Australian Secondary School Students Research Articles

Self-Reported Concerns among Australian Secondary School Students: Associations with Mental Health and Wellbeing

Abstract Background Excessive worry during adolescence can significantly impact mental health. Understanding adolescent concerns may help inform mental health early intervention strategies. Objective This study aimed to identify frequent concerns among Australian secondary school students, exploring individual and demographic differences. Whether adolescents’ most frequently reported concern was associated with mental health and wellbeing was also investigated. Methods A total of N = 4086 adolescents (Mage = 13.92) participated in an online survey, reporting their top concerns alongside demographic characteristics, mental health, and wellbeing. Data were analysed using both qualitative and quantitative approaches. Results Thematic analysis identified 11 different themes of adolescent concerns. A frequency analysis showed concerns relating to ‘School and Academics’ were most common (24.52% of all responses), consistent across females, males, school location (regional vs metropolitan areas), and socioeconomic background. Sexuality and gender diverse adolescents more frequently reported concerns about ‘Mental Health and Wellbeing’ and ‘Social Relationships’. Linear mixed models found ‘School and Academic’ concerns were associated with lower symptoms of depression (p < .001, d = 0.16) and anxiety (p < .001, d = 0.19) and higher wellbeing (p = .03, d = 0.07) compared to all other concerns. Conclusion ‘School and Academic’ concerns were most common, however not associated with poorer mental health or wellbeing. Sexuality and gender diverse adolescents were more likely to report concerns regarding ‘Mental Health and Wellbeing’ and ‘Social Relationships’. Efforts aimed solely at reducing academic stress may not be the most effective approach to improving adolescent mental health. Longitudinal data into how concerns evolve over time could provide a nuanced understanding of their relationship with future mental health challenges.

Predictors of homesick disposition in Australian rural secondary school students transitioning to university

ABSTRACT Homesick disposition, an individual’s expectation about becoming homesick in the future, has been identified as an important predictor of homesickness. Homesick disposition can be detected and measured even before the separation from home has taken place, making it particularly relevant to understanding feelings and perceptions of rural school students who have yet to relocate and transition to university. A timely detection of homesickness may facilitate prevention strategies for students to feel more confident about going to university. Based on the theory of homesickness , this study uses a quantitative approach with a sample of 620 Australian rural students to examine the relationship between homesick disposition and some factors that have been discussed as its likely predictors in rural students, such as perceptions of control over the decision of transitioning to university, the levels of information managed about university, and the support students perceive they have from their social capital. Results show that rural students’ levels of perceptions of control and social capital are important predictors of homesick disposition.

Effectiveness of nutrition interventions in Australian secondary schools: A systematic review.

Dietary intake of Australian adolescents is suboptimal. Schools are an ideal setting for health promotion initiatives to develop healthy lifestyle behaviours among adolescents. However, we do not know which nutrition-focused, school-based interventions are effective at improving health outcomes in adolescents in Australia. Therefore, the aim was to evaluate the effect of nutrition interventions on health outcomes in Australian secondary school students. MEDLINE, EMBASE, CINAHL, ERIC and Informit were systematically searched on 4th November 2022. Studies in any language evaluating nutrition interventions implemented in Australian secondary schools were included. Studies evaluating interventions conducted in primary schools or outside the school setting were excluded, as were any grey literature, systematic reviews and meta-analyses. Screening and data extraction were performed in duplicate. Quality was assessed using the Mixed Methods Appraisal Tool. Thirteen studies (n = 27 224) reporting on nutrition interventions implemented in Australian secondary schools were included. Studies were conducted in five different states and a capital territory within Australia and were mostly randomised controlled trials. Most studies reported a significant improvement on nutrition-related health outcome measures (dietary behaviour n = 6, nutritional knowledge and attitudes n = 4 and anthropometric n = 1). This review found limited studies reporting on nutrition interventions in Australian secondary schools. However, most were shown to be effective in improving nutrition-related health outcomes. SO WHAT?: Since there were limited studies in peer-reviewed journals, more research in this area is needed to confirm the effectiveness of nutrition interventions in Australian secondary schools and to assess long-term effects on student's health outcomes.

