March 2021 Digest

1 Looking Ahead

Australian Children and Young People’s Knowledge Acceleration Hub Sector adaptation and innovation shaped by COVID-19 and the latest evidence on COVID-19 and its impacts on children and young people

A collaboration between ARACY and UNICEF Australia

Introduction The Australian Children and Young People’s Knowledge Acceleration Hub is an initiative created by ARACY and UNICEF Australia to ensure that the impacts of COVID-19 on children in Australia are fully understood and communicated to decision makers at all levels. To do this, we will draw upon data from Australia and international comparators, the latest research and analysis of COVID-19 and its impacts on children and families, and related research with applicable lessons for the known and anticipated impacts of COVID-19 and their potential mitigation. Our Approach to Wellbeing The Australian Children and Young People’s Knowledge Acceleration Hub uses both ARACY’s The Nest child wellbeing framework and UNICEF’s Children’s Goals. The Nest looks at wellbeing as a series of six connected and interdependent domains. A child needs to be doing well in all six domains to thrive. Deprivation in one domain is likely to affect wellbeing in other domains. UNICEF’s Children’s Goals are derived from the United Nations’ Convention on the Rights of the Child and align with the domains of The Nest. Please visit the ARACY website for more information on The Nest and its uses in conceptualising child wellbeing, and the Australian Children and Young People’s Knowledge Acceleration Hub online library for summary content and future digests.

Find out more about the UN Convention on the Rights of the Child here: https://www.unicef.org/child-rights-convention

2 Looking Ahead

Issue 7: March 2021 This seventh release covers information and analysis released from December 2020 through to March 2021. Throughout the pandemic in 2020 we have released new digests regularly, bringing together the latest research and information to inform policy, practice, and decision-making. On 23 February 2021, ARACY and UNICEF Australia launched Kids at the Crossroads: Evidence and policy to mitigate the effects of COVID-19 to an audience of MPs and policy makers at Parliament House. This report synthesised the findings of the first six monthly digests (July to November 2020), resulting in a suite of recommendations to help support children, young people and their families going forward. The summarised recommendations can be found on the next page.

Launch of the Kids at the Crossroads report at Parliament House, 23 February 2021. Katie Allen MP, Peter Khalil MP, ARACY CEO Penny Dakin, ARACY Board member Professor Ngiare Brown, Professor Matthew Gray ANU, UNICEF Australia Young Ambassadors Atosha Birongo and Monique Worsley. We are delighted to again partner with UNICEF Australia to continue producing this digest throughout 2021. We will highlight the data sources available that assess the impact of COVID-19 on the wellbeing of children and young people in Australia, and report on headline indicators. Each digest will take a more in-depth focus on particular issues.

If you would like to jump to information on a specific wellbeing domain, click one of the squares.

This report was prepared by Lauren Renshaw and Sadhana Seriamlu (ARACY).

3 Looking Ahead

Summary of Recommendations from the Kids at the Crossroads report

Support economic recovery and Protect against deepening and strengthen systems widening inequalities

✓ Permanently raise Job Seeker, Youth Allowance ✓ Reduce the digital divide through greater and other benefits investment in access to technology for children and young people, and the necessary ✓ Increase access to affordable, high quality early infrastructure to support technology education and care (ECEC) ✓ Build on investment in a learning recovery ✓ Prioritise additional employment support and package programs targeted at young people to improve opportunities for secure and sustainable ✓ Develop a National Housing Strategy to ensure employment safe, affordable housing of mixed tenure ✓ Build on improved funding and supports for ✓ Respect cultural leadership and strengthen the children and their parents impacted by family capacity of Aboriginal Community Controlled violence Organisations (ACCO) to improve wellbeing of ✓ Enhance the child protection system to develop children and families preventative approaches and better links with ✓ Establish a National Commissioner for related systems Aboriginal and Torres Strait Islander children ✓ Support the mental health and wellbeing of and young people new parents

Promote resilience and mental Foster citizenship and fight wellbeing disempowerment and disengagement

✓ Update the National School Reform Agreement • Ensure information is presented and made to include student wellbeing as an outcome for widely available in formats appropriate to the education system children and young people, for example ✓ Fund a model of integrated child and family care through children’s only news conferences on that brings together a multidisciplinary team issues of importance to children including child and youth psychiatrists, • Engage young people more meaningfully in all paediatricians, psychologists, mental health formal political processes and design nurses, occupational therapists, speech participation mechanisms that are suited to pathologists, physiotherapists, and social young people workers • Improve the collection and reporting of racially ✓ Routinely offer evidence-based parenting motivated incidents and attacks in Australia programs to parents and carers at key developmental milestones for their child

4 Every child thrives Material Basics and survives

This wellbeing domain represents children having their basic needs met. This includes a roof over their heads, sufficient family access to income and access to basic goods such as food, clothes, toys and technology. Given the economic crisis that is following the COVID-19 pandemic, it is important to assess how these multiple crises have impacted children and young people.

