Australian Parents Research Articles

Parental concerns about the risks associated with harmful industries for their children

Abstract Background Harmful industries including tobacco, vaping, alcohol, and gambling are causing significant harms to communities, including children and young people. These industries try to resist reform by deflecting blame and shifting responsibility, often by suggesting that parents need to educate and protect their children. This study aimed to explore parents’ current concerns and risks relating to these industries and their children, and their attitudes about responses to prevent harm. Methods Australian parents (n = 455) who had at least one child aged between 11-17 years were invited through a panel company to complete an online qualitative survey. Participants were asked about their concerns and risks relating to each product, if and what they discuss about these products with their children, and who was responsible for protecting children from these industries. Thematic analysis was used to analyse the data. Results Parents were concerned about the short- and long-term consequences of their children engaging in these products. Many parents tried to talk to their children about the risks, however also believed that their child was influenced by their peers, and messages they see on social media. Although parents recognised their own role in protecting their children from harmful industries, they thought that a collective approach was needed, which included greater regulations and more effective education. Conclusions Parents are trying their best to protect their children from the harms associated with tobacco, vaping, alcohol, and gambling. However, they feel as though they are unable to counter the range of ways that their children are exposed to and influenced by these industries. Governments need to listen to parents and implement comprehensive regulations restricting marketing practices and increase evidence-based education that focuses on the tactics and harmful practices of these industries. Key messages • Harmful industries try to shift blame and put responsibility for protecting children onto parents. However, parents feel they are unable to counter the positive messages that their children see. • Parents are concerned about the range of risks these products could have for their children and want to see a collective response to address this issue, including government policy intervention.

A lost opportunity: did the Disability Royal Commission let down parents with intellectual disabilities and their children?

This article considers the response of the Disability Royal Commission (the Commission) to the experiences of the estimated 21,000 Australian parents with intellectual disabilities and their children. Research shows that interlocking complex social disadvantage and ableist professional attitudes toward parenting by people with intellectual disabilities persist, leading to very high rates of child protection and child removal. The approach taken by the Commission to examination of violence, abuse, neglect, and exploitation against parents with disabilities as a group led to the invisibility of parents with intellectual disabilities within the Final Report. The life course approach was narrowly conceived and did not fully capture reproductive justice across the life course. The issue of parenting and child protection contact was primarily considered in relation to First Nations families, which brought critical attention to some aspects of systemic violence and abuse, but issues and experiences of non-Indigenous parents with intellectual disabilities were absent. We argue that these and other flaws prevented the Commission from making important recommendations in relation to legal and policy reform to uphold the rights of people with intellectual disabilities to become parents and to receive the support they need for parenting over the life course.

Exploring Sugary Drink Consumption and Perceptions among Primary-School-Aged Children and Parents in Australia

Background: Sugar-sweetened beverages (SSBs) account for a significant proportion of sugar in the diet of children and are directly associated with obesity in this group. While there have been many studies on adolescent SSB consumption, few studies have examined the predictors of SSB consumption in primary-school-aged children. The aim of this study was to understand the degree to which a child’s consumption across a range of beverages is influenced by their own attitudes and by their parents’ attitudes and parents’ consumption behaviours. Methods: A survey of 1611 Australian parent–child dyads asked children (aged 4–11) and their parents to rate a variety of drinks in terms of healthiness, taste, and cost and indicate the amount of these drinks consumed in a typical week. Zero-inflated regression analyses were conducted to identify the strength of association between children’s weekly beverage consumption, their perceptions of each beverage, their parents’ perceptions, and their parents’ weekly beverage consumption. Results: Parental consumption of a specific beverage was the strongest predictor of child consumption of that beverage, more so than the children’s perceptions of the beverage. Conclusions: These findings provide insights for developing parent and child education programmes to reduce SSB consumption.

Postseparation Financial Abuse Perpetrated Through Government Systems: A Survey of Australian Mothers' Experiences of Child Support.

