey-com-au.ezproxy.uws.edu.au/#!/content/playContent/1-s2.0-S014521341730025X?returnurl=null&referrer=null">warmth and affection </a> when your child is behaving appropriately. Tell them what about their behaviour you like, and smile when praising. For example, “I really like when you listen carefully, we can get so much more done and get to the good things faster”</p></li>
<li><p>give <a href="http://pediatrics.aappublications.org/content/101/4/723">praise and rewards</a> immediately after the desirable behaviour is displayed, rather than waiting until later</p></li>
<li><p>think about what your child would value as a <a href="http://go.galegroup.com.ezproxy.uws.edu.au/ps/i.do?&id=GALE%7CA18842556&v=2.1&u=uwsydney&it=r&p=AONE&sw=w">reward</a> so it has appeal and drives their motivation to be good. Would they prefer time to play on a device, a toy, food treat, or choice of a movie?</p></li>
<li><p>for particularly challenging behaviour, consider setting up a <a href="http://www-tandfonline-com.ezproxy.uws.edu.au/doi/pdf/10.1080/13668250412331285127?needAccess=true">reward chart</a>. Reward your child frequently throughout the day by catching them being good and when you notice improvements, gradually reduce how often you reward them</p></li>
<li><p>offering <a href="http://www-tandfonline-com.ezproxy.uws.edu.au/doi/pdf/10.3109/01612840.2010.498078?needAccess=true">choices</a> helps them feel ownership over decision making and assist them in evaluating the consequences of their choices</p></li>
<li><p>know when to ignore, and when to intervene. It’s unrealistic to discipline every challenging behaviour, so ignore the little things. Consider overlooking the occasional mess, whining or slowness to respond to requests</p></li>
<li><p>give clear instructions and set <a href="http://pediatrics.aappublications.org/content/pediatrics/101/4/723.full.pdf">behaviour expectations</a>, such as “use a talking voice at all times” or “keep your hands and feet to yourself” and so on. <a href="https://search-proquest-com.ezproxy.uws.edu.au/docview/1326316189?accountid=36155&rfr_id=info%3Axri%2Fsid%3Aprimo">Negotiating the expectations</a> with your child will increase their commitment to follow them. You can maximise the effectiveness of setting rules by also negotiating rewards for successfully following them and consequences if they do not</p></li>
<li><p>before you leave the house, remind them of the rules and the rewards for following them</p></li>
<li><p>actively listen to your child by stopping what you’re doing and taking time out. Behaviour concerns often arise because the child is seeking your attention.</p></li>
</ul>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/202780/original/file-20180122-110097-stb8sk.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/202780/original/file-20180122-110097-stb8sk.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/202780/original/file-20180122-110097-stb8sk.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/202780/original/file-20180122-110097-stb8sk.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/202780/original/file-20180122-110097-stb8sk.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/202780/original/file-20180122-110097-stb8sk.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/202780/original/file-20180122-110097-stb8sk.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">If bad behaviour continues after employing positive behavioural strategies, it’s time to introduce consequences.</span>
<span class="attribution"><span class="source">Shutterstock</span></span>
</figcaption>
</figure>
<p>If you find the behaviour persists after using a range of positive strategies, it’s time to introduce consequences. A continuum of consequences start with the least obtrusive strategies and incrementally increase in severity. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/what-are-the-best-ways-to-discipline-kids-34966">What are the best ways to discipline kids?</a>
</strong>
</em>
</p>
<hr>
<p>First, use prompts such as eye contact or facial expressions to note disapproval. </p>
<p>Then, remind them of what behaviour you want to encourage. For example, “what should you be doing?” </p>
<p>Move closer to the child and use a calm matter-of-fact <a href="http://go.galegroup.com.ezproxy.uws.edu.au/ps/i.do?&id=GALE%7CA18842556&v=2.1&u=uwsydney&it=r&p=AONE&sw=w">tone of voice</a>, or try using a whisper voice.</p>
<p>Redirect behaviour by giving choices. For older children, ask them what would be a better choice of behaviour. For younger children, give them constrained choices. For example, please put the lollies back in the bag or give all of the lollies to me. </p>
<p>Remind the child of the behaviour you do want to see.</p>
<p>Let them know they have three warnings and what the consequence is if they continue. Follow through on this, and don’t change the number of warnings or consequence. This means you need to be measured in the timing of your warnings and match the action to the consequence. Consistency is the key. </p>
<p>Finally, when used well, <a href="https://www-clinicalkey-com-au.ezproxy.uws.edu.au/service/content/pdf/watermarked/1-s2.0-S1876285916304077.pdf?locale=en_AU">time out</a> can be effective. Consider having an appropriate location for the time-out period. It needs to be quiet, private with minimal stimulation. </p>
<p>Act quickly after the behaviour occurs and give a concise reason for sending them to time-out. Prompt them to think about what they could have been doing differently. Ignore secondary behaviours while in the time-out period (like screaming, wriggling or pleading). </p>
<p>Avoid talking to them until the end of the time-out period. Two to three minutes is usually the amount of time. Before exiting, ask the child to remind you why they were put in time out and what they could have done differently. Catch them being good as soon as you can and remind them how much you love them.</p><img src="https://counter.theconversation.com/content/90233/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Katrina Barker does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>It can be difficult to tell the difference between disordered and difficult behaviour, and the approach is different for both.Katrina Barker, Senior Lecturer in Educational Psychology, Western Sydney UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/870862018-01-29T18:14:07Z2018-01-29T18:14:07ZMore children are starting school depressed and anxious – without help, it will only get worse<figure><img src="https://images.theconversation.com/files/203716/original/file-20180129-100902-18xzg2s.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">Transition to school is a difficult time for children.</span> <span class="attribution"><a class="source" href="https://unsplash.com/photos/cRRDzGxqVe8">Photo by Piron Guillaume on Unsplash</a></span></figcaption></figure><hr>
<p><em>This article is <a href="https://theconversation.com/au/topics/back-to-school-2018-48951">part of a series</a> that draws on the latest research on back to school transitions. In it, experts explain how best to prepare children for school, and counter difficulties such as stress or bad behaviour.</em></p>
<hr>
<p>Starting school for the first time can be stressful. Children are suddenly thrown into a foreign environment, juggling the pressure of learning new academic skills and establishing relationships with peers. Some thrive, but others may need support through this transition.</p>
<p>Our <a href="https://www.ncbi.nlm.nih.gov/pubmed/28795830">study found</a> that at the ages of six to seven, which is just after the time children start school, 14% of Australian children had noticeably high levels of emotional problems. Emotional problems generally refer to depressive and anxiety symptoms, somatic (physical) complaints such as headaches, and withdrawn behaviours. </p>
<p>There are roughly <a href="http://www.censusdata.abs.gov.au/census_services/getproduct/census/2016/quickstat/036">1.5 million children aged six to seven going to school</a> in Australia. This means around 200,000 of them are dealing with some kind of emotional problem. These problems become worse as the children progress through school. We found that three years later, when the same cohort of children were ten to 11, an additional 60,000 had developed symptoms of depression or anxiety.</p>
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<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/how-to-gently-prepare-your-child-for-prep-90122">How to gently prepare your child for prep</a>
</strong>
</em>
</p>
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<h2>Emotional problems</h2>
<p>A <a href="http://www.aedc.gov.au/resources/detail/2015-aedc-national-report">2015 report</a> from the Australian Early Development Census (<a href="https://www.aedc.gov.au/">AEDC</a>) has warned that one in five (22%) children who enter school in Australia is developmentally vulnerable in one or more areas, including emotional maturity, communication and cognitive skills (such as memory). </p>