Australian data sources While few available data sources examine the availability of material basics to children, an increasing number of data sources measure the impact of COVID-19 to the material basics of young people. There are also a number of available data sources which present information on the material wellbeing of the Australian population at large which can be extrapolated to also reflect the situation of children and young people. Available data sources include: • ABS Household Impacts of COVID-19 survey series1 • ABS weekly payroll data2 • Australian Institute of Criminology (AIC) – Domestic violence survey3 • ANUPoll COVID-19 series4 • AIFS Life during COVID-19 Survey5 • COVID-19 pandemic adjustment study6,7,8 • DSS Payment Demographic data9 • Equity Economics disadvantage forecast – A wave of disadvantage across NSW: Impact of the COVID-19 recession10 • Household, Income and Labour Dynamics in Australia survey11 • Impacts of COVID-19 on children and young people who contact Kids Helpline • Our Lives Longitudinal Study12 • Melbourne Institute’s Taking the Pulse of the Nation survey13 (includes information specific to young people aged 15-24) • Mission Australia Youth Surveys14 • YouthInsight survey series15 • VicHealth Coronavirus Victorian Wellbeing Impact Study – follow up survey16 • Youth Unemployment Monitor, Brotherhood of St Laurence17 • The ACOSS/UNSW Poverty in Australia 2020 Report18 • SNAICC COVID-19 Ongoing Impacts Survey report19 • UTS study – The experience of precarious housing among international students20 • Survey of temporary migrants - As if we weren’t humans: The abandonment of temporary migrants in Australia during COVID-1921 • The 100 families WA Project22 • University of Melbourne’s Hallmark Research Initiative – The Impact of COVID-19 on Victorian share households23

5 Every child thrives Material Basics and survives

Headline indicators • The ACOSS/UNSW Poverty in Australia report finds that a major source of child poverty is the high poverty rate (44%) among sole-parent families, who generally rely on a single income24 • Fulltime employment for young women (15-24 years) fell by 12.7% from February to October 2020, while full-time employment for young men fell by 4.9%25. • The number of young people (16-21 years) receiving income support nearly doubled from December 2019 to May 202026 • The overall number of people on Newstart/Jobseeker rose from 728,405 in December 2019 to 1,471,534 in May 202027

Links and resources • Grattan Institute blog – 'The Jobseeker rise is not enough'28 • When backpackers went home, these Australians gave farm jobs a go. Here’s how they went29 • Child poverty will remain above pre-COVID levels for at least five years in high-income countries – UNICEF30 • APH report – 'The impact of COVID-19 on JobSeeker Payment recipient numbers by electorate'31 • Ongoing toll of COVID-19 on child poverty revealed32 • Guardian article – Freedom lost: the generation coming of age in Australia's pandemic fuelled recession33 • UNICEF report – Supporting Families and Children Beyond COVID-19: Social protection in high-income countries34 • Youth Employment Study35 • Journal article – 'Continuing the precedent: Financially disadvantaging young people in "unprecedented" COVID‐19 times' • Journal article – 'Intersecting marginalities: International students' struggles for “survival” in COVID‐19' • Policy analysis – 'Never let a crisis go to waste: Opportunities to reduce social disadvantage from COVID-19' • Research report – 'Jobless and distressed: the disproportionate effects of COVID-19 on young Australians'

6 Every child thrives Material Basics and survives

A focus on … the coronavirus supplement beyond 31 March 2021 Young people have been hit particularly hard in terms of employment, with the number of young people between 16-21 years receiving income support (Youth Allowance not related to study or employment) nearly doubling from 85,316 in December 2019 to 168, 095 in May 202036. This impact appears gendered, with the reduction in rates of young people in full-time employment during the pandemic higher among women than men37. The financial supplement for people on existing social security benefits (Newstart allowance, Parenting payments, AusStudy and Youth Allowance) was introduced on the 22 March 2020 to mitigate the economic effects of public health restrictions and lockdowns implemented in response to COVID-19. Even at the height of the increase in payments (an additional $550 a fortnight), a survey initiated by ACOSS showed that a substantial number of respondents were still skipping meals and found it difficult to pay for medications38. It also highlighted, however, the considerable benefits the supplement provided. Most people were now able to pay their rent and utility bills, they were eating better and more regularly, they could pay for their medicines and other health treatments, and were able to pay off debts. For the reasons stated above, the recently announced $25 per week, post-supplement increase of the Jobseeker rate (compared to the old ‘Newstart’ rate) has been deemed vastly inadequate39. While social security spending has been of critical importance in supporting Australians during COVID-19, it is important to acknowledge that the pandemic will inevitably have lasting financial repercussions for the country as well as children and young people. As a result of the pandemic, the budget deficit is forecast to reach $966 billion by 2023-204040. For comparison, a budget deficit of $160 billion occurred under the Rudd government of mid-2013 following the global financial crisis. By virtue of their age, young Australians and their children unfortunately will bear the brunt of repaying this debt for many years and possibly decades to come41.

