ASG Student Social and Emotional Health Report
Groundbreaking Findings on the State of
Student Social and Emotional Health
The ASG Student Social and Emotional Health Report has unveiled groundbreaking findings into the social and emotional health of more than 10,000 Australian students from the early years of schooling to senior secondary school levels.
The Australian Scholarships Group (ASG) commissioned and funded the ASG Student Social and Emotional Health Report as part of its ongoing contribution to supporting children's education. It shows the methodology, key findings, recommendations and actions that parents and educators can undertake to help improve student social and emotional well-being (the authors use the term "social and emotional well-being" as a synonym for the term "social and emotional health").
International researcher Professor Michael E Bernard, from the Faculty of Education, University of Melbourne, co-authored the report in conjunction with Andrew Stephanou and Daniel Urbach from the Australian Council for Educational Research (ACER).
ASG's Managing Director, Mr Terry O'Connell said the ASG Student Social and Emotional Health Report makes a valuable contribution to the expansion of collective knowledge on the topic of student social and emotional health.
"We know that the years of schooling, in particular the early childhood years are of critical importance to the development of our young people," Mr O'Connell said.
"Statistics show that there are large numbers of young people not being fully engaged in education or in work, and the ramifications of unfulfilled education potential can be seen at the individual, family, community and national levels.
"Children and young people with higher levels of social and emotional health are more likely to successfully meet the physical, intellectual and social changes required through childhood and adolescence.
"A series of nine recommendations is outlined in this report that addresses policies, programs and practices for improving the social and emotional health of all students," Mr O'Connell explained.
Key findings:
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Large percentages of students experience social and emotional difficulties.
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Girls display significantly higher levels of social and emotional health than boys.
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Students who bully tend to have difficulty in thinking before they act when angry. Surprisingly, approximately half of the students who bully have high self-esteem
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Teachers perceive student social and emotional health differently from the way students perceive it.
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Social and emotional health decreases from primary to secondary school.
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To understand student social and emotional health we need to study a student's internal world - resilience, learning capabilities and social skills - and their external world - school, home and the community.
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Teachers and parents have a major impact on student social and emotional health.
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The community contributes to student social and emotional health.
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