<p>It was also noted that children’s mental health was becoming worse since the 2012 report. The emotional maturity domain, for instance, saw a decrease in the number of children developmentally on track (from 78.1% to 76.4%) and an increase in the number of those who were developmentally vulnerable (from 7.6% to 8.4%) and at risk (from 14.2% to 15.3%).</p>
<p>While we know emotional problems <a href="https://www.aihw.gov.au/getmedia/7752644b-e6f0-4793-b4e0-74ef3093c589/19748-ah16-ib.pdf.aspx?inline=true">are prevalent among young Australians</a>, we have little knowledge of how these issues develop throughout childhood. Such knowledge is crucial to inform early prevention and intervention, and to alter the development of emotional problems into adolescence and adulthood.</p>
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<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/australian-teens-doing-well-but-some-still-at-high-risk-of-suicide-and-self-harm-83303">Australian teens doing well, but some still at high risk of suicide and self-harm</a>
</strong>
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<p>Our <a href="https://www.ncbi.nlm.nih.gov/pubmed/28795830">study</a> used data from the Longitudinal Study of Australian Children (<a href="http://www.growingupinaustralia.gov.au">LSAC</a>). The LSAC has been following the development of 10,000 children and families since 2004 in two cohorts – the birth cohort and the kindergarten cohort. Each cohort has about 5,000 children and families. </p>
<p>The LSAC <a href="http://www.growingupinaustralia.gov.au/about/faq.html#q2">explores areas</a> such as children’s social and emotional development, the health status of children and their families, learning and cognition outcomes, parenting, and relationships. This <a href="http://www.growingupinaustralia.gov.au/about/faq.html#q6">information is collected</a> through face-to-face and telephone interviews, as well as computer-assisted self interviews and/or questionnaires.</p>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/202548/original/file-20180119-80161-55a1a7.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="" src="https://images.theconversation.com/files/202548/original/file-20180119-80161-55a1a7.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/202548/original/file-20180119-80161-55a1a7.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=423&fit=crop&dpr=1 600w, https://images.theconversation.com/files/202548/original/file-20180119-80161-55a1a7.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=423&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/202548/original/file-20180119-80161-55a1a7.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=423&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/202548/original/file-20180119-80161-55a1a7.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=532&fit=crop&dpr=1 754w, https://images.theconversation.com/files/202548/original/file-20180119-80161-55a1a7.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=532&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/202548/original/file-20180119-80161-55a1a7.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=532&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
<figcaption>
<span class="caption">Girls are more at risk of their emotional problems escalating than boys.</span>
<span class="attribution"><a class="source" href="https://unsplash.com/photos/cEf2lvyhNAI">Photo by pan xiaozhen on Unsplash</a></span>
</figcaption>
</figure>
<p>We analysed the data on the emotional problems of 3,200 children from the kindergarten cohort who had completed questions relevant to our study; first at the ages of six to seven, then again at eight to nine, and ten to 11. We found that children’s emotional problems, on average, were increasing over time. </p>
<p>However, the rate of increase did not differ based on children’s initial emotional vulnerability. </p>
<h2>What are the reasons?</h2>
<p>In addition to analysing data on the rates of children’s emotional problems, we also identified a range of risk and protective factors that fall into four categories: individual aspects, social and cultural environment, parenting, and peer group experience. </p>
<p>We found a number of factors to be associated with the increase in emotional problems of the children in our sample over time. For example, compared to boys, girls started with higher levels of emotional problems at six to seven years, and these escalated at a faster rate. There is <a href="http://dx.doi.org/10.1007/s10802-005-6734-7">well-established evidence</a> that adolescent girls often have more emotional problems than boys, but the evidence in childhood is not robust. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/why-we-should-put-yoga-in-the-australian-school-curriculum-89962">Why we should put yoga in the Australian school curriculum</a>
</strong>
</em>
</p>
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<p>Our findings suggest that girls with early signs of emotional problems, and their parents, should be considered for parent and child development support programs in the early years of school. Signals can include showing anxiety, chewing nails, not being able to make friends, having sleep problems and signs of depression. </p>
<p>How children regulate their emotions is another factor that influences their emotional wellbeing, particularly during the <a href="https://www.cambridge.org/core/journals/development-and-psychopathology/article/developmental-cascades-externalizing-internalizing-and-academic-competence-from-middle-childhood-to-early-adolescence/596E8F631C1F34A67DEA435C69345E85">transition to school</a>. This is the period when children face increasing demands to regulate their emotions in formal school settings.</p>
<p>We found peer problems to be an important risk factor linked to children’s escalation of emotional problems, especially during the transition to school. Peer problems include issues such as not being able to make friends, having difficulty getting along with peers or being picked on by other children. Children need to learn skills related to making friends and maintaining friendships, such as cooperation, sympathy and helping others.</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/back-to-school-blues-how-to-help-your-child-with-shyness-90228">Back to school blues: how to help your child with shyness</a>
</strong>
</em>
</p>
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<p>One thing to note is that the absence of peer problems <a href="http://www.sciencedirect.com/science/article/pii/S0022440516300565">does not necessarily suggest</a> the presence of positive relationships. Teachers tend to view children without problematic behaviours more favourably than children with problematic behaviours, and so are less likely to support them. However, lack of peer problems might also mean that the child is isolated and does not have many friends. </p>
<p>It’s important that teachers and parents proactively assist children to develop their social skills. Among the most important ones are to encourage children to help others, cooperate, express their emotions and understand others’ emotions. </p>
<p>Our study also found that the mother’s mental health was important for children’s emotional wellbeing. We included mothers’ mental health scores when children were four to five, and six to seven years. A poor score for a mother’s mental health when her children were four to five years was linked to children’s escalation of emotional problems from six to seven and then ten to 11 years. </p>
<p>This suggests that the early years may represent a sensitive period during which maternal mental health problems have lasting and harmful implications on children’s emotional wellbeing across middle childhood. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/how-to-gently-prepare-your-child-for-prep-90122">How to gently prepare your child for prep</a>
</strong>
</em>
</p>
<hr>
<h2>How parents can help</h2>
<p>Two important ways in which parents can prepare their children for school is by teaching them self-regulation and friendship skills. </p>
<p>To have better self-regulation skills, children need to learn to have some discipline early on. Trying to stick to a schedule, for example, is important. </p>
<p>Also important is helping children understand their emotions and express them in a constructive way – for example, to be able to say when they feel frustrated instead of having a tantrum. </p>
<p>To help children have <a href="https://www.sciencedirect.com/science/article/pii/S0885200617301266">better friendship skills</a>, parents can encourage them to help other children, be involved in group activities with them and to act sympathetically towards others.</p>