Financial abuse is a form of violence that can extend well beyond intimate partner relationship breakdown. A survey of 540 Australian separated parents examined how financial abuse was perpetrated, with a focus on child support and other government systems. Women reported that their ex-partners minimized and withheld child support payments to inflict direct financial harm, while interactions between the family court, taxation, and benefit payment systems were taken advantage of to threaten or control them. Findings revealed how the mandatory and complex Australian child support system provided perpetrators with a useful means of perpetrating financial abuse across households.

Australian parents of gender and sexuality diverse children: Labouring through the schooling experience

This paper focuses on 16 parents of gender and sexuality diverse (GSD) children and their experiences of negotiating their child’s education in Australian public schools. It reports on the ways these parents worked to protect their child/ren from an educational climate that is frequently, but not always, institutionally and interpersonally hostile towards, and/or uninformed about, gender and sexuality diversity. Applying a descriptive thematic analysis to qualitative data arising from an online forum, the discussion illustrates how parents of GSD children provide considerable labour to foster the well-being of their child at school. Several themes illustrated this labour, including: building understanding; seeking external support; checking in and proactive problem solving; addressing marginalisation and abuse; dealing with bureaucracy as well as curriculum surveillance and monitoring. Much of the parent labour stemmed from hetero-cis-normative educational policy, curriculum, practice and environments.

The Perceptions Parents of Dyslexic Children Have on Barriers to Meaningful Parent–School Partnerships in Australia

ABSTRACT The relationship between schools and parents has evolved over recent years and is now recognized as a valuable and bi-directional partnership in the educative process. This partnership is of particular significance for parents with a dyslexic child, playing a vital role in ensuring success within the school and beyond. Using a unique conceptual lens of parental allyship, this paper reports on an investigation that employed semi-structured interviews to investigate the experiences of ten Australian parents of dyslexic children and the actions they undertook to meet their child’s needs within the school. Using qualitative content analysis, we explored the nature and impact of these experiences on both the parents and the parent–school partnership. Findings indicate that parents develop a level of expertise in their allyship to their child and this expertise is not always welcomed by the school. In addition, parents perceived interpersonal and systemic barriers that hindered both the parent–school partnership and the support provided to their dyslexic child. The paper contributes unique insights into the perspectives of parents on how parent–school policy is enacted at a school level, and raises consideration for a greater focus on parent–school partnerships for the future educational success of dyslexic children.

Identifying Correlates of Demanding and Responsive Features in Helicopter and Overprotective Parenting

The terms helicopter and overprotective parenting (HP, OP) have been used interchangeably, but there could be unexamined differences, including differences in correlations with other aspects of parenting and social-contextual conditions. In this study, we explored the factor structure of two commonly used measures of HP and OP in a sample of 701 Australian parents of adolescents (aged 16 – 19 years) and compared the correlations of the emergent factors with measures of parenting behaviors, mental health, and parenting pressures. Two factors were found that differentiated 13 items that referred to generally controlling and demanding OP behaviors (Demanding OP) from 8 items that referred to parenting under conditions of child difficulty suggesting a response to the child needs (Responsive OP). Before adjustment (i.e., zero-order correlations), but especially after adjusting for scores on the other factor (i.e., partial correlations), Demanding OP was associated with less positive (e.g., autonomy support) and more negative (e.g., control) parenting behaviors, as well as higher scores on parent anxiety, child anxiety and antisocial behavior, parental burnout, social comparison to parents on social media, and job/financial pressures. After adjustment for Demanding OP, Responsive OP aligned with positive parenting and more enjoyment of parenting, but was not associated with burnout or parent anxiety, and had little association with child mental health. Yet, Responsive OP was associated with more pressure to be an ideal parent. Both Demanding and Responsive OP were associated with more overvaluation of the child.

Nurturing futures through the maternal microbiome.

