Housing & school attendance in the Northern Territory

Steven Guthridge Centre for Child Development & Education

Menzies School of Health Research

National Housing Conference, Darwin30th August 2019

NHMRC Partnership Grant #1091419

Organisational partners: Menzies CCDE, NT Departments of Health, Education & Territory Families, and AMSANT

Chief Investigators: Silburn S, Lynch J, Guthridge S, Midford R, Brimblecombe J Walter M, Bodkin-Andrews G, Schurer S, Shaw P

Associate Investigators:Shepherd C, Stanley FJ, Schnepel K, Moore L, Eades S

Steering Committee:King A & Bowden S (Chairs), Schmidt D, Warburton L, Moore L, Guthridge S, Griffiths K, Walter M, Bodkin-Andrews

Community Advisory Group: Smith J (Chair), McCarthy L, Byrnes T, Griffiths K, Brown J & Edwards J.

NHMRC Partnership Study Aims

• To make better use of existing NT data sources by building capacity in data linkage to enable population-level longitudinal research and evaluation studies

• Develop a program of research to inform policy and service delivery to maximise improvements in NT children’s developmental health, education and longer-term life outcomes

• Analyse de-identified, linked administrative data on over 80,000 children living in the NT and born between 1994-2015

• Ensure the study addresses issues of concern to Aboriginal people, and that its design, analysis and reporting are inclusive of Aboriginal perspectives and minimise the potential for cultural bias

Life-course pathways in school learning

Child & Youth Development research -Linked unit-record data repository (Extract 2)

1. The NT Data Linkage Study

2. Methodology

3. Early life health and development

4. Early life factors associated with childhood development

5. School attendance

6. Preschool participation, school attendance and academic achievement

7. Modelling key drivers of school education outcomes

8. Summary and conclusions

Monograph chapter structure

Predictors of school attendance analysis

Attendance by year level and region

Weekly attendance over the school year, years 1 to 3

-30.0 -25.0 -20.0 -15.0 -10.0 -5.0 0.0 5.0 10.0 15.0

Legend*Adjusted (Red)*Unadjusted (Grey)

Estimates of effect of selected factors on Year 1 schoolattendance for Aboriginal students

R2=0.3393

Silburn S, Guthridge S, McKenzie J et al. (eds.) Early Pathways to School Learning: Lessons from the NT Data Linkage Study. Darwin: Menzies School of Health Research, 2018.

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* < p=0.05

Chart1

zy1age_less6-0.61787340.9492454-0.650.515-2.4787661.243019

y1age_less6-0.0-0.00.00.559y1age_less6-0.0-0.00.00.132Male-1.8932170.9407358-2.010.044-3.737427-0.0490067Y1dayattCoef.Std. Err.tP>t[95% Conf.Interval]

Male-0.0-0.0-0.00.026Male-0.0-0.00.00.799remotev-9.7957021.230864-7.960-12.20868-7.382727

remotev-0.1-0.1-0.00.000remotev-0.0-0.0-0.00.000ESL-13.582081.188264-11.430-15.91154-11.25261y1age_less6-0.53282010.3587399-1.490.138-1.236060.1704198

ESL-0.1-0.1-0.10.000ESL-0.0-0.0-0.00.000yearAfter2007-5.347651.633384-3.270.001-8.549721-2.145579Male-0.09229030.3571303-0.260.796-0.79237470.6077942

yearAfter2007-0.0-0.0-0.00.025yearAfter20070.0-0.00.00.545morethan1sch-9.3728031.158174-8.090-11.64328-7.102331remotev-1.8813310.421854-4.460-2.708293-1.054368

morethan1sch-0.0-0.1-0.00.000morethan1sch-0.0-0.0-0.00.000presch30day17.951.22019914.71015.5579320.34206ESL-2.2365390.3929841-5.690-3.006908-1.46617

presch30day0.10.10.10.000presch30day0.00.00.00.017firstchild-1.687511.180559-1.430.153-4.0018680.6268474yearAfter20070.53487140.803740.670.506-1.0407052.110447

firstchild-0.0-0.00.00.165firstchild-0.0-0.0-0.00.017twin8.1242133.7505922.170.030.771585815.47684morethan1sch-5.9258460.8798266-6.740-7.650575-4.201117

twin0.00.00.10.017twin0.00.00.00.000lbw-3.4133911.596579-2.140.033-6.543309-0.283472presch30day1.8770880.68536492.740.0060.5335633.220612

lbw-0.0-0.0-0.00.036lbw-0.0-0.0-0.00.025mum_teenage-4.1775581.280651-3.260.001-6.688134-1.666981firstchild-0.90071220.3742095-2.410.016-1.634277-0.1671472

mum_teenage-0.0-0.0-0.00.001mum_teenage-0.0-0.0-0.00.000mum_smoking-1.3496310.9531362-1.420.157-3.2181510.5188885twin4.3651351.1640433.7502.0832556.647015

mum_smoking-0.0-0.0-0.00.049mum_smoking-0.0-0.0-0.00.000mumlessthan7visit-2.2765661.040227-2.190.029-4.315818-0.237315lbw-1.9220110.8114897-2.370.018-3.512779-0.3312436

mumlessthan7visit-0.0-0.0-0.00.021mumlessthan7visit-0.0-0.0-0.00.000PIsEmployed11.464011.031211.1209.44245813.48557mum_teenage-4.137310.8563661-4.830-5.81605-2.458571