<p><em>More resources for parents can be found <a href="http://www.triplep-parenting.net.au/au-uken/triple-p/">here</a>, and <a href="http://www.janetlansbury.com/">here.</a></em></p><img src="https://counter.theconversation.com/content/87086/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>The authors do not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and have disclosed no relevant affiliations beyond their academic appointment.</span></em></p>At the ages of 6-7, when children are transitioning to starting school, 14% have high levels of emotional problems, including depression and anxiety. This percentage is higher in the later years.Dr Amelia Shay, Research Fellow in Developmental and Educational Psychology, Australian Catholic UniversityCen Wang, Research Fellow in Educational and Developmental Psychology, Charles Sturt UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/898682018-01-28T18:09:35Z2018-01-28T18:09:35ZHow to keep school lunches safe in the heat<figure><img src="https://images.theconversation.com/files/202953/original/file-20180123-182945-82964t.jpg?ixlib=rb-1.1.0&rect=34%2C1133%2C3224%2C1866&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">Keep it cool.</span> <span class="attribution"><a class="source" href="https://www.shutterstock.com/download/confirm/712731865?size=huge_jpg">Shutterstock/bitt24</a></span></figcaption></figure><hr>
<p><em>This article is <a href="https://theconversation.com/au/topics/back-to-school-2018-48951">part of a series</a> that draws on the latest research on back to school transitions. In it, experts explain how best to prepare children for school, and counter difficulties such as stress or bad behaviour.</em></p>
<hr>
<p>The school holidays are over but summer isn’t, and we’re bound to have more hot days before the season ends. So how can you avoid making yourself or your kids sick when packing picnics or school lunches in the heat?</p>
<p>The good news is that the bacteria that cause food to spoil are quite different to the bacteria that typically cause food poisoning, and generally don’t make you sick.</p>
<p>But harmful bacteria that cause food poisoning can still end up in lunchboxes and picnics. Controlling the temperature of the food can help minimise the chance of getting sick, or the severity of any food-borne illness. </p>
<h2>Food poisoning and spoiling</h2>
<p>When left out in the heat, foods such as meat, cheese, fish and milk will spoil and start to smell because of bacteria such as <em>Pseudomonas</em>. But while it’s certainly not a good idea for your child to nibble on spoiled foods, such bacteria <a href="http://www.foodstandards.gov.au/consumer/safety/foodpoison/Pages/default.aspx">don’t usually result in gastrointestinal symptoms</a>.</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/salmonella-in-your-salad-the-cost-of-convenience-54325">Salmonella in your salad: the cost of convenience?</a>
</strong>
</em>
</p>
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<p>On the other hand, <a href="https://www.health.gov.au/internet/main/publishing.nsf/Content/E829FA59A59677C0CA257D6A007D2C97/$File/Foodborne-Illness-Australia-circa-2010.pdf">more than four million Australians</a> get food poisoning each year. The bacteria responsible for the majority of cases – <em>Salmonella</em>, <em>Campylobacter</em>, <em>Staphylococcus aureus</em>, <em>E. coli</em> and <em>Listeria</em>– usually come from animal faeces and soil. They <a href="http://www.foodstandards.gov.au/consumer/safety/foodpoison/Pages/default.aspx">don’t change</a> the appearance, smell or taste of food.</p>
<p>The contaminated food can cause symptoms such as nausea, diarrhoea, vomiting, abdominal cramps and chills as soon as 30 minutes after ingestion.</p>
<p>The cause of a specific food poisoning case can be hard to determine. Often the contaminated food is completely consumed and mild cases of diarrhoea can easily be caused by exposure to irritants such as gluten or lactose, as by a toxin, bacteria or virus. It’s usually only when multiple people eating the same food get sick that the source is traced and investigated.</p>
<h2>Bacteria flourish in the heat</h2>
<p>As with almost any kind of infection, contact with disease-causing bacteria doesn’t inevitably result in disease. We regularly handle a low level of bacterial contamination in the foods we eat without coming to harm. A gram of fresh tofu <a href="https://books.google.com.au/books?id=sYUq27wYcKMC&pg=PA108&lpg=PA108&dq=bacteria+food+doubling+time+20+minutes&source=bl&ots=P-sgYi8chv&sig=hSJ9fH2gx77NICPquAmD9Lv-Mwg&hl=en&sa=X&ved=0ahUKEwi6trXk39_RAhXEjJQKHTV1DPUQ6AEIUTAJ#v=onepage&q=bacteria%20food%20doubling%20time%2020%20minutes&f=false">may contain</a> from 300 to 100,000 bacteria and fermented foods such as miso or yoghurt may contain millions of bacteria per gram.</p>
<p>The number of bacteria in contaminated food is important: a person ingesting a higher amount of virulent bacteria is more likely to fall ill than someone ingesting a much smaller amount. The type of bacteria is also important, as more virulent strains can lead to illness in lower doses.</p>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/203122/original/file-20180123-33541-1uiwd9b.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/203122/original/file-20180123-33541-1uiwd9b.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=449&fit=crop&dpr=1 600w, https://images.theconversation.com/files/203122/original/file-20180123-33541-1uiwd9b.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=449&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/203122/original/file-20180123-33541-1uiwd9b.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=449&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/203122/original/file-20180123-33541-1uiwd9b.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=564&fit=crop&dpr=1 754w, https://images.theconversation.com/files/203122/original/file-20180123-33541-1uiwd9b.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=564&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/203122/original/file-20180123-33541-1uiwd9b.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=564&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Yoghurt can contain millions of bacteria per gram.</span>
<span class="attribution"><a class="source" href="https://www.flickr.com/photos/meanderingwa/8802646570/">Upupa4me</a>, <a class="license" href="http://creativecommons.org/licenses/by-sa/4.0/">CC BY-SA</a></span>
</figcaption>
</figure>
<p>These bacteria flourish in a zone between 5 and 60 degrees Celsius – known as the temperature “<a href="http://www.foodstandards.gov.au/consumer/safety/faqsafety/pages/foodsafetyfactsheets/charitiesandcommunityorganisationsfactsheets/temperaturecontrolma1477.aspx">danger zone</a>” – where bacterial reproduction is most rapid.</p>
<p>In the summer heat, the doubling time of bacteria can be as short as 20 minutes. This means a thin slice of a well-washed tomato with 100 bacteria at 8am <a href="https://books.google.com.au/books?id=sYUq27wYcKMC&pg=PA108&lpg=PA108&dq=bacteria+food+doubling+time+20+minutes&source=bl&ots=P-sgYi8chv&sig=hSJ9fH2gx77NICPquAmD9Lv-Mwg&hl=en&sa=X&ved=0ahUKEwi6trXk39_RAhXEjJQKHTV1DPUQ6AEIUTAJ#v=onepage&q=bacteria%20food%20doubling%20time%2020%20minutes&f=false">could contain</a> just over 26 million bacteria by 2pm on the same day.</p>
<p>Storing foods outside the temperature danger zone can dramatically slow the rate at which bacteria can multiply. This is why cold food should be kept below 5 degrees Celsius and hot foods above 60 degrees.</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/mondays-medical-myth-leave-leftovers-to-cool-before-refrigerating-6114">Monday's medical myth: leave leftovers to cool before refrigerating</a>
</strong>
</em>
</p>
<hr>
<h2>What can you do?</h2>
<p>There are <a href="http://www.foodstandards.gov.au/consumer/safety/faqsafety/pages/foodsafetyfactsheets/charitiesandcommunityorganisationsfactsheets/temperaturecontrolma1477.aspx">four key steps</a> to safely preparing food: </p>
<p>1) Wash your hands thoroughly before handling food. Use clean utensils and cutting boards</p>
<p>2) Use separate cutting boards for fresh produce and raw meat or poultry to reduce the risk of <em>Salmonella</em></p>
<p>3) Cook food to the right temperature using a food thermometer</p>
<p>4) Chill perishable foods such as meats, eggs, cheese or yoghurt with at least two cold sources, such as freezer packs, to keep harmful bacteria from multiplying rapidly. Frozen juice poppers can also be used as freezer packs and by lunchtime should be thawed and ready to drink.</p>
<p>An insulated lunchbox should be used for packing perishable foods. Insulated containers such as thermos flasks can also be used to store hot soups and stews.