What can we do to help? ACOSS, along with other NGOs across the Raise the Rate for Good campaign suggest the following recommendations given the extensive evidence-based research available. 42 • Increase the base rate of JobSeeker Payment by at least $25 a day, and ensure everyone receives at least $65 a day • Ongoing indexation of payments in line with wage movements at least twice per year • Establishment of a Social Security Commission to advise the Parliament on the ongoing adequacy of income support payments It is critical to understand that ensuring income support payments are adequate to cover the basics will not act as a disincentive to employment, a concern that is not supported by the evidence43. Rather, the following facts should be considered: • Punitively low social security payments do not create jobs • A child is powerless over whether or not the adults in their family have employment • Australian children should not be punished because the economy is not creating enough jobs, or because the adults in their family cannot or will not work.

7 Every child thrives Material Basics and survives

Further, to ensure transparency around how the Jobseeker rate is determined, ARACY recommends the Commonwealth Minister with responsibility for the wellbeing of children and young people report to Parliament annually on the processes by which the needs of children and young people have been considered in setting these payments and the result of those deliberations.

What does the future hold? ARACY's report Have and To Have Not44 found that children in jobless families reliant on Newstart were more than 4 times more likely to be homeless than children in families where an adult works, nearly twice as likely to be bullied or face social exclusion and almost two and a half times more likely to be missing out on learning at home. While the slight increase in income support levels compared to the previous ‘Newstart’ rate is better than no change at all, evidence suggests that it is not enough to address these risks to children.

Other risks and areas of expected impact

Return to the Introduction

8 Every child is protected from Loved and Safe violence and exploitation

A child needs to be loved and safe to grow, be free from violence and have social supports. The COVID-19 pandemic may have impacted the ability of children to be adequately protected through reduced contact with friends and family, family conflict and violence, the reduced capacity of the child protection system, and increases in bullying and social exclusion.

Australian data sources Recent data sources within Australia have provided deeper insights into family violence, family relationships, relationships with friends and the changes in patterns of caring for children. While the majority of data sources do not consult with children directly, a growing number are seeking information from children themselves. Available data sources include: • Alannah and Madeline Foundation report – This Digital Home45 • ABS Household Impacts of COVID-19 survey series46 • Australian Childhood Foundation parent survey – A lasting legacy – The impact of COVID-19 on children and parents47 • ANUPoll COVID-19 series48 • Australian Institute of Criminology (AIC) – Domestic violence survey49,50,51 • AIHW Specialist Homeless Services Collection52 • AIFS Life during COVID-19 Survey53 • CCYP consultation with children54 • COVID-19 pandemic adjustment study55,56,57 • Drummond Street Services and Centre for Family Research and Evaluation – Assessing the impact of COVID-19 on client needs & Drummond Street's response58 • Equity Economics disadvantage forecast – A wave of disadvantage across NSW: Impact of the COVID-19 recession59 • Monash University project - Gender-based violence and help-seeking behaviours during the COVID-19 pandemic60 • Royal Children's Hospital Child Health Poll61 • Relationships Australia survey – COVID-19 and its effects on relationships62 • SNAICC Covid-19 Ongoing Impacts Survey report63 • UNICEF 'Living in Limbo' project64

9 Every child is protected from Loved and Safe violence and exploitation

Headline indicators • Consultations with children and young people in Victoria from April to July 2020 highlighted that while COVID-19 restrictions provided opportunities for many to reconnect with families, for some it has increased exposure to family violence, abuse and conflict65 • Compared to pre-pandemic estimates, during the pandemic period (as at April 2020) parents reported higher rates of parent mental health symptoms, higher parenting irritability, lower family positive expressiveness, and higher alcohol consumption (22% vs 12% drinking four or more days per week)66 • Multivariable analyses comparing a parent self-report survey in April 2020 to pre-pandemic estimates, showed that pre-existing financial deprivation and COVID-19 stressors were associated with greater severity in parent and child mental health symptoms, parent emotion dysregulation, parenting irritability, couple conflict and family positive/negative expressiveness67

Links and resources • AnglicareTas report – The impact of Covid-19 on unaccompanied homeless children in Tasmania68 • AbSec Case study report: Hearing the voices of Aboriginal people in child welfare69 • Australia’s anguish: the Indigenous kids trapped behind bars70 • Journal article – 'Youth (in)justice and the COVID-19 pandemic: rethinking incarceration through a public health lens'