Recently there has been growing recognition of the productive and protective features of our microbial kin and the crucial role of 'commensal' microbes in supporting and sustaining health. Current microbiological and pharmacological literature is increasingly highlighting the role of maternal gut microbiomes in the long-term health of both mothers and children. Drawing on the information and advice directed towards Australian parents from conception through the first years of a child's life, we consider its messaging about the need to secure for the foetus/future-child an enduring, optimal state of health by managing the maternal microbiome. We argue that this post-Pasteurian trend gives rise to relations of care that are, at once, newly collective and more-than-human-but also disciplinary in ways that position the maternal microbiome as a new site of scrutiny that disproportionately responsibilises and burdens mothers. We notice how microbiome research is used both to reframe motherhood as a form of micro(bial)-management and to maintain motherhood as a medicalised process. The feminist and more-than-human potential that this research can provide is missing in the way these resources are presented to parents.

Experiences of parenting for autistic children in Australia and Italy: a qualitative cross-cultural comparison.

Parents vary in their gradual adaptation to the demands of caring for an autistic child. Their experiences can be positive, negative, or a combination of both, depending on the severity of the cases and various personal and social factors. Cross-cultural comparisons can aid in understanding how contextual factors, such as the availability of social and health services, and cultural factors, such as family relationships and the distribution of care burden, may influence the caregiving experience. However, there is a limited amount of cross-cultural research on this topic, which is almost exclusively quantitative. From an ecocultural perspective, our interview-based study aimed to explore the experiences of Australian (15) and Italian (11) parents of autistic children living in their respective countries. The analysis identified three main themes. Life through autism, autism through life: coexisting with an unexpected life partner, Parenting autistic children: reorganization of parents' subjectivity and familiar dynamics, and The unseen side of disability: autism communities between inclusion and segregation. Our comparative approach reveals both commonalities and differences between the two groups of participants. The similarities support features previously identified in the literature: the emotional and physical burden on parents and the positive impact on parental identity. The differences relate to the diagnostic process, interactions with health professionals, the impact of autism on family dynamics and parental perspectives, and the role assigned to siblings. Despite facing similar challenges, these differences reveal how Italian and Australian parents articulate different understandings linked to social and cultural differences.

Which LGBTQ+ Inclusive School Strategies Support LGBTQ+ Student, Staff and Parent Perceptions of School Climate? A Latent Class Analysis

ABSTRACT Lesbian, Gay, Bisexual, Transgender and Queer (LGBTQ+) students, LGBTQ+ staff and LGBTQ+ parents report schools can be unsafe and unwelcoming environments. Yet few studies have explored LGBTQ+ student, LGBTQ+ staff and LGBTQ+ parent perceptions of the school climate simultaneously or adopted person-centered perspectives. The present study sought to identify LGBTQ+ related strategies adopted by schools, and whether these were differentially related to perceptions of school safety and community. Data were collected in 2021 via online sampling of the current Australian school (1,937) students, (124) staff and (75) parents. Four distinct inclusion strategy profiles were identified via latent class analysis: Comprehensive Inclusion, Curriculum & Pedagogical Inclusion, Extracurricular Inclusion and Limited Inclusion. Just under half (48.2%) of schools lacked LGBTQ+ strategies, with participants from these schools reporting greater safety concerns. Our findings suggest that curriculum and pedagogical strategies are likely the most effective and should be a key focus for improving the school climate. Schools that employed LGBTQ+ affirming practices and included LGBTQ+ resources and activities, like Gay-Straight Alliances (GSAs), saw improved perceptions of safety and community.

