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Purpose: This paper aims to explore challenges and opportunities associated with young carers' employment in Australia. Design/methodology/approach: Using a multi-stakeholder approach, this study captures the reflections of stakeholders (n = 8) and young carers (n = 10) about opportunities for, and experiences of, paid employment for young carers. Findings: Despite many organisations internationally increasingly pushing diversity agendas and suggesting a commitment to equal opportunity experiences, this study found that young carers' work opportunities are often disrupted by their caring role. For young carers to be successful in their careers, organisations need to provide further workplace flexibility, and other support is required to attract and retain young carers into organisations and harness their transferrable skills for meaningful careers. Practical implications: The paper highlights important implications for human resource management practitioners given the need to maximise the participation of young carers as workers, with benefits for young carers themselves, employers and society. Originality/value: The research adds to the human resource management and work–family conflict literature in examining young carers through drawing on Conservation of Resources theory to highlight resources invested in caring leads to loss of educational and work experience resources. This leads to loss cycles and spirals, which can potentially continue across a lifetime, further contributing to disadvantage and lack of workplace and societal inclusion for this group of young people. [ABSTRACT FROM AUTHOR]

Quality early care and education (ECE) presents an unparalleled opportunity to avert disadvantage and promote children's development. Mealtimes are essential daily routines, yet are often overlooked in research on ECE quality. This paper crystallises a composite case study of ECE mealtimes in highly disadvantaged communities by combining Departing Radically in Academic Writing (DRAW) methodology with parent surveys, scorings of educator‐child interactions (inCLASS), and field notes. Poverty is perpetuated in these centres: children do not have enough food, and educator‐dictated feeding practices restrict children's opportunities to exercise their agency and learn. Systemic policy action is needed to address poverty in ECE. [ABSTRACT FROM AUTHOR]

This paper draws on transnational education inquiry from Guatemala to Australia. Grounded in field research on Indigenous matters, this paper offers fractal education inquiry as a proposition to interrupt the straight and spatialized notions of time that produce developmental, salvific, and progress-centric aspirations from which educational problems are generated. Set as a manifestación, the paper begins with the case of the Don Dale youth detention center in Australia's Northern Territory and moves on to define the terms of fractal inquiry to defy carceral logics. Fractal education inquiry is exemplified in the study of teacher education reforms in Guatemala. In the last section, the paper interrogates the logics of the gap, teacher competencies in diverse classrooms, and the disadvantaging of populations as reinscriptions of educational regimes attempting to tame multiple and Indigenous fractal ontologies that defy the linear temporalities ruling current schooling. [ABSTRACT FROM AUTHOR]

Disadvantage in schooling is often constructed as a crisis in need of fixing. Global policy reforms tend to emphasise that solutions for disadvantage often lie beyond the capacity of the state, necessitating private/philanthropic intervention. This paper seeks to contribute to this line of analysis by investigating the rise of philanthropy in Australian public schooling. Our analysis focuses on the intermediary organisation, Schools Plus, which works to connect donors to disadvantaged public schools. Through qualitative content analysis and stakeholder interviews we demonstrate how philanthropy has come to be seen as a solution to the complex problem of disadvantage, or more specifically in this case, the perceived inadequacies of public education provision. The consequence of this, we suggest, is the changing of responsibility for addressing disadvantage from government to individual schools that have been able to establish an entrepreneurial culture to market their disadvantage. [ABSTRACT FROM AUTHOR]

In 2017 paediatrician Dr Peter Jones called for a policy debate on the need for some people in Australia to have fewer children. His call came in response to unacceptably high numbers of children and young people in out-of-home care in Australia and resulting adverse outcomes for these children and young people. This paper challenges this call from a critique of neoliberal society which is characterised by increasing socio-economic disadvantage and rising inequality. It uses Standing's notion of a social construction of a precariat grouping to understand what is happening in many vulnerable families where children's safety and well-being needs are compromised. The argument posed in this critique is that societally we need to promote policies that tackle poverty, inter-generational disadvantage and associated social ills in an attempt to address the causes of these unacceptably high statistics on children in the statutory care system. The paper examines the responsibilities of a critically informed social work approach to posit an alternative social policy approach. Such an approach is based in particular philosophical beliefs about the need for social change to benefit vulnerable citizens. The author concludes that we need to do more to challenge dominant negative discourses about those families. Only when all has been done in the active provision of support should we be having discussions about policy restrictions on family choices. [ABSTRACT FROM AUTHOR]

A child's early relationships and experiences influence their long‐term development and learning. In Australia, some children can face complex levels of deprivation when compared to their peers. This study sheds light on how educators are responding. Data analysed consist of individual interviews with early childhood educators working in diverse communities. The findings highlight educators' accounts of responsiveness as narrowly framed with attention focused on children's cultural heritage which overshadows other equity groups. The paper argues that by becoming sensitive to the contexts of children's lives, there is potential to build the early childhood workforce's capacity for addressing inequalities in childhood. [ABSTRACT FROM AUTHOR]