A focus on … unaccompanied homeless children and young people Given its nature, accurate figures on how many children and young people are homeless and not accompanied by an adult remains unknown. However, ABS estimated from the 2016 census that close to 41% (n=9042) of all homeless people in Australia are between the ages of 12-24 years. They appear over-represented among those living in severely overcrowded dwellings, in supported accommodation; and under-represented among those living in improvised dwellings or sleepouts, staying temporarily in other households, in a boarding house or other temporary lodgings71. An already marginalised and vulnerable group, the recent report released by AnglicareTas and the Social Action and Research Centre on unaccompanied homeless young people in Tasmania72 highlights the impact of the pandemic on their lives – involving in-depth interviews with child and youth organisations in Tasmania that work with this group. The Tasmanian report found that while the pandemic-induced lockdown had little effect on this group on some level, as they were already isolated from schools and other mainstream systems, it created a severe impediment to the delivery of specialist support and intervention services given they are incredibly reliant on face-to-face visits with trusted workers. Workers found that for multiple reasons telehealth options were unsuccessful or inappropriate.

10 Every child is protected from Loved and Safe violence and exploitation

The repot highlighted a lack of consideration from government departments on the accessibility of accommodation options (specifically from a Tasmanian perspective). It also noted a lack of support and guidance for specialist accommodation services on how to deliver COVID-safe environments and plan for and manage potential outbreaks. Workers and organisations reported their young clients showed a lack of engagement with online learning due to the absence of a consistent guardian to assist. Workers were not supported or resourced to fulfil this role. The lack of explicit policy and planning for this group was also highlighted – despite the fact they are a very mobile group and potentially pose a public health risk during the pandemic.

What can we do to help? Service providers were able to outline various steps that could be taken to assist with supporting unaccompanied homeless youth during a public health crisis. This includes classifying community- based child and youth services as an essential service, increasing the availability of emergency accommodation options that are suitable for unaccompanied young people and children, resources for supported isolation, arranging transport for testing; greater support for remote learning (e.g. access to tutor and fast-track enrolment and school access); and access to medium-term residential care options for under 16 year olds.

What does the future hold? The COVID-19 pandemic exacerbated existing entrenched barriers faced by this cohort of young people. Reflecting this, the report also recommends longer-term options for this group such as expanding and utilising existing infrastructures (Youth at Risk Response centres) state-wide, and focusing on reunification with family and other natural supports, and where this is not possible resourcing adequate time to develop Child Safety Assessments and long-term placement options. Other risks and areas of expected impact

Return to the Introduction

11 Every child survives Healthy and thrives

This wellbeing domain represents children being healthy, both physically and mentally. COVID-19 has had a substantial impact on the health of all individuals affected, both directly and indirectly, by the pandemic. This is no less true for children and young people in Australia. Furthermore, there are indirect health impacts from COVID-19 that can be felt across a number of health domains.

Australian data sources A growing number of data sources are examining the impact of COVID-19 on the health of children and young people. While the focus is primarily on transmission and infection, as well as mental health, studies are starting to examine the impact on other health areas such as physical activity and diet. Available data sources in Australia include: • Australian Childhood Foundation parent survey – A lasting legacy – The impact of COVID-19 on children and parents73 • AIFS Life during COVID-19 Survey74 • ANUPoll COVID-19 series75 • CCYP consultation with children76 • CYDA’s 2020 COVID-19 (Coronavirus) and children and young people with disability survey77 • Children’s Health Queensland COVID-19 Unmasked Survey78 • COVID-19 pandemic adjustment study79,80,81 • Department of Health - COVID-19 cases by age group and sex82 • Equity Economics disadvantage forecast – A wave of disadvantage across NSW: Impact of the COVID-19 recession83 • Headspace National Youth Mental Health Survey 202084 • Global Drug Survey85 • Impacts of COVID-19 on children and young people who contact Kids Helpline86 • Our Lives Longitudinal Study • Queensland Health COVID-19 Unmasked survey87 • Royal Children's Hospital Child Health Poll88 • Sport Australia – AusPlay survey and Community Perceptions Monitor89 • SNAICC Covid-19 Ongoing Impacts Survey report90 • The 100 families WA Project91 • UNSW self-report survey on adolescents92 • University of Sydney modelling project – Road to recovery: Restoring Australia's mental wealth93 • UNICEF 'Living in Limbo' project94 • VicHealth Coronavirus Victorian Wellbeing Impact Study – follow up survey95 • YouthInsight survey series96