Ankyloglossia in Australia: Experiences and perspectives of parents and caregivers

ObjectivesTo investigate the perspectives and experiences of parents of infants with ankyloglossia in Australia. MethodTwo hundred and sixty-seven parents across Australia responded to an online survey including their experiences of having a child with ankyloglossia. Descriptive statistics were used to analyse quantitative data. ResultsParticipants were from all Australian states and territories, with the majority residing in New South Wales and Victoria. Ankyloglossia diagnoses typically occurred within the first two weeks of life, driven mainly by difficulties with feeding. Lactation consultants played a prominent role in diagnosis, particularly in rural areas. Surgical interventions were common, with frenotomy using scissors or scalpel being the primary treatment. Aftercare recommendations, including stretching the frenotomy wound, were prevalent. Most parents received education about ankyloglossia, primarily through verbal and written information. Parents generally reported high satisfaction with the effectiveness of treatments, favouring surgical interventions. However, satisfaction with health professionals' support did not consistently correlate with the likelihood of consenting to the treatment again, and those who conducted their own research on ankyloglossia expressed lower satisfaction with health professionals’ support. ConclusionsThe experiences of Australian parents in their infant's diagnosis, management and education of ankyloglossia varied greatly. Clinical guidelines for all relevant health professionals are needed to ensure standardised diagnosis and management processes. In future, this will help guide evidence-based diagnosis and intervention for infants with ankyloglossia.

Randomised controlled trial of an online mental health and suicide gatekeeper resource for parents and caregivers: study protocol

IntroductionRates of help-seeking for mental disorders and suicide are low among children and adolescents. Parents are viewed as gatekeepers for their care, yet they may lack the knowledge and skills...

Escape from education fever?: Impact of migration on child education practice

AbstractAn extraordinary interest in education has a historical and cultural foundation in Korea, but its harmful nature has created education emigration of Korean parents. This study sought to track if and how the culturally embedded education fever changed over migration generations. To this end, this study compared three different parent groups: staying‐put parents in the origin country (Korean parents in Korea), first‐generation migrant parents (Korean–Australian parents with no school‐age education in Australia) and next‐generation migrant parents (Korean–Australian parents who were born or fully educated in Australia). Continuity and discontinuity in child education practice in the context of migration were explored and the education fever was seen to be persistent as part of a strategy for social inclusion. Despite a high level of aspiration for academic success of children, migrant parents were seen to take an acculturated or modified form of parenting with a recognition of diversified paths of success.

An approach to common sleep presentations in infants and toddlers.

Healthy sleep is vital for optimal child development, yet over 30% of Australian parents report having children with disrupted sleep affecting all family members. These sleep difficulties might co-exist with sleep breathing disorders, contributing to morbidity and reduced quality of life. This article aims to provide general practitioners (GPs) with an evidence-based, biopsychosocial approach to managing common sleep problems in infants and preschool-aged children. Strategies and techniques are outlined toaid GPs in promoting healthy sleep during infancy, educating parents on typical sleep patterns and supporting families in managing problematic sleep patterns in toddlers. Emphasis is placed on a tailored approach to developing a healthy sleep environment to meet the child's needs and parental values. Valuable resources and indications for specialist consultation are included.

Lived Experiences of Parenting Transgender and Gender Nonconforming Youth: Implications for Clinical Social Work Practice

AbstractTransgender and gender non-conforming (TGNC) youth are the focus of media attention, policy and practice changes, and multidisciplinary research. Due to their disproportionate risk of self-harm, depression, and suicidality, family support of TGNC youth is a key focus. Despite growing community awareness, TGNC children, and their families, continue to navigate a complex myriad of challenges, including at an individual, family, community, and societal level. Parents are likely influenced by their child’s TGNC identity however little is known about how this parenting experience is perceived and navigated, with most research exploring the TGNC person’s perspective. Using qualitative photovoice methodology, this study explored the lived experience of raising a TGNC child from the parent perspective. Eight Australian parents of a TGNC young person aged between 10 and 18 years participated in an in-depth interview guided by their chosen photographs as the stimulus. Thematic analysis identified five key findings: 1. crossing the threshold: finding out and figuring it out; 2. changing and adapting; 3. same but different: attachment and family dynamic; 4. letting go and holding on; and 5. finding a path forward. Findings suggest complex psychosocial impacts on parenting. Recommendations include targeted support for parents that addresses grief, social isolation, career stress, and access to relevant information and services. Clinical social workers can play a vital role in supporting parents of TGNC children by providing trauma informed responses that recognise disenfranchised grief, acknowledge socioemotional impacts, and empower parents with appropriate resources to meet their needs, and those of their TGNC child.