Rural populations experience injury-related mortality and morbidity rates 1.5 times greater than metropolitan residents. Motivated by a call for stronger epidemiological evidence around rural injuries to inform prevention, a systematic review of peer-reviewed literature published between January 2010 and March 2021 was undertaken to explore the epidemiology of rural injury and associated risk factors in Australia. A subsequent aim was to explore definitions of rurality used in injury prevention studies. There were 151 papers included in the review, utilizing 23 unique definitions to describe rurality. People living in rural areas were more likely to be injured, for injuries to be more severe, and for injuries to have greater resulting morbidity than people in metropolitan areas. The increase in severity reflects the mechanism of rural injury, with rural injury events more likely to involve a higher energy exchange. Risk-taking behavior and alcohol consumption were significant risk factors for rural injury, along with rural cluster demographics such as age, sex, high socio-economic disadvantage, and health-related comorbidities. As injury in rural populations is multifactorial and nonhomogeneous, a wide variety of evidence-based strategies are needed. This requires funding, political leadership for policy formation and development, and implementation of evidence-based prevention interventions. [ABSTRACT FROM AUTHOR]

The spatial concentration of recently arrived immigrants in gateway cities and suburbs is usually seen as undesirable by urban academics and policy makers. This paper presents a counter-argument that the concentration of disadvantaged new immigrants in the form of humanitarian refugees and their families can, and does, result in positive outcomes for those groups. In part, our argument is based on making a distinction between people-based disadvantage and place-based disadvantage. The paper examines the changing nature of place-based ‘advantage’ for immigrants in Australian gateway cities through a focus on two metropolitan locations, Auburn (Sydney) and Springvale (Melbourne), known as popular destination suburbs for recent immigrants. While these two cases validate the benefits of such gateway suburbs, they also demonstrate that the capacity of recent migrants to emulate concentrated settlement patterns is now significantly undermined by changes in the labour market and affordability problems in the housing market. The paper concludes with a discussion on the possible future of gateway suburbs and the implications of this shift for the wellbeing of particular groups of disadvantaged residents. [ABSTRACT FROM AUTHOR]

This paper highlights troubling patterns within the Australian School-based Apprenticeships and Traineeships (SBATs) by analysing statistical data of 21,000 of 15–19 year old apprenticeship/traineeship learners engaged in Vocational Education and Training in School (VETiS). It confirms the alignment of social groups to certain qualification fields and levels and provides a compelling picture of the learner profile of SBAT including the type of occupations and qualifications being undertaken at school level. In a complex policy environment, where VET in Schools has been assigned the important task of preparing ‘workforce job-ready’ students for the ‘high skill and high earning roles our economy demands’, we argue that the SBAT pathway is not yet adequate to meet these high expectations. It is not an effective apprenticeship pathway as it potentially ‘locks-in’ already disadvantaged young people to precarious pathways, and reinforces the nature of an already highly gender-segregated Australian labour market. The paper helps to focus attention on endemic weaknesses in the Australian VET system that serve to entrench disadvantage in Australian society. [ABSTRACT FROM PUBLISHER]

Academic and lay discourses around disadvantaged urban areas often draw on the language of ‘dumping grounds’ to encapsulate the poverty, marginalisation and social problems often found there. Yet the concept of a dumping ground remains insufficiently theorised. This paper addresses this issue by identifying five constituent features of the dumping ground: the perception of people as waste whose fate is to be discarded; the need to accommodate this human ‘waste’ and the logic by which places are selected for this purpose; the mechanisms through which this spatial sorting occurs as problem populations are moved to their ‘rightful’ place; the relations of power which enforce or encourage this mobility; and finally, the reactions of incumbent residents in neighbourhoods that are compelled to host unwanted social groups. In the second part of this paper, these themes are illustrated via a case study of the Australian city of Logan where residents complain that their city has been treated as a dumping ground in order to explain its poor reputation. [ABSTRACT FROM AUTHOR]

This paper presents findings from a large-scale, in-depth study of secondary schools in one Australian state that were achieving exceptional outcomes. The element of that study on which this paper focuses is equity and inclusion. We examine the Equity programs operating in seven sites where schools were including students experiencing some form of disadvantages significant enough to hinder their engagement with the school curriculum. These forms of disadvantage included students with intellectual disabilities as well as students from Aboriginal, non English-speaking and low socioeconomic status backgrounds. At these sites, schools implemented equity programs targeting a range of student needs. It was noted that the success of those programs was largely dependent on the relationships between teachers and students and between teachers and their colleagues. Four themes emerged from analysis of interview and observational data; i) teachers focused on students' learning needs, ii) teachers worked collaboratively in effective teams in communities, iii) programs had adequate and well-managed resources and, iv) programs were developed to meet students' needs. Central to all of these themes was the learning needs of students. Rather than paying 'lip service' to aspects of disadvantage, students in these schools were actually being included in the process of learning and programs had as their central focus the learning needs of individual students. [ABSTRACT FROM AUTHOR]

This paper considers an alternative teacher certification pathway known as Teach for Australia (TFA) that is currently operating in the Australian state of Victoria. A discursive approach informed by critical theory is used in the paper to critically examine the specific case of TFA as an alternative teacher certification pathway charged with improving student learning outcomes and reducing educational disadvantage. The problematization of educational programmes such as TFA, including specific terms and statements found in TFA documentation, features prominently in the paper alongside the political and economic policy context of public education. The argument and central contention of the paper is that TFA will not overcome educational disadvantage; nor will it over time improve student learning outcomes. [ABSTRACT FROM AUTHOR]

This paper investigates a suite of policies that comprise the National Partnership Agreement between federal, state and territory governments in Australia that are ostensibly aimed at improving the educational attainment levels of young Australians. It specifically explores the policy terrain of educational targets that have been arrived at by Australian governments and associated policies, using a critical policy ethnography approach. It first traces out the historical development of populist policies such as this, demonstrating how attainment targets affect the lives of young people from the most challenging backgrounds. The second, ethnographic component of this paper provides some powerful insights into what is missing from the policy although of central importance to the existential lives of the young Australians targeted by such policy reform initiatives. This paper reveals how both school and societal circumstances create barriers to the capacity of these young people to meet policy demands. [ABSTRACT FROM PUBLISHER]