Student-Identified Practices for Improving Belonging in Australian Secondary Schools: Moving Beyond COVID-19

Despite a strong body of evidence demonstrating the importance of school belonging across multiple measures of wellbeing and academic outcomes, many students still do not feel a sense of belonging to their school. Moreover, school closures caused by COVID-19 lockdowns have exacerbated challenges for developing a student’s sense of school belonging. The current study used closed- and open-ended survey questions to explore student perspectives of practices influencing belonging in a sample of 184 Australian secondary school students. Thematic analysis of student responses to open-ended survey questions yielded four themes related to teacher-level practices influencing student belonging: emotional support, support for learning, social connection, and respect, inclusion and diversity. The implications of these findings are discussed, and strategies are suggested for implementing these student-identified practices.

Creating Relating Stories: Fragmentating the Social Fabric of Heteronormativity through Critical Media Literacies

Abstract The problematics of social and academic participation for gender diverse and lgbtqi+ youth in school communities is highlighted by the stigmatising relational dynamics which often become the dominant narrative in educational domains. This paper discusses the creation of a critical literacy/media product which arose from a year 7 level curriculum project in which students were invited to seek solutions to address a problem about which they cared. In 2021 a group of Australian secondary school students undertook an investigation into gender diversity and lgbtqi+ inclusion. In partnership with teachers and pre-service teachers they co-designed an animation on gender identity opening up wider discussion of ‘orientations and dispositions’ and generating critique around issues of social justice, democracy, equality and inclusion in and out of the classroom.

‘Learning from history is something that is important for the future’: Why Australian students think history matters

Research suggests young people generally do not perceive History to be a subject that is relevant to their lives and futures. Across the world, history curriculum policy regularly attracts public debate but, as it is usually dominated by political rhetoric, the students who experience it remain overlooked as policy actors with valuable perspectives. This article foregrounds the voices of Australian secondary school students by drawing on a national online survey that asked students about the relevance of History and the reasons for choosing it as a subject in the post-compulsory years. Concerned about lagging national enrolments in post-compulsory History subjects, we argue that student perspectives provide essential insights into understanding issues related to the status and sustainability of history education. Our thematic analysis demonstrates that students position the present and the future as key touchstones to measure the relevance of History. It explores how these themes relate to prevailing discursive conditions: popular discourse around the purpose of history, young people’s sense of temporality and hope during volatile times, and the futures discourse that frames the Australian curriculum policy context. The research provides impetus for innovating history curriculum policy and education policy more broadly in ways that are responsive to students.

Exposure to other people's gambling and gambling behaviors in Australian secondary school students.

This study explored associations between exposure to other people's gambling and the prevalence of gambling in the last month, engagement in hard gambling activities (defined as those which occur more frequently, with a quicker determination of outcomes, and/or high payout ratios), and the prevalence of at risk and problem gambling, among a large sample of Australian adolescent school students. In 2017, 6,377 students from Victoria and Queensland answered gambling questions as part of the cross-sectional triennial Australian Secondary Students' Alcohol and Drug Survey. Students reported on gambling behaviors (gambling in the last month, types of gambling activities), were assessed for problem gambling using the Diagnostic Statistical Manual IV adapted for Juveniles (DSM-IV-[MR]-J), and reported whether people they knew (parents, siblings, other relatives, best friend, or someone else) had gambled in the last month. Logistic regressions explored the relationship between other people's gambling and student gambling behaviors in the last month. Approximately, one in five students reported that someone from their household gambled in the last month. Overall, 6% of students reported they had gambled, and 4% gambled on a hard gambling activity, in the previous month; 10% were classified as potentially at risk or problem gamblers. Having a parent, sibling, best friend, another relative, or someone else who gambled in the last month were each significantly associated with the three gambling outcomes. There is a need to address the modeling of gambling behaviors by young people's friends, family, and others, in order to reduce gambling behaviors and problem gambling among Australian adolescents. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Potential impact of the adult-targeted LiveLighter "Sugary Drinks" campaign on adolescent consumption: Findings from a national cross-sectional school survey.