12 Every child survives Healthy and thrives

Headline indicators • PANDA reported an increase of 113% in the received calls to their National Hotline in 202097 • 5-10% of children in Queensland may need specialised mental health support. This is more likely for children with pre-existing mental health difficulties, chronic health conditions or disabilities, exposure to adverse childhood experiences, and Aboriginal and/or Torres Strait Islander children.98 • According to parents surveyed in Queensland, 80% of children had good mental health including emotional well-being, strong relationships and developing emotion regulation skills. 15-20% of children had mild to moderate emotional or behavioural difficulties99 • 1 in 5 parents surveyed in Queensland were struggling, with 18-25% reporting moderate to severe anxiety, depression and/or stress symptoms100 • Educational websites, face-to-face therapy or telehealth via video, and structured online programs with or without therapist support were parents’ preferred options for seeking support for their child's mental health (as surveyed in Queensland)101 • A longitudinal study of a cohort of Queenslanders (n=1094, now 27 years) showed that COVID-19 exacerbated already declining mental health (good ratings of mental health decreased from 80 to 72% over four years)102 • Meta-analysis shows continued evidence for the lower transmission risk children and young people pose for COVID-19103 • Close to two thirds of respondents to the Mission Australia Youth Survey placed a high value upon mental health (65.9%) and physical health (65.4%)104 • Among 13-19 year old teenagers, the implementation of physical distancing measures in Sydney resulted in significant decreases in physical activity, increases in social media and Internet use, and increased screen time. Physical distancing measures were also associated with being alone in the previous hour, decreases in happiness, and fast food consumption 105.

Links and resources • Media release – government funding for mental health for new and expectant parents106 • National Centre for Immunisation Research and Surveillance report – 'COVID-19 in schools and early childhood education and care services – the Term 4 experience in NSW'107 • Research project – 'Can breastmilk provide babies with COVID-19 immunity?'108 • Conversation article – Children may transmit coronavirus at the same rate as adults: What we now know about schools and COVID-19'109 • '“People play it down and tell me it can’t kill people, but I know people are dying each day”. Children’s health literacy relating to a global pandemic (COVID-19); an international cross sectional study'110 • Policy analysis – 'Never let a crisis go to waste: Opportunities to reduce social disadvantage from COVID-19' • Journal article – ' The Impact of Physical Distancing Policies During the COVID-19 Pandemic on Health and Well-Being Among Australian Adolescents'

13 Every child survives Healthy and thrives

A focus on…maternal health and pregnancy during the pandemic The impact of the COVID-19 lockdown restrictions on new parents and pregnant mothers is only just emerging111, although research is already being conducted in the scramble to collect primary, timely data on people's experiences and long-term outcomes for infants and their families112. While data shows that the uptake of telehealth provision of pre-natal and post-natal services was high113, organisations such as PANDA reported an increase of 113% of calls to their National Hotline during 2020.114 The restrictions imposed during lockdown left many parents expecting a baby or with a newborn without face-to-face access to formal or informal support networks. Anecdotally, this left many families without accessible face-to-face support from the health system, friends and families. It also left some parents without meaningful ways to engage and make connections with other parents with infants and young children. An analysis of community playgroups calculated a cost- benefit ratio of 4 to 1, reflecting its role in supporting child development, social capital and family support.115 It is only in recent months that playgroups have re-commenced, albeit in a restricted (COVID-safe) capacity, with other group activities, such as those run within council libraries, still to start face-to-face delivery. While there has been a welcomed focus on exploring the impacts of remote learning on children, young people and their families during lockdown; there are few surveys or research dedicated to examining the impact of the COVID-19 pandemic on families with children younger than school-age, and families who were pregnant or had a newborn during 2020. This holds particular importance to specific vulnerable groups and communities. Playgroups Australia are undertaking an evaluation of their move to online playgroups in 2020, Playgroup at Home, which will be examined in a future issue.

What can we do to help? There are several steps that could be taken to examine and respond to the short, medium and long term effects the pandemic may have had on the wellbeing of babies and their parents. • Population-based tracking of long-term outcomes for babies born during the pandemic and their families. • Planning for health-district focused communication strategies to reintegrate first-time parents from 2020 into face-to-face service delivery post-pandemic (particularly those that are peer-based and encourage links with other parents). • Consultations with community-based organisations to explore what support they need from health, education and community service departments to deliver services to infants, young children and their families (e.g., support with COVID planning, certainty around restrictions, strategies for re-engaging with parents and families).

What does the future hold? Through the implementation of the Perinatal Mental Health and Wellbeing Program, the Federal Government is providing funding for mental health support.

14 Every child survives Healthy and thrives

This extends funding for existing programs such as116: • PANDA’s National Perinatal Anxiety and Depression helpline • Red Nose’s helpline and peer support • Sand’s helpline and peer support • the MumSpace website (www.mumspace.com.au) which hosts the MumMoodBooster treatment program and the MindMum smartphone app There is also a clear need for post-pandemic planning for home-visiting services. As outlined in the National Action Plan for the Health of Children and Young People, evidence shows that the most effective mechanisms for making a difference in children and young people's lives are117: • Through strengthening prevention and early intervention in the first 2000 days, given neuroscience tells us this is when we can have most impact • By enhancing parenting support and skills development to help all children and their families thrive across and between life stages, in light of effective parenting being able to mitigate against other risk factors and determinants of health • By focusing on promotion and programs supporting positive social and emotional wellbeing and preventive mental health, given development of such skills enables children and adolescents to respond and adapt to emerging challenges as they progress through the life course.