The importance of suitable, affordable housing in promoting the well-being of children is widely acknowledged. However, despite growing interest in geographic differences in child well-being, little is known about the spatial distribution of characteristics associated with housing disadvantage for Australian children. This paper seeks to develop knowledge in this area by creating a headline indicator of child housing disadvantage. It uses spatially disaggregated Census data from the Australian Bureau of Statistics (ABS) Census of Population and Housing 2006 capturing overcrowding, public housing tenure and dwelling type, and creates synthetic estimates of housing stress using spatial microsimulation techniques. These variables are then combined into a single index of housing disadvantage. Next, the spatial microsimulation techniques and index creation methodology are described, and the results of the validation process, including sensitivity analysis of alternative index creation approaches, are presented. [ABSTRACT FROM AUTHOR]

This paper details the first child‐led research programme to be implemented in Australia in which children design and lead their own research about issues they identify. The programme was specifically adapted for children who were service users of a nongovernment organization that provides social welfare and support services to vulnerable children and their families, living in communities of the disadvantaged. The practitioner – researchers faced the expected challenges of power in child–adult relations pertinent to the status of children in a genuinely child‐led research endeavour. However, the paper details the additional challenges and responses required when conducting research in a practice environment and the successful adaptations that were used to meet these challenges. The positive findings of an independently commissioned programme evaluation raise important questions about the place and purpose of child‐led research within the field of children's social welfare practice. [ABSTRACT FROM AUTHOR]

Australia is indicative of a country that is deeply confused and conflicted around a policy discourse of inclusion that is sutured within an existential context heavily committed to the tenets of neoliberalism. Nowhere is this more evident than in the case of higher education, in which the proportion of young people from backgrounds of ‘disadvantage’ has remained implacably stuck at around 15% for several decades. The research from which this paper comes is an innovative community-based university-provided programme for young people for whom university education was never a realistic possibility – because of family histories, interruption to their lives, of having undertaken forms of secondary education that prevented them from gaining university entrance qualification, or who had terminated their education before completing the secondary years of schooling. This paper explores the story of one young person in his first year in a university programme, as he struggled with obstacles and impediments of a higher education system and set of neoliberal policy discourses that remain deeply sceptical and antagonistic to his trajectory. [ABSTRACT FROM PUBLISHER]

Children have been made a priority in Australian government obesity interventions, with programmes tending to focus on promoting behaviour change in food and exercise practices. This paper reports findings from ethnographic research with a group of Australian children aged 10–14 years living in a low socio-economic suburban setting. We propose that central to these children’s experiences of food and eating is the negotiation and management of hunger. Historically, disadvantage has been embodied and inscribed on children’s bodies in very visible ways, and the coexistence of hunger and obesity is part of this continuum. Despite considerable evidence of food insecurity in our research site, issues of hunger were absent in an obesity intervention underway at the time. We examine how hunger was felt in children’s lives, how it was managed and the ways in which messages about eating less, while eating more ‘healthy foods’, were at odds with the children’s experiences of hunger. Moreover, we argue that hunger and obesity in this context were doubly stigmatised, as children were very aware of how their hunger and their bodies marked them as different and disadvantaged. Attention to both the embodied and social impacts of hunger on children and their everyday relationships is key in formulating more sensitive, contextualised public health interventions. [ABSTRACT FROM PUBLISHER]

Rural communities represent a large proportion of Australia's most disadvantaged areas, with a growing percentage of older people concentrated in these locations. Older people residing in these communities are subject to both the disadvantages of rural living, as well as the health and mobility issues associated with ageing. This paper reviews the literature relating to rural disadvantage, and find that the issues are far more complex than previously thought. As well as disadvantages, there are also benefits to rural living, which can alleviate disadvantage for many older people. However, these same socio-cultural and structural factors are inter-related, and can also mask or increase rural disadvantage in certain circumstances or for particular groups. These factors are dynamic, interactive, and often invisible, and can impact on quality of life. Findings suggest a need for research into the relationship between disadvantage, the experience of rural living and the concept of healthy ageing. [ABSTRACT FROM AUTHOR]

Background There is increasing evidence that schools internationally are not meeting the needs of increasing numbers of young people, especially those at the secondary level, and whose backgrounds have placed them at disadvantage. The evidence is that significant numbers of young people are becoming disconnected from school. While the official term for this is 'disengagement', it seems that official educational policy responses to these tendencies, far from 'fixing' the problem, seem to be exacerbating it. Current policy preoccupations that emphasize accountability, greater parental choice of schools and a more prescriptive curriculum can present difficulties for young people, particularly those from challenging backgrounds. There may be a mismatch between formal educational policy, and the lived experiences at the level of the school and classroom for the most vulnerable young people. Purpose This paper reports on a single instance of a high school that embarked upon a process of reinventing itself in respect of the importance of relationships and 'relational power' for students over their learning. The paper examines what the teachers and students had to say about the efficacy of this school-based reform. Sample The case-study school was located in an area of extreme social disadvantage in which young people had diminished educational expectations. The research involved observations and interviews with a small sample of stakeholders and focus groups with students (13-16-year-olds). Design and method The study was an ethnographic case study of a single secondary school conducted over a five-week continuous period. It used 'embedded interviews' involving observation of in-class teaching prior to extensive 1-hour interviews with teachers and students' focus groups. All interviews were recorded. Detailed field notes were kept of classroom observations and other activities, including school assemblies, staff meetings and reflections on informal conversations held during teaching breaks in the staffroom. Results and conclusions Positive outcomes emerged from a context where fair boundaries were established and in which students could see school as a place where they could experience fun in their learning. The process was by no means complete, but the school felt that it had found a more efficacious way to move forward and the students made this clear in their statements about what the school was attempting to do with them. Key to these positive outcomes was a commitment to placing relationships between students, teachers and parents at the centre of everything the school did. [ABSTRACT FROM AUTHOR]

