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Associations between School Readiness and Student Wellbeing: A Six-Year Follow Up Study

Author

Listed:
  • T. Gregory

    (University of Western Australia
    University of Adelaide)

  • E. Dal Grande

    (University of Western Australia)

  • M. Brushe

    (University of Western Australia
    University of Adelaide)

  • D. Engelhardt

    (South Australian Department for Education)

  • S. Luddy

    (South Australian Department for Education)

  • M. Guhn

    (University of British Columbia)

  • A. Gadermann

    (University of British Columbia)

  • K.A. Schonert-Reichl

    (University of British Columbia)

  • S. Brinkman

    (University of Western Australia
    University of Adelaide)

Abstract

It is well established that children’s school readiness is associated with their later academic achievement, but less is known about whether school readiness is also associated with other measures of school success, such as students’ social and emotional wellbeing. While some previous research has shown a link between early social and emotional development and student wellbeing, results are mixed and the strength of these relationships vary depending on whether data is based on child, teachers or parents ratings and which specific student wellbeing outcomes are measured. The present study explored the association between teacher-rated school readiness (Mage = 5.6 years) across five developmental domains (physical, social, emotional, language and cognitive, and communication and general knowledge) and four aspects of student wellbeing (life satisfaction, optimism, sadness and worries) in Grade 6 (Mage = 11.9 years) in a sample of 3906 Australian children. After adjustment for background child and family-level factors, children’s early physical, social and emotional development were associated with all four wellbeing outcomes in Grade 6, but early language and cognitive skills and communication and general knowledge skills were only associated with internalising behaviours (sadness and worries). Mechanisms through which these different aspects of development might influence later wellbeing are discussed, as well as ways that schools and governments can support students’ social and emotional wellbeing.

Suggested Citation

  • T. Gregory & E. Dal Grande & M. Brushe & D. Engelhardt & S. Luddy & M. Guhn & A. Gadermann & K.A. Schonert-Reichl & S. Brinkman, 2021. "Associations between School Readiness and Student Wellbeing: A Six-Year Follow Up Study," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 14(1), pages 369-390, February.
    • Handle: RePEc:spr:chinre:v:14:y:2021:i:1:d:10.1007_s12187-020-09760-6
    DOI: 10.1007/s12187-020-09760-6
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    References listed on IDEAS

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    Cited by:

    1. Metin Kaya & Cahit Erdem, 2021. "Students’ Well-Being and Academic Achievement: A Meta-Analysis Study," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 14(5), pages 1743-1767, October.
    2. Michelle Black & Amy Barnes & Mark Strong & Anna Brook & Anna Ray & Ben Holden & Clare Foster & David Taylor-Robinson, 2021. "Relationships between Child Development at School Entry and Adolescent Health—A Participatory Systematic Review," IJERPH, MDPI, vol. 18(21), pages 1-36, November.

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