Universal child health and early education service use from birth through Kindergarten and developmental vulnerability in the Preparatory Year (age 5 years) in Tasmania, Australia

Taylor, Catherine L.; Christensen, Dale B.; Jose, Kim; Zubrick, Stephen R.

doi:10.1002/ajs4.186

Cited by 5 publications

(6 citation statements)

References 36 publications

(60 reference statements)

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“…Similarly, it is possible that certain combinations of risk factors could disproportionally contribute to the burden of ID. This knowledge could be used to develop risk indices which can be applied on a population level to identify the most vulnerable sectors of the community, 10.3389/fpsyt.2022.926681 where there will be the most gain from early intervention but where there is the highest risk of non-participation in universal developmental surveillance (22,23). The concept of proportionate universalism (24) provides a framework where universal services, both antenatally and into infancy, can be supplemented with additional services directed at those at highest risk.…”

Section: Introductionmentioning

confidence: 99%

A systematic review of the biological, social, and environmental determinants of intellectual disability in children and adolescents

et al. 2022

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AimThis systematic review aimed to identify the most important social, environmental, biological, and/or genetic risk factors for intellectual disability (ID).MethodsEligible were published prospective or retrospective comparative studies investigating risk factors for ID in children 4–18 years. Exclusions were single group studies with no comparator without ID and a sample size <100. Electronic databases (Medline, Cochrane Library, EMBASE, PsycInfo, Campbell Collaboration, and CINAHL) were searched for eligible publications from 1980 to 2020. Joanna Briggs Institute critical appraisal instruments, appropriate for study type, were used to assess study quality and risk of bias. Descriptive characteristics and individual study results were presented followed by the synthesis for individual risk factors, also assessed using GRADE.ResultsFifty-eight individual eligible studies were grouped into six exposure topics: sociodemographic; antenatal and perinatal; maternal physical health; maternal mental health; environmental; genetic or biological studies. There were few eligible genetic studies. For half the topics, the certainty of evidence (GRADE) was moderate or high.ConclusionMultiple studies have examined individual potential determinants of ID, but few have investigated holistically to identify those populations most at risk. Our review would indicate that there are vulnerable groups where risk factors we identified, such as low socioeconomic status, minority ethnicity, teenage motherhood, maternal mental illness, and alcohol abuse, may cluster, highlighting a target for preventive strategies. At-risk populations need to be identified and monitored so that interventions can be implemented when appropriate, at preconception, during pregnancy, or after birth. This could reduce the likelihood of ID and provide optimal opportunities for vulnerable infants.Systematic review registration[https://www.crd.york.ac.uk/prospero/display_record.php?RecordID=120032], identifier [CRD42019120032].

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Section: Introductionmentioning

confidence: 99%

A systematic review of the biological, social, and environmental determinants of intellectual disability in children and adolescents

et al. 2022

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“…In total, six studies have examined the extent to which ECEC attendance (Chen et al, 2014; Guthridge et al, 2016; Short et al, 2019), dosage (Petriwskyj et al, 2014; Taylor et al, 2021) and quality (Gialamas et al, 2015; Petriwskyj et al, 2014) are associated with the risk of starting school already behind. Overall, studies found that both dosage and quality were important.…”

Section: Resultsmentioning

confidence: 99%

Identifying factors for poorer educational outcomes that may be exacerbated by COVID‐19: A systematic review focussing on at‐risk school children and adolescents

Coles

Johnstone

Pattinson

et al. 2022

Aust J Social Issues

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“…More evidence is needed on how adolescent health outcomes are shaped by other domains of child development, particularly the impact of language and communication, and cognitive and physical development at school starting age. Evidence on these domains are important for engaging health and education sectors to work together because education and health services share a common goal for optimal developmental potential of children [ 78 ]. This evidence would help the development of a shared understanding and provide a platform from which to develop the context and settings that may work best for optimal health and development of children, regardless of their stage of development when starting school.…”

Section: Discussionmentioning

confidence: 99%

Relationships between Child Development at School Entry and Adolescent Health—A Participatory Systematic Review

Black

Barnes

Strong

et al. 2021

IJERPH

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The relationship between child development and adolescent health, and how this may be modified by socio-economic conditions, is poorly understood. This limits cross-sector interventions to address adolescent health inequality. This review summarises evidence on the associations between child development at school starting age and subsequent health in adolescence and identifies factors affecting associations. We undertook a participatory systematic review, searching electronic databases (MEDLINE, PsycINFO, ASSIA and ERIC) for articles published between November 1990 and November 2020. Observational, intervention and review studies reporting a measure of child development and subsequent health outcomes, specifically weight and mental health, were included. Studies were individually and collectively assessed for quality using a comparative rating system of stronger, weaker, inconsistent or limited evidence. Associations between child development and adolescent health outcomes were assessed and reported by four domains of child development (socio-emotional, cognitive, language and communication, and physical development). A conceptual diagram, produced with stakeholders at the outset of the study, acted as a framework for narrative synthesis of factors that modify or mediate associations. Thirty-four studies were included. Analysis indicated stronger evidence of associations between measures of socio-emotional development and subsequent mental health and weight outcomes; in particular, positive associations between early externalising behaviours and later internalising and externalising, and negative associations between emotional wellbeing and later internalising and unhealthy weight. For all other domains of child development, although associations with subsequent health were positive, the evidence was either weaker, inconsistent or limited. There was limited evidence on factors that altered associations. Positive socio-emotional development at school starting age appears particularly important for subsequent mental health and weight in adolescence. More collaborative research across health and education is needed on other domains of development and on the mechanisms that link development and later health, and on how any relationship is modified by socio-economic context.

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Universal child health and early education service use from birth through Kindergarten and developmental vulnerability in the Preparatory Year (age 5 years) in Tasmania, Australia

Abstract: This study investigated patterns of universal health and education service use from birth through Kindergarten (age 4 years) and estimated associations between cu- | 293TAYLOR eT AL.

Cited by 5 publications

References 36 publications

A systematic review of the biological, social, and environmental determinants of intellectual disability in children and adolescents

A systematic review of the biological, social, and environmental determinants of intellectual disability in children and adolescents

Identifying factors for poorer educational outcomes that may be exacerbated by COVID‐19: A systematic review focussing on at‐risk school children and adolescents

Relationships between Child Development at School Entry and Adolescent Health—A Participatory Systematic Review

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