When packing a child’s lunch the night before, store the food in the refrigerator overnight, so it stays colder for longer.</p>
<p>Finally, teach children to wash their hands with soapy water for 20 seconds before eating. Or pack disposable wipes so they can easily clean their hands before and after eating.</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/mondays-medical-myth-you-have-to-wash-with-hot-water-to-kill-bugs-3086">Monday's medical myth: you have to wash with hot water to kill bugs</a>
</strong>
</em>
</p>
<hr>
<h2>Getting sick</h2>
<p>Despite parents’ best efforts, food poisoning can occur. When it does, oral rehydration is the cornerstone of treatment. You can buy a rehydrating solution of sugar, salt and water from most pharmacists. Or <a href="http://rehydrate.org/solutions/homemade.htm">make your own</a> by adding half a level teaspoon of salt and six level teaspoons of sugar dissolved in one litre of clean drinking or boiled water. </p>
<p>A bland diet for a short period of time can be helpful in recovery. </p>
<p>For severe symptoms or for any concerns about your child’s recovery, see your GP.</p><img src="https://counter.theconversation.com/content/89868/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Vincent Ho does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>The good news is that the bacteria that cause food to spoil are quite different to the bacteria that typically cause food poisoning, and generally don’t make you sick.Vincent Ho, Senior Lecturer and clinical academic gastroenterologist, Western Sydney UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/902282018-01-25T19:11:51Z2018-01-25T19:11:51ZBack to school blues: how to help your child with shyness<figure><img src="https://images.theconversation.com/files/202532/original/file-20180119-80211-1amrvwk.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">Excessively protecting your child and taking over, doesn’t allow them to learn through experience. </span> <span class="attribution"><span class="source">Shutterstock</span></span></figcaption></figure><hr>
<p><em>This <a href="https://theconversation.com/au/topics/back-to-school-2018-48951">series</a> draws on the latest research on back to school transitions. In it, the experts explain how best to prepare children for school, and counter difficulties such as stress or bad behaviour.</em></p>
<hr>
<p>Around the end of January, <a href="http://www.abs.gov.au/ausstats/abs@.nsf/MediaReleasesByCatalogue/F2DC948819BBD3E4CA2582170018B83A">more than 3.5 million young people</a> will start or return to schools across Australia.</p>
<p>For most young people this is a time of high excitement and energy. The long holidays are coming to an end and they are looking forward to seeing old friends, making new ones, and being a grade higher. But the excitement is often tinged with a hint of trepidation – “who will be in my class”, “will they still like me”, “what teachers will I get”? For some young people, these worries can dominate their life. </p>
<p>The good news is parents can help their kids through it.</p>
<h2>What is shyness and social anxiety?</h2>
<p>Shyness is a <a href="https://doi-org.simsrad.net.ocs.mq.edu.au/10.1007/s11199-013-0317-9">personality characteristic</a> that exists on a continuum across the community from very low to the highest levels. When we use the term shyness, we are usually referring to the upper levels – up to 40% of people describe themselves as shy. When shyness becomes very severe and starts to affect a person’s life, it can be diagnosed using the clinical term, “social anxiety disorder”. When diagnosed correctly, <a href="http://www.health.gov.au/internet/main/publishing.nsf/Content/9DA8CA21306FE6EDCA257E2700016945/$File/child2.pdf">around 2.5% of young people in Australia meet criteria for social anxiety disorder in a given 12-month period</a>.</p>
<hr>
<p><strong><em>Read more: <a href="https://theconversation.com/childhood-shyness-when-is-it-normal-and-when-is-it-cause-for-concern-60364">Childhood shyness: when is it normal and when is it cause for concern?</a></em></strong></p>
<hr>
<p>So, around one child in every typical Australian classroom will have this clinical disorder, and up to a dozen will be shy. </p>
<p>Socially anxious young people worry excessively about what others think of them and how they come across. They are very self-conscious and often freeze or become confused when they are the focus of attention. </p>
<p>Going back to school is the stuff of nightmares for these children. Some of the hardest experiences for a socially anxious young person will be found at school: meeting new kids, talking to authority figures, standing in front of a group, getting into trouble, and negotiating the hierarchies of the playground. </p>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/202534/original/file-20180119-80168-z8vorx.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/202534/original/file-20180119-80168-z8vorx.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=397&fit=crop&dpr=1 600w, https://images.theconversation.com/files/202534/original/file-20180119-80168-z8vorx.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=397&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/202534/original/file-20180119-80168-z8vorx.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=397&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/202534/original/file-20180119-80168-z8vorx.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=499&fit=crop&dpr=1 754w, https://images.theconversation.com/files/202534/original/file-20180119-80168-z8vorx.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=499&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/202534/original/file-20180119-80168-z8vorx.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=499&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Going back to school can be a difficult time for shy kids.</span>
<span class="attribution"><span class="source">Shutterstock</span></span>
</figcaption>
</figure>
<p>Shy youth <a href="https://doi-org.simsrad.net.ocs.mq.edu.au/10.1007/s10802-005-9017-4">can make good friendships</a>, but usually have fewer friends than other kids. They are also more likely to be the targets of bullying. Many of these young people will be terrified at the prospect of going to school and the first few weeks will be especially hard. </p>
<p>Social anxiety can occur at any age – from kindergarten to the end of high school (and into adulthood). But it generally increases in the early <a href="http://onlinelibrary.wiley.com/doi/10.1111/j.1469-7610.2004.00239.x/abstract;jsessionid=AC83D11D2B07810317C2734DEBE97851.f03t03">teenage years</a>, which is when most young people start to become more self-conscious. </p>
<p>Social anxiety is slightly more common in girls than boys. There is clearly a genetic aspect and parents of shy young people are often themselves slightly more shy than average. Aside from that, social anxiety cuts across society: it makes no difference whether families are rich or poor, from any particular cultural group, or married or divorced. </p>
<h2>How parents can affect social anxiety</h2>
<p>In our work at the Centre for Emotional Health at Sydney’s Macquarie University, we have found that parents can make a difference to their child’s social anxiety. This does not mean parents cause the problem, but they can help change it. </p>
<p>When their child is scared, a loving parent can think of nothing more important than protecting them. But excessively protecting your child and taking over, doesn’t allow them to learn through experience. </p>
<hr>
<p><strong><em>Read more: <a href="https://theconversation.com/how-facing-challenging-situations-can-prepare-your-child-for-school-89298">How facing challenging situations can prepare your child for school</a></em></strong></p>
<hr>