Background: Housing is a key determinant of the poor health of Aboriginal Australians. Most Aboriginal people live in cities and large towns, yet research into housing conditions has largely focused on those living in remote areas. This paper measures the prevalence of housing problems amongst participants in a study of urban Aboriginal families in New South Wales, Australia, and examines the relationship between tenure type and exposure to housing problems.Methods: Cross-sectional survey data was provided by 600 caregivers of 1406 Aboriginal children aged 0-17 years participating in Phase One of the Study of Environment on Aboriginal Resilience and Child Health (SEARCH). Regression modelling of the associations between tenure type (own/mortgage, private rental or social housing) and housing problems was conducted, adjusting for sociodemographic factors.Results: The majority (60%) of SEARCH households lived in social housing, 21% rented privately and 19% either owned their home outright or were paying a mortgage ("owned"). Housing problems were common, particularly structural problems, damp and mildew, vermin, crowding and unaffordability. Physical dwelling problems were most prevalent for those living in social housing, who were more likely to report three or more physical dwelling problems than those in owned (PR 3.19, 95%CI 1.97, 5.73) or privately rented homes (PR 1.49, 1.11, 2.08). However, those in social housing were the least likely to report affordability problems. Those in private rental moved home most frequently; children in private rental were more than three times as likely to have lived in four or more homes since birth than those in owned homes (PR 3.19, 95%CI 1.97, 5.73). Those in social housing were almost half as likely as those in private rental to have lived in four or more homes since birth (PR 0.56, 95%CI 0.14, 0.77). Crowding did not vary significantly by tenure type.Conclusions: The high prevalence of housing problems amongst study participants suggests that urban Aboriginal housing requires further attention as part of efforts to reduce the social and health disadvantage experienced by Aboriginal Australians. Particular attention should be directed to the needs of those renting in the private and social housing sectors, who are experiencing the poorest dwelling conditions. [ABSTRACT FROM AUTHOR]

This paper reports on a recent study of aspirations for higher education by secondary school students from disadvantaged backgrounds in regional Australia. At the same time, it goes in search of explanations that transcend a Bourdieuian account of aspirations as produced by and reproductive of cultural histories and dominance, given the apparent inadequacy of these accounts in redressing disadvantage. To this end the authors distinguish between historicising and spatialising aspirations, taking up Appadurai’s notion of navigational capacity as a way of advancing greater agency for disadvantaged groups. Data from the research inform the analysis, including the mediation of students’ desired futures by their perception of what is possible given their differentiated locations and access to resources. It is concluded that while this spatial turn in theorising aspiration has potential for changing the terms of recognitioninternalto disadvantaged communities, there remain structural limits on change ‘from below’. [ABSTRACT FROM PUBLISHER]

Background: Alcohol disproportionately affects socially disadvantaged groups including Aboriginal and Torres Strait Islander Australians. Methods to assess alcohol intake for disadvantaged communities need to be able to capture variable or episodic drinking. The ability of a seven-day diary to capture typical consumption for a predominantly Aboriginal sample has not been assessed. Objective: One aim of this paper was to examine agreement between a seven-day retrospective diary and 'usual' drinking assessed by a modified version of the Alcohol Use Disorders Identification Test question 3 (AUDIT-3m; two questions). Other aims were to describe drinking patterns as reported in the seven-day diary. Method: In 2012, consecutive adults attending an Aboriginal Community Controlled Health Service completed a cross-sectional health risk survey on a touch screen laptop ( n = 188). Alcohol consumption questions included the retrospective diary and AUDIT-3m. Agreement was assessed using weighted kappa analysis. Results: There was good agreement between the two measures of consumption; however, the AUDIT-3m questions identified more current drinkers. Respondents who were drinkers (54%) tended to consume large amounts per drinking occasion: almost half (46%) of diary completers reported nine or more standard drinks on at least one occasion in the last week. Conclusions: The seven-day diary did not adequately capture variability in alcohol consumption common among this sample. Although the AUDIT-3m appeared acceptable, alternative approaches to assess usual or risky alcohol consumption, such as asking about specific drinking occasions, or allowing participants to respond in non-standard drink sizes, also need to be considered for indigenous and other disadvantaged communities. [ABSTRACT FROM AUTHOR]

The Victorian Certificate of Applied Learning (VCAL) is a two-year senior school certificate available to secondary students in Victoria, Australia, and has been operational for almost a decade. It is delivered by secondary schools and further education providers. In 2010, two programmes from each of these providers were reviewed and considered in the context of current government public education policy. This paper provides some context for the current policy environment, whilst considering the two programmes from the perspective of students. The result, it is suggested, is akin to astudent sieve, which is a part of the current policy landscape of the public education system whereby one group of students are even further disadvantaged as education providers try and induce the more capable students to stay at their school, whilst assisting those less capable to find alternative pathways. The alternative to mainstream education has increasingly become a setting that is not appropriately funded or equipped to manage students who drag theirPandora’s boxof issues behind them into every classroom. [ABSTRACT FROM PUBLISHER]