Other risks and areas of expected impact

Return to the Introduction

15 Learning Every child learns

This wellbeing domain represents children having the opportunity to learn at home, at school, and in the community. COVID-19 has affected children’s opportunities to learn in a number of ways, such as through school closures and physical distancing measures.

Australian data sources While a number of reports have been produced examining the potential impact of COVID-19 on education from a systems-level perspective, there is very little evidence on the impacts from the voices of children and young people. Key data sources, largely comprising of data collected from teachers, include: • 2020 Report to the NSW Department of Education: Evaluating the impact of COVID-19 on NSW schools118 • Australian Education Survey119 • ANUPoll COVID-19 series120 • Centre for Independent Studies - Parents’ perspectives on home-based learning in the covid- 19 pandemic121 • COVID-19 and education: how Australian schools are responding and what happens next122 • CCYP Victoria COVID consultations123 • Equity Economics disadvantage forecast – A wave of disadvantage across NSW: Impact of the COVID-19 recession124 • Pivot Professional Learning survey125 • UNICEF 'Living in Limbo' project126 • SNAICC Covid-19 Ongoing Impacts Survey report127 • YouthInsight survey series128 Data on the number of children who have disengaged from education would help to better understand the extent to which the pandemic is affecting long-term educational outcomes. Furthermore, there is little data available on how opportunities to learn outside of the school environment, and in early learning and care, have been affected by COVID-19. Future research may help to shed light on this129.

16 Learning Every child learns

Headline indicators • On average, there were no significant differences in NSW student achievement growth between 2019 and 2020130 • Year 3 students in the least advantaged schools (ICSEA) in 2020 were 2 months behind their 2019 cohort for mathematics131 • Year 3 students in the middle ICSEA band in 2020 showed an additional 2 months growth in mathematics compared with their 2019 cohort132 • Among the 25,800 people aged 15-24 years surveyed for Mission Australia's Youth Survey, 7.6% reported feeling slightly confident and 2.4% not at all confident in their ability to achieve their study/work goals after school133. Of those surveyed still at school, the vast majority intended to finish Year 12 and go to university134. • The most frequently parent-reported challenges faced by children and their families regarding remote learning (N=606) were difficulty staying on task (20.5%), lack of motivation (15.3%), teacher-related factors such as poor teaching quality (13.4%), lack of social interaction opportunities (10.9%), and balancing parent work with online learning (10.2%)135. • Majority of parents surveyed – 47.8 per cent, or almost one-in-two were very satisfied with their child’s educational institution, while 40.2 per cent were somewhat satisfied during the pandemic136.

Links and resources • Research report – 'Online learning in a time of COVID disruption? The experiences of principals from New South Wales rural and disadvantaged primary schools' • Article – 'Experience and views on education during the COVID-19 pandemic' • Journal article – 'Key Strategies, Challenges, and Benefits of Remote Learning Expressed by Parents During the COVID-19 Pandemic' • SBS news article – As children head back to school, here's Australia’s plan for vaccinating teachers and students137 • Policy analysis – 'Never let a crisis go to waste: Opportunities to reduce social disadvantage from COVID-19' • https://www.abc.net.au/news/2021-01-21/tutors-start-of-the-school-year-in- victoria/13075100 • https://omeka.cloud.unimelb.edu.au/teaching-and-learning-in-a-pandemic/ • https://www.sbs.com.au/news/as-children-head-back-to-school-here-s-australia-s-plan-for- vaccinating-teachers-and-students

17 Learning Every child learns

A focus on … catching up on learning outcomes in 2021 As of mid-April 2020, 191 countries had shut down all their primary and secondary schools, affecting almost 1.6 billion children, due to COVID-19138. The support provided at a school level for remote learning in Australia was shown to be variable139. Teachers also reported having low self-efficacy in their ability to teach as a result of their experience in 2020140. This is of concern given the ample evidence supporting the important role teachers' self-belief in their teaching capacity has on student achievement and the level of teacher attrition/burnout141,142. COVID-19 has presented unprecedented challenges for children’s and young people’s learning which has further created a learning gap/divide. In a report produced by the Mitchell Institute, it was estimated that the lockdown effects on learning would disproportionately affect children with a background of poverty, those living in rural and remote areas, and Aboriginal and Torres Strait Islander children143. Earlier in 2020 in mid-April, 67% of young people surveyed by UNICEF were worried about their education being disrupted or held back because of COVID-19.144 Somewhat comfortingly, there is emerging evidence that young people have retained an optimism about their education and employment goals and opportunities.145 Further, NSW, the first Australian jurisdiction to measure the impact of COVID-19 given NAPLAN tests were cancelled last May, showed that on average there were no significant differences in student achievement growth between 2019 and 2020. However, there are signs that, in NSW at least, the pandemic had an impact on mathematic results among children in disadvantaged areas. Both NSW146 and Victoria147 have established small group tuition programs – skilled tutors working with small groups of students at schools to assist in making up any learning lost during the lockdown/s in 2020. This approach has been largely supported and recommended by educational experts148.