To examine the potential impact on trends in reported adolescent sugar-sweetened beverage (SSB) consumption following the adult-targeted Western Australian (WA) LiveLighter "Sugary Drinks" campaign, which is a television-led healthy lifestyle promotion and education mass media campaign that aired in multiple bursts between July 2013 and December 2018. Data were from a repeated cross-sectional survey of Australian secondary school students aged 12-17 years conducted nation-wide in 2009-2010 (n=13 790 from 238 schools), 2012-2013 (n=10309 from 196 schools) and 2018 (n=9102 from 104 schools). Significant declines in high SSB consumption (≥4 cups/week) were observed between 2009-2010 and 2012-2013 among students in both WA (27.1% vs 20.3%; odds ratio[OR]=0.65, 95% confidence interval [CI]=0.50-0.84, P=.001) and all other states and territories combined (30.6% vs 21.4%; OR=0.60, 95% CI=0.53-0.68, P < .001). Compared to 2012-2013, the proportion of students in WA who reported high SSB consumption was significantly lower in 2018 (20.3% vs 9.6%; OR=0.37, 95% CI=0.21-0.65, P=.001), whereas this significant decrease was not observed in all other states and territories combined (21.4% vs 17.8%; OR=0.81, 95% CI=0.67-0.97, P=.024). Interaction testing indicated that the recent decline observed in WA was more pronounced among female than male students. Mass media campaigns targeted towards the Australian adult population may have favourable effects among adolescents with the steeper decline in high SSB consumption observed in WA between 2012-2013 and 2018 coinciding with the repeated airing of the LiveLighter "Sugary Drinks" campaign in this state. SO WHAT?: Government investment in mass media campaigns may hasten declines in adolescents' SSB consumption.

Trends and determinants of active school travel among Australian secondary school students: national cross‐sectional data from 2009 to 2018

ObjectiveTo examine active school travel trends and predictors among Australian secondary school students (aged 12–17) between 2009 and 2018. MethodsThree cross‐sectional surveys (2009‐10: N=13,790; 2012‐13: N=10,309; and 2018: N=9,102) using a web‐based self‐report questionnaire. Logistic regression was used to identify differences in active travel (to and/or from school every weekday) between survey years and predictors. ResultsFrom 2009‐10 to 2012‐13 to 2018, active travel decreased from 33.6% to 32.3% to 29.5% among females, and from 37.4% to 36.6% to 32.6% among males. Distance, female sex and regional location were associated with a lower likelihood of active travel. Students with pocket money, those who spoke a language other than English at home, and Aboriginal and/or Torres Strait Islander students were more likely to actively travel. ConclusionsBetween 2009‐10 and 2018, active school travel among secondary students in Australia declined. Several factors were found to be associated with active travel. Implications for public healthThis is the first national study on active travel trends among secondary students in Australia. The recent decline requires action given the increasing prevalence of overweight and climate change.

Occupational (In)visibility: The emerging role of the Remote Education Tutor as an educational conduit

Remote Education Tutors (RETs) are central to the delivery of distance schooling in Australia and are accountable for the face-to face supervision and educational support of students. They act as the government mandated adult supervisors of Australian primary and secondary school students enrolled in distance education, including geographically isolated learners. This paper draws on statistical data from a national survey (N = 575) that was designed to map the perceptions of Australian RETs. These data confirmed that RETs act as a conduit between the distance schooling teacher and student, and that their role requires complex capabilities to be performed within a structured framework. Time restrictions with competing demands present a constant challenge to the RETs’ work satisfaction. Constraining this occupation is the reality that there is no formal qualification available for RETs. Without specific credentialling, it appears that the RETs’ (in)visible role risks being overlooked as a substantive educational occupation.

Developing an alcohol and other drug serious game for adolescents: considerations for improving student engagement

ObjectivesTo explore perceptions of alcohol and other drug (AOD) education and digital game design preferences among Australian adolescents with the goal of identifying key factors to promote engagement in an AOD serious game for Australian secondary school students. MethodsSemi‐structured focus groups were conducted with 36 adolescents aged between 13 and 18 years. Qualitative data was analysed using thematic analysis. ResultsParticipants described heightened engagement with AOD education that incorporated relatable and relevant real‐life stories and interactive discussions. They also expressed a desire for learning to focus on practical strategies to reduce AOD harm and overcome social pressure to use AOD. Participants highlighted the importance of incorporating relatable characters and context‐relevant scenarios in promoting engagement, and identified social elements, player choice, and optimal challenge as important game design considerations. ConclusionsA focus on meaningful realistic scenarios, relatable characters, relevant information and practical skills may promote high school aged students’ engagement with AOD educational content. Game designs incorporating social elements and decision‐making opportunities may be conducive to promoting engagement and enhancing learning. Implications for public healthFindings from this study can be used by researchers and game designers for the development of future AOD serious games targeted at Australian adolescents.