The re-shaping of the Australian senior secondary landscape in recent years and the emergence of a new space for vocational knowledge within Australian senior secondary certificates of education have been underpinned by a national focus on raising retention rates and achieving Year 12 or equivalent attainment rates in the context of a diversifying senior secondary cohort, and on delivering effective training to meet the skills needs of the growing economy. Absent from this policy agenda is a focus on the efficacy of the expanding vocational education and training (VET) in Schools. At the core of this discussion are the impacts of ongoing tensions between the instrumentalist labour market role of VET in Schools programmes and the expectation that an equitable senior secondary landscape should respond to the education and training needs of all students. Despite rapid growth, low achievers and socioeconomically disadvantaged learners remain the dominant participants in VET in Schools programmes, and pathways for these students into post-school education and training or full-time employment remain weak. This paper draws on the views of students, teachers, and policy-makers to examine the ways in which vocational programmes are delivered within the different curricular contexts of VET in Schools across Australian senior secondary education systems. [ABSTRACT FROM PUBLISHER]

Background: Understanding the relationship between different aspects of disadvantage over time and domains of child development will facilitate the formulation of more precise policy responses. We examined the association between exposure to aspects of disadvantage over the childhood period (from 0-9 years) and child development at 10-11 years.Methods: We used data from the nationally representative birth cohort of the Longitudinal Study of Australian Children (n = 4979). Generalized linear models with log-Poisson link were used to estimate the association between previously derived disadvantage trajectories (in each of four lenses of sociodemographic, geographic environments, health conditions and risk factors, and a composite of these) and risk of poor child developmental outcomes. Population-attributable fractions were calculated to quantify the potential benefit of providing all children with optimal conditions for each developmental outcome.Results: Trajectories of disadvantage were associated with developmental outcomes: children in the most disadvantaged composite trajectory had seven times higher risk of poor outcomes on two or more developmental domains, compared with those most advantaged. Trajectories of disadvantage in different lenses were varyingly associated with the child development domains of socio-emotional adjustment, physical functioning and learning competencies. Exposure to the most advantaged trajectory across all lenses could reduce poor developmental outcomes by as much as 70%.Conclusions: Exposure to disadvantage over time is associated with adverse child development outcomes. Developmental outcomes varied with the aspects of disadvantage experienced, highlighting potential targets for more precise policy responses. The findings provide evidence to stimulate advocacy and action to reduce child inequities. [ABSTRACT FROM AUTHOR]

It is becoming increasingly apparent that, in order to understand a range of socio-economic outcomes, research needs to be focused on a multi-dimensional approach that accounts for individual characteristics and behaviours together with locality and activity within space and place. Within labour market analysis there is a need to situate empirical analysis within a conceptual framework that considers both the assets of individuals within the labour force and the social and local labour market contexts in which they find themselves. Using a broad notion of employability, this paper develops an analysis of unemployment in Australia's metropolitan labour markets. Specifically it uses a combination of individual survey data and aggregate labour market data to consider the associations between these multi-level factors. It finds that, while individual characteristics are important in understanding unemployment in metropolitan areas, it is equally the case that the strength of spatially distinct labour markets also plays a role. The paper reaches the conclusion that, while contemporary labour market policy tends to focus on individual characteristics, there is a need to widen the policy understanding of labour market outcomes so that other broader contexts, including the impact of space and place, are also seen as being influential. [ABSTRACT FROM AUTHOR]

The application of market principles to educational provision continues to attract governments across the globe, despite an international body of literature suggesting that marketisation can exacerbate inequalities. In light of a renewed policy push in Australia towards accountability via a market model, this paper analyses the impact of existing school choice policies in the state of Victoria, with particular reference to educational provision in an area of social disadvantage in Melbourne's north. This analysis challenges the claims of the now normalised market model, but also points to the need to expand research into this theme, which has attracted relatively little critical attention in Australia. I argue that both the operation of existing policies and the direction of new proposals imply an uneven system of accountability which applies different standards to increasingly polarised 'closed' and 'open' schooling sectors. [ABSTRACT FROM AUTHOR]

School closures across Australia in response to COVID‐19 have persisted since 2020, with rising mental health problems in children and adolescents, alongside rising negative family health and socioeconomic outcomes. Further, some children and young people who were already experiencing disadvantage pre‐pandemic may be at heightened risk of poorer educational outcomes. Therefore, the aim of this study was to conduct a systematic review of the literature to identify the factors for poorer educational outcomes that may be exacerbated by COVID‐19 amongst disadvantaged school students. Key development stages of disadvantage were identified: young children who started school behind, older students already at risk of disengagement from school and children and young people who have had contact with the child protection system. Five databases were systematically searched, across two search periods. A total of 69 Australian, peer‐reviewed articles, published in 2005–2021, examining risk factors for poor educational outcomes for children attending school met the inclusion criteria and were included in final analyses. Our findings provide evidence of key risk factors that make these populations susceptible to worsening outcomes resulting from the COVID‐19 pandemic, and of the critical importance of ongoing research to guide policy and practice support for these at‐risk groups. [ABSTRACT FROM AUTHOR]