A mixed-method study of parents’ views of food and nutrition in Australian primary schools

PurposeSchools have long been perceived as an ideal setting to support the healthy eating behaviours of children. The aim of the study was to examine the views of Australian primary school parents regarding school food and nutrition, including education, practices and policy.Design/methodology/approachAn online survey was conducted among 787 parents in March 2021, which included closed and open-ended questions.FindingsThe results indicated the inconsistent implementation of policies and/or varying practices among different schools. Parents’ views were slightly associated with some demographic and personal measures including their SES levels, education, age, the main language spoken at home and universalism values. Parents viewed healthy food provision through canteens, policies and informing parents, fruit and vegetable breaks and kitchen and garden programs as the main contributors to the promotion of healthy eating. They believed unhealthy options in canteens, school fairs, events and birthdays are the major contributors to the formation of unhealthy eating habits among children at schools. Results revealed the efforts to establish health promoting school food environments in Australian primary schools; however, inconsistencies and discrepancies among schools should be addressed to ensure equity among all children.Practical implicationsThe findings may provide directions for policymakers and school managers and can inform future reforms and initiatives in Australian primary schools and elsewhere.Originality/valueThis is the first study that has examined Australian parents’ views of school food policy, practices and environments using a mixed-methods design.

Victorian (Australian) parents are receptive to a primary school-provided lunch program

Purpose This study aims to examine Victorian primary school parents’ perspectives about a potential school-provided lunch program (LP). Design/methodology/approach An online cross-sectional survey was conducted in Victoria, Australia, in 2022 to explore parents’ perceptions regarding the lunch menu, funding source, amount willing to pay, frequency of meals and special dietary needs of a school-provided LP. Findings Over half of parents (57% out of 359) said they would allow their child to participate in a school LP, 34% were unsure and only 9% said they would not. The opportunity for hot cooked lunches at school and the perceived convenience for parents were the top two reasons for favouring such a program. Fifty-eight percent were in favour of hybrid-type funding from both the government and parents. The most preferred amount to pay per meal was AUD5-6 (43%), followed by AUD3-4 (25%). Parents expected meals to be healthy and made from whole food and cater to the special dietary and cultural needs of their children. They also expected enough time to be allocated so children could eat and enjoy the meals. Originality/value To the best of the authors’ knowledge, this is the first study to explore Victorian parents’ perceptions regarding the above aspects of a school-provided LP. The findings suggest that parents are receptive to a school-provided LP; they, however, did have several expectations regarding the menu and time for eating. These findings provide important directions for designing future school-provided LPs at primary schools in Australia.

Koolangka Infant Life Saving: Culturally responsive infant CPR education for Aboriginal Australian parents

Objectives: Among Aboriginal children, the year between birth and 1 year of age has the highest mortality rate compared with any other age. Prompt administration of cardiopulmonary resuscitation (CPR) leads to better outcomes and a lower likelihood of ongoing sequalae. Current education on infant CPR is not provided to parents except in certain circumstances in a neonatal intensive care unit. Currently, there are no identified CPR education courses specifically available for Aboriginal or Torres Strait Islander people, meaning that current infant CPR education courses are not culturally responsive. Design: Partnering with an Aboriginal community from the Bindjareb region of the Western Australian Noongar nation, the researchers used a co-design approach and an Aboriginal Participatory Action Research (APAR) design to explore how to deliver culturally safe and responsive infant CPR community education. This resulted in the development of the Koolangka Infant Life Saving Education Framework (KILSEF), which can be used to guide future planning and delivery of culturally safe and responsive community level infant CPR education. Results: The study findings identified that members of the Aboriginal community were very interested in receiving infant CPR education, but the barriers identified from mainstream CPR course delivery need to be removed for the community to benefit from culturally responsive ways of learning. Culturally responsive community CPR education should be provided in culturally safe places and the focus of learning should be on the practical applications of CPR and less on the academic pre-reading and written requirements. Explanations should be provided in lay terms and patience is required to communicate ideas in ways that facilitate understanding, and the course may need to be delivered over several days to accommodate community participant availability. Conclusion: Addressing Aboriginal community concerns and barriers allowed for the implementation of culturally responsive infant resuscitation education which was highly valued by community members and led to increased community confidence and participation in CPR education.