What can we do to help? The small group tuition programs are supported by evidence and, if successful, should target those most in need for assistance in catching-up on learning outcomes. Similar programs in other jurisdictions should be considered. Appropriate professional development and support should be made available at a school and state/territory level for teachers to address their reported low levels of wellbeing as a result of the stress induced by the lockdown.

What does the future hold? The roll-out of standardised assessments and monitoring throughout 2021 and beyond will allow for the long-term effects of remote learning in 2020 on children and young people to be observed. In addition, ongoing monitoring will assist in determining the appropriateness and success of the small group tuition programs delivered in NSW and Victoria.

Other risks and areas of expected impact

18 Learning Every child learns

Return to the Introduction

19 Every child survives Participating and thrives

This wellbeing domain represents the opportunity children and young people have to participate in their society and have a say on issues that affect them. This is no less important in the COVID-19 context.

Australian data sources There is a small but growing list of data sources available to assess the impacts of COVID-19 on the opportunity for children and young people to participate in society. This includes: • ANUPoll COVID-19 series149 • AIFS Life during COVID-19 Survey150 • Our Lives Longitudinal Study151 • Missing: Young People in Australian News Media152 • Mission Australia Youth Survey153 • SNAICC Covid-19 Ongoing Impacts Survey report154 • UNICEF 'Living in Limbo' project155 • YouthInsight survey series156

Headline indicators • A longitudinal study of a cohort of Queenslanders (n=1094, now 27 years) showed that COVID-19 pandemic was associated with an increase in trust in Australian governments (increased from 31 to 45% from 2019-2020), and the vast majority were strongly supportive of restrictions (only 6% reported that public health measures were too restrictive)157

Links and resources • COVID-19 impacts youth voices and hampers participation158

A focus on…how we spent our time during lockdown The AIFS survey conducted from May to June 2020 tracked how households were spending their time during lockdown/COVID-19 restrictions compared to before COVID-19.159 • The most popular activity people spent more time doing was watching TV and movies (51%). This was particularly true of young adults under 30 (68%). • The second activity people were most likely to spend more time on was baking or doing art and craft (46%). This was especially true for people with children.

20 Every child survives Participating and thrives

• Those who were working from home were most likely to increase time on shared meals and exercise. Stopping work during this time was associated with increased time learning a new language, hobby or skill and arts, craft and baking. • People living alone were the most likely to do social activities virtually and in real life. • Exercise was important for many, done alone by 57% of those doing some exercise and done with others in the household by 52% of those exercising. Across age-groups, a greater proportion of people were exercising more often (32%) than less (27%). • Activities we did less of were especially those involving social connection.

What can we do to help? The only problematic trend emerging from the survey analysis was the reduction in social activities and an increase in sedentary activities such as television watching. Overall, people were exercising more, spending more time with their household members, and expanding their hobbies, skills and interests. For those returning to face-to-face work or study, it is assumed that social interactions will be resumed. It is worth considering the impact on those that have lost work, perhaps for the first time, as a result of the public health restrictions imposed in 2020. Strategies to retain and foster new social connections and encourage participation in community activities should be considered by governments and community services and groups, particularly for young people and recently graduated high school students.

What does the future hold? Continued monitoring of how people spend their time will show which trends are retained as restrictions ease across the country. This includes which positive trends are maintained, and the extent to which people re-establish social connections and activities. Effects on mental health and wellbeing, and their links to how they spend their time, could also be explored.

Other risks and areas of expected impact

Return to the Introduction

21

Positive Sense of Every child has a Identity and Culture fair chance in life

This wellbeing domain represents children having a positive sense of identity and culture. This can occur in a number of ways, such as a sense of belonging with friends and family, feeling included in the community and society, and having a connection to one’s cultural group.