Exposure to gambling promotions and gambling behaviours in Australian secondary school students

BackgroundYoung people’s gambling behaviours are associated with a range of individual, interpersonal and community factors. This study explored the association between exposure to types of gambling advertising and promotions and adolescent gambling behaviours. MethodsStudents from two states answered gambling questions as part of the 2017 Australian Secondary Students’ Alcohol and Drug (ASSAD) Survey. Students reported gambling behaviours (gambling in the last month, types of gambling activities), exposure to gambling promotions during the last 30 days (e.g. ads for gambling on TV, online, live studio crosses), and were assessed for problem gambling. Principal Component Analysis suggested four groups of gambling promotion exposure. Logistic regression analyses examined the association between gambling promotion exposure and student gambling, engagement in hard gambling activities in the last month, and problem or at risk gambling, controlling for a range of student characteristics. ResultsMost students (81%) had been exposed to some form of gambling promotion or advertisement in the last month, most commonly TV, social media and sporting event advertisements. Exposure to online gambling ads (including websites, pop-ups on websites, and social media) in the last month was significantly associated with gambling in the last month, and being classified as an at risk or problem gambler; but not with participating in hard gambling activities. After adjusting for exposure to gambling advertising across categories, no other advertising exposure types were associated with adolescent gambling behaviours. ConclusionsStudy findings point to the need to impose restrictions on gambling advertisements and promotions, particularly those presented online.

Implementing Reading to Learn (R2L) Pedagogy to Help Indonesian Junior High School Students Generate News Report Text

The Reading to Learn (R2L) pedagogy, which requires preparing for reading, detailed reading, joint construction, and independent construction steps, was invented in Australia to assist Australian indigenous secondary school students in reading texts and finding useful information inside the texts. This one group pre-test and post-test design was aimed at unfolding the effectiveness of R2L pedagogy in helping the students in constructing well-structured news report texts. A total of 51 ninth-grade students from a junior high school, Bandung, Indonesia participated in the research. The students received the R2L pedagogy in four meetings within a month, excluding the pre-test and post-test.

The Prevalence and Correlates of Gambling in Australian Secondary School Students

Youth gambling is associated with a range of harms. This study aimed to examine, among Australian adolescents, the prevalence of gambling (ever, in the last month, at-risk and problem), the most frequent gambling types and modalities, and to explore the student characteristics associated with gambling in the last month and with at-risk or problem gambling. Students aged 12–17 years from Victoria and Queensland answered gambling questions as part of the Australian Secondary School Alcohol and Drug (ASSAD) Survey in 2017. The ASSAD also included a series of questions about smoking, alcohol and other drug use, and mental health. A total of 6377 students from 93 schools were included in analysis. The prevalence of ever gambling and gambling in the last month was 31% and 6% respectively. Of students who had gambled in the last month, 34% were classified as at-risk and 15% were classified as problem gamblers. The most frequent types of gambling in the last month were horse or dog race and sports betting. Students who gambled in the last month did so most frequently via a parent or guardian purchasing or playing for them, at home or at a friends’ house, and online or using an app. Regression analysis indicated that male gender, having money available to spend on self, alcohol consumption in the last seven days, the number of types of advertisements seen in the last month, and the number of peer or family members who gambled in the last month, were significantly associated with the likelihood of students gambling in the last month. Male gender, some age categories, and exposure to more types of gambling advertising were also significant predictors of being classified as an at-risk or problem gambler. This large study of youth gambling provides data on gambling behaviours and related variables from a large sample of Australian secondary school students. Student characteristics, including male gender and exposure to more types of gambling advertising, were associated with an increased likelihood of gambling in the last month and of being classified as an at-risk or problem gambler. Further implications of the study findings are discussed.