Being a young carer can have significant impacts on the lives of children and adolescents. Identifying young carers is difficult, making the provision of support challenging for service providers. This sample contained 4464 Australian children/adolescents across 11 years (49% female, aged 6/7 years at baseline, and 16/17 years at final wave). Group-based trajectory modeling was applied to examine parental disability trajectories across 5 waves of data collection. Associations between estimated trajectories and unpaid/informal caring at age 16/17 years were then assessed. Three trajectory groups were identified: consistently-low (80%), low-increasing-high (10%) and moderate-high (10%) levels of parental disability. There was strong evidence that caring was elevated in the low-increasing-high group compared to the consistently-low group, and moderate evidence of elevation in the moderate-high group. By identifying adolescents with increased odds of becoming young carers, this study shows that parental disability may be an important way for service providers to identify and support young carers. [ABSTRACT FROM AUTHOR]

Background: We examine (1) the frequency of financial difficulties in Australian families with young children (0–8 years) in the early and later phases of the pandemic; (2) the extent to which parents' pre‐pandemic socio‐economic disadvantage (SED) predicted financial difficulties; and (3) whether grandparent intergenerational SED further amplified this risk. Method: Data: Australian Temperament Project (ATP; established 1983, N = 2443) and ATP Generation 3 study (ATPG3; established 2012; N = 702), of which 74% (N = 553) completed a COVID‐specific module in the early (May–September 2020) and/or later (October–December 2021) phases of the pandemic. Outcomes: Parent‐reported loss of employment/reduced income, difficulty paying for essentials, and financial strain. Exposures: Pre‐pandemic parent and grandparent education and occupation. Analysis: Logistic regressions, estimated via generalized estimating equations, were used to examine associations between the pre‐pandemic SED of parents and grandparents and their interaction with financial difficulties, adjusting for potential confounders. Results: At both pandemic time points, a third of parents reported adverse financial impacts (early: 34%, 95% confidence interval [CI] = 30–38; later: 32%, 95% CI = 28–36). Each standard deviation increase in the parents' pre‐pandemic SED was associated with a 36% increase in the odds of reporting multiple financial difficulties (odds ratio [OR] = 1.36, 95% CI = 1.04–1.78). There was little evidence of an interaction between the SED of parents and grandparents. Conclusions: Financial impacts related to the COVID‐19 pandemic were common and, irrespective of grandparent SED, disproportionately borne by parents with higher pre‐pandemic SED. Given the well‐established relationship between disadvantage and child health and development, sustained and well‐targeted government supports will be critical to minimizing adverse impacts in years to come. [ABSTRACT FROM AUTHOR]

Participation in a preschool program in the year before starting school can promote children’s healthy development, and has the potential to reduce inequities in developmental outcomes for at-risk subpopulations. In Australia, boosting preschool attendance has emerged as a national policy priority. In this paper, we draw on data from the Australian Early Development Census (AEDC) to describe preschool attendance in two sequential population cohorts, with preschool experiences in 2008 and 2011 reported retrospectively by teachers of children in their first year of school. Overall, findings show that the proportion of children attending preschool remained relatively stable between the two AEDC cohorts (in 2008, preschool attendance ranged from 57.0% to 85.8% across the states and territories, while in 2011, attendance ranged from 49.2% to 93.7%). At a subpopulation level, children from non-English speaking and Indigenous backgrounds and children living in disadvantaged communities all had substantially higher odds of not attending preschool in both 2008 and 2011. These findings highlight the need to maintain policy attention on efforts to further reduce barriers to preschool access for at-risk subpopulations, and the value of monitoring population trends in preschool attendance to better inform policy and service provision. [ABSTRACT FROM AUTHOR]

Since 1990, the Australian higher education system has experienced ongoing reform resulting in the number of universities and student populations more than doubling. Despite this expansion, inequalities in access to higher education related to family background and location persist. Due to the concentration of higher education campuses in the capital cities of each Australian state, inequalities related to geographic location may be as important as those related to socio-economic status. Our analysis of data collected by the Longitudinal Surveys of Australian Youth (LSAY) research programme shows that students from regional and rural areas are less likely than their urban peers to enrol at university. Furthermore, this trend persists when levels of academic achievement at age 15 and Australian Tertiary Admission Rank (ATAR) are accounted for. Given that demand for highly educated workers is increasing and that workers with no post-school qualifications are the most likely to experience unemployment or underemployment, the inaccessibility of educational opportunities may consign the current generation of non-metropolitan youth to extended periods of precarious employment. [ABSTRACT FROM AUTHOR]

University degree completions by equity groups in Australia have grown. It is, however, unknown whether graduates from equity backgrounds have equitable work and study outcomes. This study uses national graduate survey data linked to student administrative records from 19 participating Australian universities to examine post-degree study and employment outcomes of domestic undergraduates around six months after graduation. The results indicate that graduates from low socioeconomic status background, with disability, or from a non-English speaking background were less likely to be employed after degree completion. However, graduates from nearly all equity groups were more likely to be in further study after undergraduate degree completion relative to graduates from non-equity backgrounds. Academic performance was found to be influential on the graduates' propensity to be in further study or employment. Participation in further study appears accessible for graduates from equity backgrounds, however, action to address their poorer labour market outcomes is needed. [ABSTRACT FROM AUTHOR]