PIsEmployed0.10.00.10.000PIsEmployed0.00.00.00.000PFinishedSchool10.434461.2056188.6508.0709812.79795mum_smoking-1.8345310.4473137-4.10-2.711402-0.9576593

PFinishedSchool0.10.00.10.000PFinishedSchool0.00.00.00.000INFECT1-3.8564681.100195-3.510-6.013281-1.699655mumlessthan7visit-3.0519180.5286028-5.770-4.088141-2.015695

INFECT1-0.0-0.0-0.00.001INFECT1-0.0-0.00.00.051bedroom2-35.365281.485537-23.810-38.27752-32.45305PIsEmployed3.938370.88932084.4302.1950295.68171

bedroom2-0.1-0.2-0.10.000bedroom2-0.0-0.10.00.498_cons155.91071.99055878.330152.0084159.813PFinishedSchool2.0235740.41177184.9101.2163762.830773

FRAC_REGINFECT1-1.3715990.662735-2.070.039-2.670762-0.0724355

%pdaysbedroom2-2.8206694.009725-0.70.482-10.680965.039618

ATSInonATSInonATSInon_cons179.06511.056271169.530176.9945181.1357

y1age_less6-0.3-0.30.5590.132-0.6-0.5

Male-1.0-0.00.0260.799-2.1-0.1

remotev-5.9-0.90.0000.000-11.7-1.9

ESL-7.7-1.10.0000.000-15.4-2.2

yearAfter2007-1.90.30.0250.545-3.70.5

morethan1sch-4.4-2.40.0000.000-8.8-4.8

presch30day8.10.90.0000.01716.31.8

firstchild-0.8-0.50.1650.017-1.6-0.9

twin4.42.40.0170.0008.84.9

lbw-1.7-0.90.0360.025-3.3-1.8

mum_teenage-2.0-1.70.0010.000-4.1-3.3

mum_smoking-0.9-0.90.0490.000-1.9-1.7

mumlessthan7visit-1.2-1.40.0210.000-2.4-2.8

PIsEmployed5.31.60.0000.00010.63.3

PFinishedSchool6.21.00.0000.00012.32.0

INFECT1-1.8-0.70.0010.051-3.6-1.3

bedroom2-14.1-1.30.0000.498-28.1-2.6

LINEARDIFFERENCE

%pdays%pdays

ATSInonATSInonATSInonATSInonATSInonATSInon

y1age_less60.5150.138-0.6-0.5y1age_less6-0.10.0

Male0.0440.796-1.9-0.1Male0.2-0.0

remotev0.0000.000-9.8-1.9remotev1.9-0.0

ESL0.0000.000-13.6-2.2ESL1.8-0.1

yearAfter20070.0010.506-5.30.5yearAfter2007-1.60.0

morethan1sch0.0000.000-9.4-5.9morethan1sch-0.6-1.1

presch30day0.0000.00618.01.9presch30day1.70.1

firstchild0.1530.016-1.7-0.9firstchild-0.10.0

twin0.0300.0008.14.4twin-0.7-0.5

lbw0.0330.018-3.4-1.9lbw-0.1-0.2

mum_teenage0.0010.000-4.2-4.1mum_teenage-0.1-0.8

mum_smoking0.1570.000-1.3-1.8mum_smoking0.5-0.1

mumlessthan7visit0.0290.000-2.3-3.1mumlessthan7visit0.1-0.2

PIsEmployed0.0000.00011.53.9PIsEmployed0.90.7

PFinishedSchool0.0000.00010.42.0PFinishedSchool-1.90.0

INFECT10.0000.039-3.9-1.4INFECT1-0.3-0.0

bedroom20.0000.482-35.4-2.8bedroom2-7.2-0.2

Contribution of variable groups to variation in school attendance by relative remoteness

Limitations

• The study is limited by the available information, there are likely to be other factors such as the

– quality, retention and engagement of teachers, – the place of the school within the community, and. – there are also well recognised influences including the ongoing impact of

colonisation and disempowerment.

• The measures for housing is based on community level information. We currently do not have individual-level housing data. It is likely that the impact that is described in this study is an underestimate of the full impact of inadequate and overcrowded housing.

How can housing affect attendance

There may be a range of reasons, including • high rates of infections diseases with high load of respiratory

diseases, but in particular middle ear disease and the associated hearing loss

• the direct consequence of overcrowding on general disruption of the house: uncertain sleeping arrangements for a child and related pressures including food security.

General conclusions

• The general findings demonstrate just how much children’s development and school learning is underpinned by social determinants — particularly in early life and throughout childhood

• Increasing school attendance of children in early years, sets a pattern for school learning and longer-term trajectories of school attendance and achievement

• The studies clarify why policy efforts to improve school attendance and achievement must have a greater focus on reducing the disproportionate levels of disadvantage affecting Aboriginal children’s early development and learning – especially housing overcrowding

• The overall findings support a collaborative interagency planning and substantial new funding to improve the lives of Territory children and their families

Housing & school attendance in the Northern Territory Slide Number 2 NHMRC Partnership Grant #1091419Slide Number 4Life-course pathways in school learningChild & Youth Development research - �Linked unit-record data repository (Extract 2)Slide Number 7Slide Number 8Slide Number 9Weekly attendance over the school year, years 1 to 3Slide Number 11Slide Number 12Contribution of variable groups to variation in school attendance by relative remoteness LimitationsHow can housing affect attendanceGeneral conclusions