Prevalence and trends in Australian adolescents\u2019 adherence to 24-hour movement guidelines: findings from a repeated national cross-sectional survey

Background24-hour movement guidelines recommend a healthy balance of high levels of physical activity, low levels of sedentary behaviour and appropriate sleep duration each day. At present, surveillance data on how Australian adolescents are performing against these guidelines are lacking. This study aims to describe the extent to which Australian secondary school students are adhering to the physical activity, sedentary recreational screen time and sleep duration recommendations outlined in the national 24-hour movement guidelines for children and young people. It also examines whether there are socio-demographic differences in levels of compliance and if there have been significant changes in these behaviours over time.MethodsA repeated national cross-sectional survey of students in grades 8 to 11 (ages 12-17 years) was conducted in 2009-2010 (n=13,790), 2012-2013 (n=10,309) and 2018 (n=9,102). Students’ self-reported physical activity, screen time and sleep behaviours were assessed using validated instruments administered in schools via a web-based questionnaire.ResultsIn 2018, around one in four students (26%) did not meet any of the 24-hour movement guidelines, while only 2% of students met all three. Adherence to the sleep duration recommendation was highest (67%), with substantially smaller proportions of students meeting the physical activity (16%) and screen time (10%) recommendations. Differences in adherence by sex, grade level and socio-economic area were apparent. Students’ compliance with the screen time recommendation has declined over time, from 19% in 2009-2010 to 10% in 2018. However, there has been no significant change in the proportion meeting the physical activity (15% in 2009-2010 cf. 16% in 2018) and sleep duration (69% in 2009-2010 cf. 67% in 2018) recommendations. Compliance with all three guidelines has remained very low (<3%) across each survey round.ConclusionsThere is considerable scope to improve Australian adolescents’ physical activity and sedentary behaviours in line with the national 24-hour movement guidelines. Policy proposals and environmental interventions, particularly those focused on replacing sedentary screen time with physical activity (e.g. promotion of active commuting to/from school), are needed to better support Australian adolescents in meeting the 24-hour movement guidelines.

Australian Remote Education Tutors and Universities: Proposed Innovative Partnerships for Credentialling Adult Supervisors of School Students Enrolled in Distance Education

Currently, an almost exclusively female workforce provides the government mandated adult supervision of Australian primary and secondary school students enrolled in distance education, including geographically isolated learners. These Remote Education Tutors (RETs) include unpaid family support providers and externally employed governesses and home tutors who are paid by the children's families. This crucial position has no prerequisite qualifications, which in turn generates occupational invisibility and an absence of recognised career pathways for the individuals fulfilling the responsibilities of this role. In response, we propose innovative partnerships for credentialling the experiences and effectiveness of Australian RETs, in order to recognise their professional status and to contribute to a sustainable rural education workforce. Such credentialling will entail dynamic and mutually responsive collaborations among the distance education stakeholders, including the tutors, the children's families and the universities charged with administering such credentialling. Evidence to support this proposal is provided by selected data from a 2021 national survey completed by 575 current and former RETs in most Australian States and Territories. These data underwent descriptive analysis that elicited four themes that encapsulated key elements of the RETs' lives and contexts: career pathways, economic disadvantage, gender roles, and educational equity. This account framed by Cardini' s (2006) politicised conceptualisation of partnerships highlights both the urgency and the complexity of envisaging and enacting situationally responsive rural communityuniversity collaborations to support this vital yet invisible segment of the Australian educational workforce.

Peer relationships and stress: Indirect associations of dispositional mindfulness with depression, anxiety and loneliness via ways of coping

IntroductionAdolescents higher in the trait of dispositional mindfulness report fewer socioemotional problems. Focusing on the domain of peer stressors, we tested a model of adolescents’ mindfulness as a resource that undergirds more constructive stress coping responses, in turn resulting in fewer socioemotional problems. MethodThe participants were 361 Australian secondary school students (40% boys; ages 11 to 18; M = 14.9 years; SD = 1.4). Each completed a questionnaire to report four facets of dispositional mindfulness; engagement and disengagement coping and involuntary stress responses to recent peer interpersonal stressful events; and socioemotional problems of loneliness, social anxiety, and depression. ResultsAdolescents who reported more dispositional mindfulness, including facets of awareness, describing, non-judgement and non-reactivity, were lower in involuntary peer stress responses, disengagement coping, loneliness, social anxiety, and depression; associations of mindfulness facets with engagement coping were mixed. Mediational path models showed that almost all the significant negative associations of dispositional mindfulness with loneliness, social anxiety and depression were fully indirect via peer stress coping responses. Further, an alternative model, which tested whether loneliness, social anxiety and depression were the instigators of stress coping responses via mindfulness, had an adequate but poorer fit. ConclusionAs hypothesized, the benefit of adolescents' dispositional mindfulness for reducing loneliness, social anxiety and depression seems to be indirect, with positive peer stress coping responses key mediators in these indirect pathways. It is less likely that the alternative occurs, whereby adolescents’ socioemotional problems are the foundation for mindfulness and peer stress coping responses.