Motherhood can bring joy and enrichment but may also be associated with stress leading to poor health outcomes and low life satisfaction. Young mothers are a group particularly at risk of adverse outcomes, including increased social, economic, and health disadvantage following early entry to motherhood. This article reports results from a mixed-method study examining variations in levels of social support reported by mothers. Cross-sectional analyses of survey data from the Longitudinal Study of Australian Children showed that young mothers (aged less than 25 years when their child was born) generally reported higher levels of social support, but poorer family relationships than older mothers. In-depth interviews with nine young mothers provided insights into how they perceived support under these circumstances. Our research shows that young mothers often experienced difficult childhoods and strained relationships with parents, but many reconnected with their mothers after pregnancy and saw them as important sources of support. [ABSTRACT FROM AUTHOR]

This paper provides insight into the experience of Clemente humanities education for six regional and rural Australian women living around Ballarat. Each took part in an audio-taped semistructured interview which explored the impact that university study had on their lives. Their responses suggest that Clemente Ballarat was life-giving. The student insights identified the critical importance of: providing a supportive learning environment for people lacking life opportunities and routine; students feeling better and happier with themselves resultant from personal learning achievements; doing something that was about 'me'; support from others including Learning Partners and the program's counsellor; students appreciating their academic and inner strengths; rekindling dreams and hope; seeking ways out of poverty for their family; finding friendship and connection; appreciating the academic disciplines; improvements in well-being and mental health; and pride in achievements. Students also were apprehensive about what the future may hold after completion and graduation. These insights highlight the treasures that students found when engaged in humanities education based upon community embedded socially supported structures that enable learning. Further, these insights provide contextual outcomes for the Clemente program, which could be implemented across regional and rural Australia for people experiencing multiple disadvantages or social exclusion. [ABSTRACT FROM AUTHOR]

The article reports on the role of social exclusion to measure and monitor disadvantage among children and adults in Australia. It states that the concept of social exclusion is one attempt at developing a richer and more multidimensional view of disadvantage, including child disadvantage. The correlation analysis infers that the Child Social Exclusion indexes are different from other indexes because it offers additional information on social exclusion risk.

There is a wide variety of universities, university campuses and university courses in Australia available to those interested in pursuing a higher education degree. This paper examines the impact of increasing competition for entrance to university on the educational outcomes for students from the government school sector. Using Melbourne as a case study, the research shows that, over a four-year period of increased competition, entry to some of the more academically accessible university campuses in the city became more difficult and this disproportionately affected the opportunities for university entrance among some groups. Despite the fact that there was no noticeable change in the academic standards achieved by government school completers, the rate at which government school students gained access to these universities declined noticeably during this time. These findings show how changes in supply of university places from year to year can have a profound effect on the opportunities of secondary-school completers—particularly those in more educationally disadvantaged settings. [ABSTRACT FROM AUTHOR]

Concern over the reliability of conventional poverty studies has focused attention on the need to demonstrate that those identified as poor are actually experiencing hardship. This paper takes a step in this direction by examining poverty using a living standards approach derived from the literature on deprivation and social exclusion. Deprivation - defined as an enforced lack of socially perceived necessities - has emerged as a way of identifying who is missing out on what the community regards as the necessities (or essentials) of life. Social exclusion - which exists when individuals do not participate in key activities in society - has opened up new areas of inquiry relating to a lack of connectedness between individuals, the communities in which they live, and key economic and social processes. The findings indicate that many Australians face deprivation and exclusion in numerous aspects of their lives, and that those defined as poor in income terms are different from those who are deprived or excluded. The low overlap between the three indicators implies that they all have a role to play in documenting the extent of social disadvantage and helping to identify the factors that contribute to its various manifestations. [ABSTRACT FROM AUTHOR]

Background: This study investigates the sex, ethnic and socioeconomic inequalities in emotional difficulties over childhood and adolescence using longitudinal cohort studies in the UK and Australia. Estimating cross‐national differences contributes to understanding of the consistency of inequalities in mental health across contexts. Methods: Data from 19,748 participants in two contemporary representative samples in Australia (Growing Up in Australia: The Longitudinal Study of Australian Children, n = 4,975) and UK (Millennium Cohort Study, n = 14,773) were used. Emotional difficulties were assessed using the parent‐reported Strengths and Difficulties Questionnaire at ages 4/5, 6/7, 11/12 and 14/15 years and the self‐reported Short Moods and Feelings Questionnaire at age 14/15. Latent Growth Curve Modelling was used to examine mental health over time. Results: There were significant increases in emotional difficulties in both countries over time. Emotional difficulties were higher in Australian children at all ages. The gender gap in self‐reported depressive symptoms at age 14/15 was larger in the UK (8% of UK and 13% of Australian boys were above the depression cut‐off, compared with 23% of girls). Ethnic minority children had higher emotional difficulties at age 4/5 years in both countries, but over time this difference was no longer observed in Australia. In the UK, this reversed whereby at ages 11/12 and 14/15 ethnic minority children had lower symptoms than their White majority peers. Socioeconomic differences were more marked based on parent education and employment status in Australia and by parent income in the UK. UK children, children from White majority ethnicity and girls evidenced steeper worsening of symptoms from age 4/5 to 14/15 years. Conclusions: Even in two fairly similar countries (i.e. English‐speaking, high‐income, industrialised), the observed patterns of inequalities in mental health symptoms based on sociodemographics are not the same. Understanding country and context‐specific drivers of different inequalities provides important insights to help reduce disparities in child and adolescent mental health. [ABSTRACT FROM AUTHOR]