<p>In one <a href="https://doi.org/10.1016/j.jbtep.2007.10.011">study</a> we asked children aged seven to 13 to prepare a two minute speech. For half of these children, we asked their mothers to help them extensively with speech preparation and more or less take over the task. The other half were told to only gently guide their child. We then asked the children to prepare a second speech by themselves and then deliver it to a small audience. Children whose mothers had taken over the speech-writing the first time showed more anxiety and tension when they delivered their second speech. </p>
<p>On the other hand, parents can help their child overcome social anxiety. We recently finished a large treatment <a href="https://doi.org/10.1016/j.jaac.2017.08.001">study</a>. The overall study was about treating all forms of anxiety (including social anxiety) and it looked at how we can step up the intensity of treatment when needed. </p>
<p>In the first step, parents of anxious children received a book explaining how to help their child and also spoke with a therapist on four brief occasions. After three months, 40% of these children were completely free from their presenting anxiety. </p>
<h2>How can you help your child?</h2>
<p>A lot of it is common-sense and practical skills. Shy young people can be taught to think more realistically about the things that worry them. “They will think I’m an idiot if I wear that” can be challenged by asking “what would you think of someone wearing it?”. “Everyone is staring at me” can be challenged by getting the child to look around and count how many people are actually looking. </p>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/202540/original/file-20180119-80197-1xiit60.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/202540/original/file-20180119-80197-1xiit60.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/202540/original/file-20180119-80197-1xiit60.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/202540/original/file-20180119-80197-1xiit60.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/202540/original/file-20180119-80197-1xiit60.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/202540/original/file-20180119-80197-1xiit60.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/202540/original/file-20180119-80197-1xiit60.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Shy children should be challenged and gently encouraged to face their fears.</span>
<span class="attribution"><span class="source">Shutterstock</span></span>
</figcaption>
</figure>
<p>Shy young people should also be challenged to gently and gradually face their fears. For example, for a young person who is scared to speak to others, they could be challenged to speak to one or two “safer” kids every day for the next week. Then they could be asked to speak to a couple of slightly “harder” kids every day the following week, and so on. </p>
<p>Finally, if you find that you, as a parent, have a tendency to jump in and regularly help your child, try to get into the habit of asking yourself, “what would happen if I held back for a few minutes?”. </p>
<p>Extreme shyness and social anxiety can severely impact a young person’s life and can set them up for a future of missed opportunities. But we now have some good treatments and <a href="https://www.mq.edu.au/about/campus-services-and-facilities/hospital-and-clinics/centre-for-emotional-health-clinic/programs-for-children-and-teenagers">we are continuing to research</a> new ways of helping these young people. </p>
<p>If you have any concerns about your child, seek the opinion of a qualified mental health practitioner.</p><img src="https://counter.theconversation.com/content/90228/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Ron Rapee works for the Centre for Emotional Health at Macquarie University. He receives funding from the Australian Research Council and the National Health and Medical Research Council. He is an author of Helping Your Anxious Child: A step-by-step guide for parents, from which he receives royalties and is an author of the Cool Kids program from which he receives no royalties. </span></em></p>Loving parent can think of nothing more important than protecting their shy children, but excessively protecting your child and taking over doesn’t allow them to learn through experience.Ron Rapee, Director of the Centre for Emotional Health and Distinguished Professor in the Department of Psychology, Macquarie UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/899622018-01-24T19:16:06Z2018-01-24T19:16:06ZWhy we should put yoga in the Australian school curriculum<figure><img src="https://images.theconversation.com/files/202027/original/file-20180116-53310-1dblfsi.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">Given the evidence base, offering mindfulness based yoga programs in schools may help young people learn to manage stress.</span> <span class="attribution"><span class="source">Shutterstock</span></span></figcaption></figure><hr>
<p><em>This <a href="https://theconversation.com/au/topics/back-to-school-2018-48951">series</a> draws on the latest research on back to school transitions. In it, the experts explain how best to prepare children for school, and counter difficulties such as stress or bad behaviour.</em></p>
<hr>
<p>Young people in Australia experience very high stress in schools, which has negative impacts on their academic performance and mental health. It is crucial schools teach students how to identify and best manage stress. These skills will continue to benefit them throughout their lives. </p>
<p>Adolescence is <a href="http://www.thelancet.com/journals/lancet/article/PIIS0140-6736(12)60072-5/abstract">a critical stage at which to intervene</a> as health-related behaviours established during this period <a href="https://www.researchgate.net/publication/257754111_Tracking_of_Physical_Activity_from_Early_Childhood_through_Youth_into_Adulthood">are often carried into adulthood</a>. </p>
<p><a href="https://www.ncbi.nlm.nih.gov/pubmed/25773322">School-based stress management programs</a>, <a href="https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4600929/">such as mindfulness based yoga programs</a>, <a href="https://www.ncbi.nlm.nih.gov/pubmed/26919395">have been shown to be effective</a> in the United States. Similar programs would benefit Australian school children.</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/what-is-mindfulness-nobody-really-knows-and-thats-a-problem-83295">What is mindfulness? Nobody really knows, and that's a problem</a>
</strong>
</em>
</p>
<hr>
<h2>Australian school kids are highly stressed</h2>
<p><a href="http://www.keepeek.com/Digital-Asset-Management/oecd/education/are-students-happy_3512d7ae-en#.Wl51C5NdI00#page1">Nearly half (47%) of Australian students feel very tense</a> when they study, compared to the international average of 37%.</p>
<hr>
<p><iframe id="AX43C" class="tc-infographic-datawrapper" src="https://datawrapper.dwcdn.net/AX43C/1/" height="400px" width="100%" style="border: none" frameborder="0"></iframe></p>
<hr>
<p>Based on the OECD average, 67% of Australian students report feeling very anxious even if well prepared for a test, compared to the international average of 56% <a href="http://www.oecd-ilibrary.org/docserver/download/9817021e.pdf?expires=1516332128&id=id&accname=guest&checksum=07DA4E9802C5845EC52A54E749E9907D">(64% for girls and 47% for boys)</a>. </p>
<hr>
<p><iframe id="Mc7MD" class="tc-infographic-datawrapper" src="https://datawrapper.dwcdn.net/Mc7MD/2/" height="400px" width="100%" style="border: none" frameborder="0"></iframe></p>
<hr>
<p>In the 50% of young people in years seven to 12 who report feeling moderately to extremely stressed over exams, the number one source of pressure <a href="https://about.au.reachout.com/parents-reach-out-at-exam-time-to-beat-study-stress-2017/">comes from themselves</a>. Coping with stress <a href="https://www.missionaustralia.com.au/what-we-do/research-evaluation/youth-survey">is a top issue of concern to young people</a>.</p>
<h2>The impact of school stress on young Australians and society</h2>