The Youth Aware of Mental Health program in Australian Secondary Schools: 3- and 6-month outcomes

ObjectiveThe evidence base for suicide prevention programs in Australian schools is limited. The aim of this study was to examine the impact of a universal, mental health promotion and suicide prevention program—Youth Aware of Mental Health (YAM)—on suicidal ideation, mental health, and help-seeking in Australian secondary school students from baseline to post-intervention and 6-month follow up.MethodsUsing a single-arm design, the YAM program was delivered to Year 9 students (13–16 years) in secondary schools located within four regions across New South Wales, Australia. A structured self-report questionnaire using validated scales was administered at each time point. Linear mixed-effects modelling was used to examine differences in suicidal ideation scores across time, while accounting for random effects of individual schools.ResultsSuicidal ideation reduced significantly from baseline to post, and from baseline to follow-up (p < 0.001). Depression severity declined (p < 0.001) and help-seeking intentions increased (p < 0.001) at post-intervention and 6- months following the intervention period. No suicide deaths were reported for any study participants.ConclusionThe current findings provide preliminary evidence that the YAM program is a promising preventive intervention for Australian schools, particularly for reducing suicidal ideation, depression and increasing help-seeking intentions in young people. The implementation of YAM in a large number of schools across New South Wales demonstrates the feasibility, and acceptability by schools, of implementing this program at scale.Trial registration: ANZCTR, ACTRN12619000338167. Registered 5 March 2019—Retrospectively registered, http://www.anzctr.org.au/Trial/Registration/TrialReview.aspx?id=376989&isReview=true.

Impact of COVID-19 Lockdowns on Australian Primary and Secondary School Students' Online Learning Experiences

The impact of COVID-19 has seen many schools across the globe transition from face-to-face teaching to emergency remote teaching in a short period of time. This has impacted the quality of students' educational experiences. The study reported here draws on data collected from students, teachers, and parents in eight schools in New South Wales, Australia using a qualitative approach including surveys, and draws a Community of Inquiry framework to understand the experiences of students. Results of the study showed that social impacts were extensive and that limited interactions resulted in the loss of engagement and motivation for a majority of students who also reported a high level of understanding of what was expected of them but felt the workload was too high. It is suggested that more time be provided for social engagement to support motivation and engagement.

It's the Content That Counts: Longitudinal Associations between Social Media Use, Parental Monitoring, and Alcohol Use in an Australian Sample of Adolescents Aged 13 to 16 Years.

(1) Background: More time spent on social media has been linked to increased alcohol use, with exposure to peer alcohol-related content on social media (content exposure) named as a critical factor in this relationship. Little is currently known about whether early content exposure may have lasting effects across adolescent development, or about the capacity of parental monitoring of social media use to interrupt these links. (2) Methods: These gaps were addressed in both cross-sectional and longitudinal contexts among a longitudinal sample of Australian secondary school students (n = 432) across the ages of 13–16. (3) Results: Evidence was found for links between social media use and alcohol use frequency in early development. Social media time at age 13 was significantly associated with concurrent alcohol use frequency. At age 13, alcohol use frequency was significantly higher among those who reported content exposure compared to those who reported no exposure. Longitudinally, the frequency of alcohol use over time increased at a faster rate among participants who reported content exposure at age 13. In terms of parental monitoring, no longitudinal effects were observed. However, parental monitoring at age 13 did significantly reduce the concurrent relationship between alcohol use frequency and content exposure. (4) Conclusion: The impact of social media content exposure on alcohol use in adolescence may be more important than the time spent on social media, and any protective effect of parental monitoring on content exposure may be limited to the time it is being concurrently enacted.