Parental Experiences of Supporting the Mental Health of Their LGBTQA+ Child

Young people who are lesbian, gay, bisexual, trans, queer or questioning, asexual and other diverse genders and sexualities (LGBTQA+) are at greater risk of adverse mental health outcomes and suicide, with additional barriers to accessing safe and affirming physical and mental health services in comparison to the general population. Parents of LGBTQA+ young people who are supportive and accepting can take on additional responsibilities and an active role in supporting young people, and more information is needed to understand how parents support LGBTQA+ young people in times of acute mental health difficulties (including suicide risk) and what parents experience while navigating support systems. It is imperative these experiences are better understood to inform other parents, clinicians and service providers alike. We aimed to develop a nuanced understanding of the experiences of Australian parents of LGBTQA+ young people in providing support during times of acute distress and suicidal crisis. We utilized an exploratory qualitative design using semi-structured one-on-one interviews with 11 parents. We provide clinically useful recommendations, with the aim of aiding enhanced parental support for LGBTQA+ young people, given this population’s unique needs.

Victorian (Australian) parents are receptive to the idea of a primary school-provided lunch program: A mixed-method survey

School-provided lunch programs offer numerous benefits to primary school students including improved school attendance and performance, reduced undernutrition, reduced food insecurity, the opportunity to learn healthy eating, and the development of healthy dietary habits(1–3). Australia does not have an ongoing national school-provided lunch program that provides food for all students. To successfully implement a school-provided lunch program in Australian primary schools, it is essential to obtain the opinions of all key stakeholders, including parents. This study aimed to examine Victorian primary school parents’ opinions about a potential school-provided lunch program. An online cross-sectional survey with open- and closed-ended questions was conducted in Victoria, Australia, in 2022. Descriptive statistics and chi-square analyses were performed using SPSS software; thematic analysis was carried out using NVivo. Three hundred and fifty-nine parents responded to the survey. Fifty-seven percent of respondents said they would allow their child to participate in a school-provided lunch program, 34% were unsure and only 9% said they would not. The opportunity for hot-cooked lunches at school and the perceived convenience for parents were the top two reasons for favouring such a program. Fifty-eight percent were in favour of hybrid-type funding from both the government and parents, while 30% were in favour of being fully funded by the government. The most preferred amount to pay per meal was AUD5-6 (43%), followed by AUD3-4 (25%). When respondents were asked to rate the importance of six options in school-provided lunches (vegetarian, nut-free, dairy-free, gluten-free, egg-free, and vegan options), almost one-third of them selected having ‘vegetarian’ options as important or very important, whilst one-fifth selected ‘nut-free’, ‘dairy-free’, and ‘gluten-free’ options as important or very important. There were no associations between the parents’ or children’s socio-demographic characteristics and the likeliness of letting their children use school-provided lunches, funding preference, the amount willing to pay for school lunches, and the importance of different options. Respondents’ written responses revealed that they expected school-provided lunches to be healthy and made from whole food and cater to the special dietary and cultural needs of their children. Their other expectations included food being tasty and offered in a child-friendly way, having a variety of food offered, and having backup options if the children would/ could not eat those meals. They also expected enough time to be provided for eating lunches so children could eat and enjoy the meals. The findings of this study suggest that Victorian primary school parents are open to the idea of a school-provided lunch program, but they do have several expectations regarding the menu and time for eating. Program planners could use the findings of this study to create a school lunch program that aligns with the parents’ expectations and preferences.