<p><strong>Drop out</strong></p>
<p>School related academic <a href="http://www.tandfonline.com/doi/abs/10.1080/01443410.2010.513959">stress</a> and <a href="https://www.jstage.jst.go.jp/article/jjep1953/46/4/46_442/_article">burnout</a> <a href="http://www.sciencedirect.com/science/article/pii/S1041608015000382">decreases student academic motivation</a> and <a href="http://www.sciencedirect.com/science/article/pii/S0190740914001261">increases the risk for dropout</a>. </p>
<p>Australian <a href="http://www.mitchellinstitute.org.au/reports/costs-of-lost-opportunity/">early school leavers earn approximately A$27,500 less a year than school completers</a>. People with higher rates of education <a href="https://www.aihw.gov.au/getmedia/0cbc6c45-b97a-44f7-ad1f-2517a1f0378c/hiamhbrfhsu.pdf.aspx?inline=true">report fewer illnesses and better mental health and well-being</a>. </p>
<p>In 2014, there were almost 38,000 early school leavers aged 19, <a href="http://www.mitchellinstitute.org.au/reports/costs-of-lost-opportunity/">costing Australia A$315 million a year</a>. Dropping out can also have wider social impacts, like <a href="https://eric.ed.gov/?id=ED501899">repeated inter-generational problems</a> of low academic outcomes, <a href="http://www.voced.edu.au/content/ngv%3A26783">unemployment</a>, poverty, less participation in the political process and contribution to the community. </p>
<p><strong>Academic achievement</strong></p>
<p>In Australia, students with low well-being <a href="https://docs.education.gov.au/system/files/doc/other/scoping_study_into_approaches_to_student_wellbeing_final_report.pdf">are likely to have poorer academic achievement</a>. Frequent positive emotions during class are associated with <a href="http://onlinelibrary.wiley.com/doi/10.1002/pits.20306/abstract">more student engagement</a>, while negative emotions are associated with less engagement in years seven to ten. </p>
<p><a href="https://www.ncbi.nlm.nih.gov/pubmed/14499305">Stress</a> can also <a href="http://www.annualreviews.org/doi/abs/10.1146/annurev.clinpsy.1.102803.143948">impair mental health</a> which <a href="http://www.annualreviews.org/doi/abs/10.1146/annurev.clinpsy.1.102803.143948https://www.intechopen.com/books/a-fresh-look-at-anxiety-disorders/impact-of-anxiety-and-depression-symptoms-on-scholar-performance-in-high-school-and-university-stude">further reduces academic performance</a>. </p>
<p>In high school, people experiencing depression symptoms have <a href="https://www.ncbi.nlm.nih.gov/pubmed/25598650">poorer educational achievement</a>, <a href="https://www.ncbi.nlm.nih.gov/pubmed/20606058">concentration difficulties, troubles completing school tasks</a>, and trouble <a href="https://www.sciencedirect.com/science/article/pii/S0140197107000929">with social relationships, self-learning, reading and writing</a> as well as <a href="http://onlinelibrary.wiley.com/doi/10.1002/pits.20300/full">higher rates of risky behaviour</a>. </p>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/202248/original/file-20180117-53317-14bqp86.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/202248/original/file-20180117-53317-14bqp86.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/202248/original/file-20180117-53317-14bqp86.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/202248/original/file-20180117-53317-14bqp86.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/202248/original/file-20180117-53317-14bqp86.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/202248/original/file-20180117-53317-14bqp86.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/202248/original/file-20180117-53317-14bqp86.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Stress is linked to poorer academic performance.</span>
<span class="attribution"><span class="source">Shutterstock</span></span>
</figcaption>
</figure>
<p>The impact of stress and poor stress management follows young people into higher education. In 83% of Australian TAFE and undergraduate students, <a href="https://www.headspace.org.au/assets/Uploads/headspace-NUS-Publication-Digital.pdf">the main factor affecting people’s studies was stress</a>. </p>
<p>In <a href="https://www.ncbi.nlm.nih.gov/pubmed/29246231">US undergraduates</a>, <a href="https://www.ncbi.nlm.nih.gov/pubmed/10336754">perceived stress</a> and higher anxiety about exams <a href="https://www.researchgate.net/publication/232558235_Test_Anxiety_and_Academic_Performance_in_Undergraduate_and_Graduate_Students">translates to poorer final grades and academic performance</a>.</p>
<p><strong>Risky behaviour</strong></p>
<p>Substance use has been <a href="https://www.frontiersin.org/articles/10.3389/fpsyg.2015.01028/full">shown</a> to be a dominant stress management strategy in year 11 students in the US. In Canada, students who felt connected to their school <a href="https://secure.cihi.ca/estore/productFamily.htm?pf=PFC540&lang=fr&media=0">report</a> better health, higher self-worth, less anxiety and less likelihood of smoking, drinking alcohol and associating with peers who commit crimes. </p>
<p>Academic resilience and buoyancy increases the likelihood of success in school <a href="https://www.sciencedirect.com/science/article/pii/S0022440507000131">despite setbacks, stress or pressure in the academic setting</a>. Resilient and buoyant students <a href="http://www.sciencedirect.com/science/article/pii/S1041608013001118">are able to maintain high levels of achievement</a>, <a href="https://www.scholarcentric.com/wp-content/uploads/2014/03/SC_Resiliency_Academic_Performance_WP.pdf">despite stressful events</a>. </p>
<h2>Schools can better support students with yoga programs</h2>
<p>Schools can change educational policies and practices to <a href="https://link.springer.com/chapter/10.1007/978-1-4614-2018-7_25">address the needs of students</a> <a href="https://www.ccyp.wa.gov.au/media/1422/report-education-children-at-risk-of-disengaging-from-school-literature-review.pdf">at risk of academic failure</a>. Student stress levels relate to how supportive they feel their teachers and schools are, rather than the number of school hours or the frequency of tests, <a href="https://www.oecd.org/pisa/pisa-2015-results-in-focus.pdf">according to an OECD survey</a>.</p>
<p>The practice of yoga and mindfulness <a href="https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3410203/">has become popular</a> in recent years <a href="https://www.ncbi.nlm.nih.gov/pubmed/17718647">as a form of stress management</a> in Australia. These practices <a href="https://www.ncbi.nlm.nih.gov/pubmed/28963884">decrease physiological markers of stress</a> <a href="https://www.ncbi.nlm.nih.gov/pubmed/28863392">in diverse populations</a>. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/how-yoga-makes-us-happy-according-to-science-77840">How yoga makes us happy, according to science</a>
</strong>
</em>
</p>
<hr>
<p>There is no definitive classification of yoga, but <a href="https://www.oupjapan.co.jp/en/node/2171?language=en">common elements</a> are: </p>
<ul>
<li><p>controlled breathing </p></li>
<li><p>meditative techniques </p></li>
<li><p>asanas (the physical yoga postures or positions)</p></li>
<li><p><a href="http://onlinelibrary.wiley.com.ez.library.latrobe.edu.au/doi/10.1093/clipsy.bph077/full">mindfulness practice</a>, which is the process of focusing awareness on the present moment and acknowledging and accepting feelings, thoughts, and bodily sensations, in a non-judgmental way. </p></li>
