What Solutions Exist for Developmental Delays Facing Indigenous Children Globally? A Co-Designed Systematic Review

Abstract

Early childhood is important for future cognitive and educational outcomes. Programs overcoming barriers to engagement in early education for Indigenous children must address family cultural needs and target developmental delays. This systematic review identifies culturally adapted programs to improve developmental delays among young children, in response to an identified priority of a remote Indigenous community. Five databases (the Cochrane Library, Embase, Medline, Scopus and CINAHL) were searched for English language papers in January 2018. Study quality was assessed, and findings were analysed thematically. Findings were presented to the community at an event with key stakeholders, to determine their inclusion and face validity. Seven relevant studies, published between 1997 and 2013, were identified by the researchers and each study was supported by the community for inclusion. Three studies included on Native American children and four studies included children from non-Indigenous disadvantaged backgrounds. Findings were reported narratively across four themes: storytelling to improve educational outcomes; family involvement improved development; culturally adapted cognitive behavioural therapy to reduce trauma; rewards-based teaching to improve child attention. Limited published research on culturally adapted and safe interventions for children with developmental delays exists but these four themes from seven studies identify useful components to guide the community and early childhood program development.

A Systematic Literature Review of the Teaching Considerations and Practices Provided to Children in an Education Setting with Comorbid Disability and Developmental Trauma

“…Further, they highlight the impact the Australian 'whole-of-government' policy, the Closing the Gap Strategy, is intended to have on education, health, and disability. The significant gap of 24% that remains between Indigenous and non-Indigenous students completing school according to [46] is relatively consistent with other nations including New Zealand [43] and the United States [41]. Larson et al [41] further highlight that 70% of children with mental health disorders do not receive mental health services, with minority groups and lower-socio-economic youth disproportionately represented.…”

“…There is evidence throughout the literature ( n = 5) that indicates children who are living with mental health and physical health disabilities are more at risk of abuse than neurotypical children [ 40 , 43 , 46 ]. Simpson et al [ 43 ] also commented on the likelihood of children with cognitive disabilities as being three to four times more likely to be abused and neglected than their peers without disabilities.…”

“…Ref. [ 46 ] discussed the current reduced likelihood of Indigenous young people completing secondary school as a result of entrenched racism. Further, they highlight the impact the Australian ‘whole-of-government’ policy, the Closing the Gap Strategy, is intended to have on education, health, and disability.…”

“…According to Macniven et al [ 46 ], the National Framework for Protecting Australia’s Children 2021-2031 supports commitments made under the Closing the Gap Strategy and the four priority reform areas, which focus on children and families with multiple and complex needs, Aboriginal and Torres Strait Islander children, children and young people with disabilities, and children and young people who experience maltreatment, including those in out-of-home care. This paper targets the student cohort that fits within these four parameters.…”

“…This may include a focus on positive psychosocial development including support groups for parents involving particular projects on the school campus, the development of job descriptions for parents to assist and support in the classroom, informing parents of opportunities to gain information to facilitate parental involvement becoming more accessible, and working with parents to match parental availability and interests with the needs of a classroom [ 54 ]. Other key suggestions to help enhance the impact of high-quality teaching to students with mental illness is the inclusion of traditional beliefs and stories including child-centred parenting practices supported by the school; culturally adapted play therapies to build self-esteem, identity, and confidence and to explicitly teach positive coping skills; and rewards-based teaching [ 46 ].…”