Australian data sources There is very little Australian data available on the impact of COVID-19 on having a positive sense of identity and culture. Available data sources that capture some aspects of having a positive sense of identity and culture include: • AIFS Life during COVID-19 Survey160 • Mission Australia Youth Survey161 • Hidden cost: Young multicultural Victorians and COVID-19162 • As if we weren’t humans: The abandonment of temporary migrants in Australia during COVID-19163 • Reflections on COVID-19: In their own words, South Australian young people reflect on the impact of the coronavirus on their world and futures164 • SNAICC Covid-19 Ongoing Impacts Survey report165

Headline indicators • Since 2019, the proportion of those reporting equity and discrimination as a key national issue in Mission Australia's Youth Survey has increased from 24.8% to 40.2%.166 • The three most highly valued items nationally for those surveyed in the Mission Australia Youth Survey were friendships (other than family) (82.5%), family relationships (78.9%) and school or study satisfaction (67.5%).167 • Nearly six in 10 (55.5%) felt either very positive (12.3%) or positive (43.2%) about the future. Three in 10 (30.5%) young people felt neither positive nor negative about the future, while close to one in seven (13.9%) young people felt either negative (10.5%) very negative (3.4%) about the future. 168

Links and resources • Article – 'This is Our Story: Yanyuwa Experiences of a Pandemic'

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Positive Sense of Every child has a Identity and Culture fair chance in life

A focus on…school belonging and social connectedness A student's sense of belonging to their school community has been tied to academic achievement and motivation outcomes and is an important wellbeing outcome on its own – suggestive of an inclusive and equitable learning environment. School connectedness is defined as the connection with supportive adults; a sense of belonging; positive peer relationships; engagement with learning, and the experience of a safe and encouraging online climate.169 School connectedness has been highlighted within an OECED policy brief as something schools should focus on in supporting remote learning and facilitating students' return to face-to-face schooling.170 To provide inclusive and equitable learning environments, the brief suggests ensuring the provision of equipment and opportunity for remote learning; ensuring students have an appropriate quiet space to learn; targeted efforts to engage with parents; providing students access to counselling, opportunities to safely socialise, and tools to discuss COVID-19; facilitating information in different languages; providing equitable extra services to vulnerable groups, support for teachers and targeted efforts to engage with parents. Consultations with students in South Australia has shown that the quality of digital infrastructure used by schools had a large effect on the extent they felt connected with their teacher and peers during the pandemic.171 This highlighted the divide between students and schools that had the resources to invest in and access to digital platforms, and those that did not. As shown through a case study on a NSW regional school, teacher efforts to provide alternative learning materials also encouraged school bonding.172 However, one of the clear avenues for promoting a continued positive relationship between teacher-student-parent was effective communication – communication that is frequent and consistent, but not to the extent that its overwhelming. Support was also required from school leadership to foster a positive school climate and was seen to be overtly active to parents. This case study was specific to teachers working with students with special needs and disability but has clear relevance to the experience of schools, teachers, students and their families more broadly. A survey of 803 parents across Australia showed the extent schools kept in contact was extremely variable.173 Just under a third of parents surveyed (31%) did not feel informed or confident in supervising their child's learning. Parents that were contacted more regularly felt more confident and were more likely to perceive that their child progressed well during home-based learning. Parents in rural and remote areas were more likely to have a poorer opinion of their child's schooling during the pandemic compared with those in metropolitan areas. School belonging also speaks to the 'informal curriculum' provided at schools – composed of areas of safety (access to trusted adults, welfare check-ins, links to support and resources), source of emotional support (space for play, social connections and emotional support, friendships, reinforcement and routine) and physical and mental health (food/nutrition programs, emotional/behaviour regulation, resilience and self-esteem, before and after school care, links with extracurricular activities) – all of which suffered during remote learning.174

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Positive Sense of Every child has a Identity and Culture fair chance in life

This was clearly acknowledged by teachers – particularly around the importance of facilitating students' peer interactions. A survey of teachers showed, that although concerned for learning loss, they were more concerned about the social isolation students may suffer while home-based learning was being implemented.175 The NSW case study also highlighted the importance to students of a level of peer connectedness in maintaining their overall sense of belonging to the school.176

What can we do to help? In addition to making up for any learning loss that occurred during 2020, it is clear that schools should also be focused on re-establishing broader relationships with their students and their families, and facilitating the re-establishment of friendships and support among students. As stated in a rapid response report by the University of Tasmania and the Peter Underwood Centre (pg. 26)177:

All families of young children will benefit from a warm welcome back into the school, in a context that ensures parents do not experience feelings of guilt or shame if learning has not been sustained in the home environment. There is an opportunity to foster closer links between schools and families as they return to school. This is likely to be especially significant for families who are experiencing income and food insecurity for the first time. Positive relationships that have been built over many years with vulnerable students (and their families) may have weakened during this time and will take time to re-establish.

What does the future hold? New methods of monitoring students' wellbeing can track a collective and individual sense of belonging to the school, either directly or through related variables. Education Impact is currently delivering an online platform to provide schools and teachers with real-time measures of student wellbeing, as framed by the Nest domains.178

Other risks and areas of expected impact

Return to the Introduction

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