</ul>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/202249/original/file-20180117-53317-eszp6i.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/202249/original/file-20180117-53317-eszp6i.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=310&fit=crop&dpr=1 600w, https://images.theconversation.com/files/202249/original/file-20180117-53317-eszp6i.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=310&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/202249/original/file-20180117-53317-eszp6i.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=310&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/202249/original/file-20180117-53317-eszp6i.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=389&fit=crop&dpr=1 754w, https://images.theconversation.com/files/202249/original/file-20180117-53317-eszp6i.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=389&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/202249/original/file-20180117-53317-eszp6i.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=389&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Studies show yoga improves self-image and management of negative emothions.</span>
<span class="attribution"><span class="source">Shutterstock</span></span>
</figcaption>
</figure>
<p>Mindfulness-based communication <a href="http://www.tandfonline.com/doi/full/10.1080/02673843.2016.1175361">improves resilience in first-year college students</a>, while students who take part in some moderate or vigorous physical activity are less likely to report they <a href="http://www.oecd-ilibrary.org/docserver/download/9817021e.pdf?expires=1516148072&id=id&accname=guest&checksum=4CCF64D1F8C38D49CA1AD5CD9A6402E5">feel very anxious about schoolwork</a>. </p>
<p>In high school settings, studies from the US and India show mindfulness based yoga programs <a href="http://onlinelibrary.wiley.com/doi/10.1111/mbe.12107/abstract">can improve grades</a> or <a href="https://www.hindawi.com/journals/ecam/2015/259814/">mitigate decreases in grades across the school year</a>, <a href="https://www.hindawi.com/journals/ecam/2015/794928/">improve emotional regulation</a>, <a href="https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3968701/">improve memory</a>, <a href="https://www.ncbi.nlm.nih.gov/pubmed/21647811">anger control and fatigue/inertia</a>, <a href="https://www.ncbi.nlm.nih.gov/pubmed/22343481">improve mood and decrease anxiety</a>. </p>
<p>A <a href="https://www.ncbi.nlm.nih.gov/pubmed/23643372">qualitative study</a> showed yoga improves self-image and management of negative emotions and optimism. Students think yoga could reduce interest in the use of drugs and alcohol and increase social cohesion with family and peers. </p>
<p>At home, parents can consider practising mindfulness together with their kids, and can access a range of mindfulness and meditation online programs and apps for young people, such as through <a href="https://www.headspace.com/">Headspace</a> and <a href="https://www.smilingmind.com.au/?gclid=CjwKCAiA4vbSBRBNEiwAMorER_twGZSXmdEMYaCUqtXSkIWibJu2NzF9IUmpFvrBwTHYR0X3j9FycxoCABUQAvD_BwE">Smiling Mind</a>.</p>
<p>Given the evidence base, offering mindfulness based yoga programs in schools may help young people learn to manage stress and increase their ability to bounce back in response to stress.</p><img src="https://counter.theconversation.com/content/89962/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Michaela Pascoe does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>Yoga and mindfulness programs in schools have been proven to mitigate or reduce some of the negative impacts of stress on academic achievement and future outcomes.Michaela Pascoe, Postdoctoral Research Fellow in Exercise and Mental Health, Victoria UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/901222018-01-23T19:09:41Z2018-01-23T19:09:41ZHow to gently prepare your child for prep<figure><img src="https://images.theconversation.com/files/202379/original/file-20180118-114718-1v2tja1.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">Parents can effectively manage their children's relationships with schools in many positive ways. </span> <span class="attribution"><span class="source">Shutterstock</span></span></figcaption></figure><hr>
<p><em>This piece is the first in <a href="https://theconversation.com/au/topics/back-to-school-2018-48951">a series</a> that draws on the latest research on back to school transitions. In it, the experts explain how best to prepare children for school, and counter difficulties such as stress or bad behaviour.</em></p>
<hr>
<p>There are so many <a href="https://theconversation.com/from-tiger-to-free-range-parents-what-research-says-about-pros-and-cons-of-popular-parenting-styles-57986">ways to raise your children</a>, and it seems more and more parents are trying to be gentle in their approaches. But this can be tricky once they hit school age. From about age five, children spend a significant amount of their time in school. In fact, Australian children spend <a href="http://www.oecd-ilibrary.org/docserver/download/9617041e.pdf?expires=1516249988&id=id&accname=guest&checksum=A9924FA5B9A93A20734BCCC3298E4DFE">the second most</a> amount of time in primary education out of all OECD countries.</p>
<p>So, working out ways to align with the school system is vital to your children’s adaptation to this new place <a href="http://www.oecd.org/education/skills-beyond-school/EDIF%202014--N22%20(eng).pdf">they’ll spend most of their time</a>. </p>
<h2>Early ways to get your child ready for prep</h2>
<p>It’s <a href="https://search.informit.com.au/documentSummary;dn=975259531794392;res=IELHSS">widely acknowledged</a> parents are a powerful force in a child’s school success. In many ways, the <a href="https://link.springer.com/chapter/10.1007/978-3-319-58329-7_2">parents’ transition to school</a> can be just as important as that of the child. So, it’s vital parents and children share a positive and enthusiastic attitude to school. </p>
<p>This attitude can be fostered in many ways. These ways include:</p>
<ul>
<li><p>reading books that associate positive feelings about school (see some good lists <a href="https://www.weareteachers.com/14-perfect-picture-books-for-the-first-weeks-of-school/">here</a> and <a href="https://www.goodreads.com/shelf/show/first-day-of-school">here</a>)</p></li>
<li><p>parents talking positively about their good times at school </p></li>
<li><p>and even talking with siblings, cousins or others who are at school and enjoying their time there. </p></li>
</ul>
<p><a href="https://books.google.com.au/books?hl=en&lr=&id=N9g1DwAAQBAJ&oi=fnd&pg=PA167&dq=parents+role+in+school+success&ots=v_WxKfdITy&sig=udM9QsuTw21tLPZR7CNyrsyTGEY#v=onepage&q=parents%20role%20in%20school%20success&f=false">Researchers</a> argue parents can assist by validating children’s nervous feelings about school and supporting them exploring these feelings.</p>
<h2>Gentle ways to encourage positive associations with school</h2>
<p>A <a href="https://link.springer.com/article/10.1007/s13158-014-0127-4">study</a> of children’s starting school coping strategies suggests children who develop positive relationships with teachers and other children are more likely to experience success. </p>
<p>So, parents can effectively manage their children’s relationships with schools in many positive ways. Keeping the lines of communication open, for parents, teachers and children, is vital to managing these interactions. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/how-to-avoid-toxic-disputes-between-parents-and-teachers-51204">How to avoid toxic disputes between parents and teachers</a>
</strong>
</em>
</p>
<hr>
<p>Similarly, a positive relationship between teacher and child is significant. <a href="http://www.sciencedirect.com/science/article/pii/S0885200615000095">Teacher-child closeness</a> is positively associated with perceptions of good behaviour. And, if the child has a <a href="http://www.sciencedirect.com/science/article/pii/S0885200615000095">positive experience of kindergarten</a>, they are more likely to engage positively at school, so relationships with kindergarten teachers are also vital. </p>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/202382/original/file-20180118-114747-12bnkys.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/202382/original/file-20180118-114747-12bnkys.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/202382/original/file-20180118-114747-12bnkys.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/202382/original/file-20180118-114747-12bnkys.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/202382/original/file-20180118-114747-12bnkys.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/202382/original/file-20180118-114747-12bnkys.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/202382/original/file-20180118-114747-12bnkys.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Teacher-parent and teacher-student relationships are really important in fostering a positive school experience.</span>
<span class="attribution"><span class="source">Shutterstock</span></span>
</figcaption>
</figure>
<p>At the peer level, there’s a strong correlation between <a href="https://books.google.com.au/books?hl=en&lr=&id=TAYSBAAAQBAJ&oi=fnd&pg=PA120&dq=child+peer+relationships+and+school+success&ots=0uwUlX31Rl&sig=MSRB2oPTeSYESzNFynFVKMhXiNQ#v=onepage&q=child%20peer%20relationships%20and%20school%20success&f=false">good peer relationships and children’s positive experiences of school</a>. <a href="https://books.google.com.au/books?hl=en&lr=&id=jAa4CwAAQBAJ&oi=fnd&pg=PP1&dq=child+peer+relationships+and+parents&ots=U4CLza0JHb&sig=_CDJaSfHGUeN54QPFvyawzNHuOc#v=onepage&q=child%20peer%20relationships%20and%20parents&f=false">Parents</a> can model good relationships with peers by having good relationships with friends as well as organising play dates that allow for positive peer interactions. </p>
<p>It’s probably unsurprising children who <a href="http://onlinelibrary.wiley.com/doi/10.1002/icd.1840/full">exhibit positive social-emotional development</a> are likely to be successful at school. These children will demonstrate socially and culturally appropriate reactions to situations and will be able to manage their emotional reactions to stressful events. </p>
<p>At the personal level, there are several traits associated with positive transitions to school. Research suggests <a href="https://search.proquest.com/openview/28135e038185a9afd8902a25c2401705/1?pq-origsite=gscholar&cbl=2031381">a child’s mindfulness</a> can be helpful in managing transitions to school. Mindfulness for young children involves <a href="https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4485612/">setting daily intentions</a> and checking in with themselves to <a href="https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4323355/">manage their emotions</a>.</p>
<p>Many <a href="https://theconversation.com/gentle-parenting-explainer-no-rewards-no-punishments-no-misbehaving-kids-31678">gentle parents</a> practice open, non-judgemental and non-violent communication in their interactions with their children.</p>
<p>In addition, a child’s <a href="https://link.springer.com/chapter/10.1007/978-3-319-47143-3_12">self-regulation</a> is said to impact their success in transitioning to school. <a href="https://link.springer.com/chapter/10.1007/978-3-319-47143-3_12#Sec3">Self-regulatory behaviours</a> include control over attention, inhibitions and working memory, and this is said to influence their health and well-being across the course of their lives.</p>
<p>This development can be seen in the <a href="https://steinhardt.nyu.edu/scmsAdmin/uploads/001/749/2%20CDev%20Blair%20Razza.pdf">temperaments of children</a> who are best disposed to coping with school. </p>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/202388/original/file-20180118-122946-hwr7t1.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/202388/original/file-20180118-122946-hwr7t1.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/202388/original/file-20180118-122946-hwr7t1.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/202388/original/file-20180118-122946-hwr7t1.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/202388/original/file-20180118-122946-hwr7t1.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/202388/original/file-20180118-122946-hwr7t1.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/202388/original/file-20180118-122946-hwr7t1.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Listening to and naming emotions your child is expressing can be helpful.</span>
<span class="attribution"><span class="source">Shutterstock</span></span>
</figcaption>
</figure>
<p>Parents can help their children learn many skills that will help them transition successfully to school. For example, by <a href="https://link.springer.com/chapter/10.1007/978-3-319-47143-3_12">encouraging children to stop</a>, <a href="https://theconversation.com/how-to-discipline-your-children-without-rewards-or-punishment-39178">calm down and breathe through their feelings</a>, parents can help their children be mindful of their feelings and manage those feelings. These behaviours are encouraged in gentle parenting literature. </p>
<p>Self-regulation can be promoted by <a href="https://www.earlychildhoodireland.ie/wp-content/uploads/2014/02/Self-Regulation_Florez_OnlineJuly20111.pdf">helping children wait their turn</a> for toys with siblings or play equipment with other children. Again, <a href="http://onlinelibrary.wiley.com/doi/10.1111/sode.12217/full">listening to and naming feelings</a> the child is expressing can be helpful. </p>
<p>The encouragement of the temperaments associated with school success are important. <a href="http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S0256-01002014000200021">Research</a> suggests there is a correlation between the child’s stress reactions (do they explode or have a tantrum?) and inappropriate behaviour. </p>
<p>Positive temperaments can be fostered in a <a href="http://www.tandfonline.com/doi/abs/10.1080/17405629.2016.1161506">calm and cool classroom environment</a>. They can also be fostered by parents’ following <a href="http://psycnet.apa.org/record/1999-10190-012">authoritative parenting practices</a>. <a href="https://theconversation.com/from-tiger-to-free-range-parents-what-research-says-about-pros-and-cons-of-popular-parenting-styles-57986">Authoritative parenting</a> involves demanding excellence from your children, balanced with being highly responsive to their needs. <a href="https://theconversation.com/gentle-parenting-explainer-no-rewards-no-punishments-no-misbehaving-kids-31678">Gentle parents</a> are authoritative in their approach. For example, parents will give clear instructions, set boundaries, be warm and nurturing and encourage autonomy. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/gentle-parenting-explainer-no-rewards-no-punishments-no-misbehaving-kids-31678">'Gentle parenting' explainer: no rewards, no punishments, no misbehaving kids</a>
</strong>
</em>
</p>
<hr>
<h2>What schools and teachers can do</h2>
<p>There are many ways schools can gently encourage readiness. These strategies include the development of positive home-school relationships, which are <a href="https://link.springer.com/chapter/10.1007/978-94-6300-361-2_4">very important to children’s happiness at school</a>. <a href="https://files.eric.ed.gov/fulltext/ED438026.pdf#page=160">Research</a> suggests few schools have meaningful contact with parents, which is especially important at times of transition, especially from kindergarten to school. </p>
<p>A friend, whose son is about to start prep, noted how important simple things like a card and a photo of her son’s new teacher was in helping her child cope with the stress of “big school”. He has moved from being apprehensive, to seeing his teacher as a person encouraged by his mother who has used the picture to build an excitement about his upcoming experience.</p><img src="https://counter.theconversation.com/content/90122/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Rebecca English does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>Encouraging positive associations with school, good temperament and keeping communication open between parents, children and teachers can help your child (and you) be more ready for this transition.Rebecca English, Lecturer in Education, Queensland University of TechnologyLicensed as Creative Commons – attribution, no derivatives.