This scoping review provides an overview of COVID-19 approaches to managing unanticipated school closures and available literature related to young people learning outside-of-school. A range of material has been drawn upon to highlight educational issues of this learning context, including psychosocial and emotional repercussions. Globally, while some countries opted for a mass school shut-down, many schools remained open for students from disadvantaged backgrounds. This partial closure not only enabled learning in smaller targeted groups but also offered a safe sanctuary for those who needed a regulated and secure environment. In Australia, if full school closures were to be enforced over a long period, a significant proportion of students from more vulnerable backgrounds would likely experience persistent disadvantage through a range of barriers: long-term educational disengagement, digital exclusion, poor technology management, and increased psychosocial challenges. This scoping review combines research on technology availability and learning, with analysis of the long-term educational impacts of navigating the COVID-19 disruption. [ABSTRACT FROM AUTHOR]

Research has identified variability in the way people see and understand privilege and their desire to address inequality. Generational and political ideological differences may be factors that shape such variability. Despite considerable inequality and a growing class system, to date, little research has been conducted in Australia to consider how people conceptualize these issues. Given this, the aim of this research was to explore how millennial Australian conservative voters conceptualize privilege. 10 semi‐structured interviews were conducted with millennial conservative party voters, and transcripts were analyzed thematically. Four themes were identified: (1) defining privilege (an advantage over others without effort); (2) comparisons: self to others (empathic downward comparisons saw participants identify qualities of their life that were privileged); (3) value tensions (tensions between participants political ideology and personal views) (4) disadvantage: individual or collective responsibility? (who and how inequality should be addressed). Combined, these themes revealed a highly contextual and nuanced conceptualization of privilege and how at times participants contested the conservative belief in meritocracy when empathically engaging in downward comparison of other's circumstances, recognizing some positions of disadvantage could not be remedied by individual effort. Findings contribute to understandings in political psychology regarding downward comparisons and meritocracy. [ABSTRACT FROM AUTHOR]

The arrival of the Museum and Old and New Art (Mona) in the disadvantaged municipality of Glenorchy was heralded as the beginning of significant social change in Australia's island state of Tasmania. These expectations were premised on a local place discourse known as the "Tasmanian gothic," and, in this article, our aim is to illustrate the importance of place specifications in culture‐led change, including in relation to how place discourse constitutes such change. To do this work, we illustrate a Mona effect that comprises a critical account of the Tasmanian gothic informed by an empiric of tourist movement to and from Mona. We demonstrate that tourist movements follow existing socio‐spatial patterns, with tourists from higher socio‐economic backgrounds bypassing Glenorchy and those from lower socio‐economic backgrounds more likely to stop in this disadvantaged municipality. This socio‐spatial account unsettles the characterisation of Tasmania and Tasmanians provided by the Tasmanian gothic and we conclude by observing (1) a lack of significant social change resulting from Mona, in part explained by well‐established socio‐economic patterns; (2) signs of more subtle change that warrant further investigation; and (3) how local place discourse can act to curtail culture‐led change by reinforcing existing socio‐economic patterns. [ABSTRACT FROM AUTHOR]

Issue Addressed: Australia's national cervical screening program has reduced rates of cervical cancer morbidity and mortality. However, these benefits have not been experienced by all women. A Cervical Cancer Screening Project was implemented with lay health educators to address inequitable screening access by women experiencing socio-economic disadvantage.Methods: Resources and a training program were developed and piloted with the specialist homelessness services workforce in Sydney, NSW. Data was collected to inform their development and evaluation through interviews, focus groups, self-administered surveys and analysis of NSW Pap Test Register data.Results: Women reported low familiarity with the term 'cervical screening'. They identified a good patient-doctor relationship, and seeing a female practitioner, as screening enablers. While the majority reported having cervical screening before, NSW Pap Test Register data showed only 74% had screened previously and of those, 69% were overdue. Homelessness service workers expressed interest in talking with clients about cervical screening, and reported increased knowledge and confidence following training.Conclusion: The homelessness sector is an appropriate venue to access women who are disadvantaged and under-screened. However, increasing workforce capacity to discuss screening does not lead to increased screening for women accessing these services. Further efforts are required. SO WHAT?: Access to cervical screening by women experiencing disadvantage remains a challenge. Sustained multi-faceted health promotion efforts are required to increase access. These should be informed by additional research exploring barriers and enablers for this group of women. [ABSTRACT FROM AUTHOR]

Aim: Lower socioeconomic status (SES) has been associated with increased dialysis mortality. This study aimed to determine if the quality of care (QOC) delivered to dialysis patients varied by SES. Methods: All non‐Indigenous adults commencing haemodialysis (HD) or peritoneal dialysis (PD) registered with the Australia and New Zealand Dialysis and Transplant Registry between 2002 and 2012 were included. Each patient's location at dialysis start was classified into SES quartiles of advantaged to disadvantaged. Guidelines were used to determine attainment of adequate QOC at 6–<18 months and 18–<30 months after dialysis start, using logistic regression models. QOC measures included pre‐dialysis phosphate, calcium, haemoglobin, transferrin saturation and ferritin. HD‐related parameters included single pool Kt/V and percentage with functioning arteriovenous fistula/graft. PD‐related parameters included weekly Kt/V and percentage transferring to HD. Results: Of 19 486 commencing dialysis, the median age was 65 years (interquartile range 53–74), 62.2% were male and 85.1% were Caucasian. At 6–<18 months after dialysis start, there were no significant differences by SES in attainment of biochemical targets, PD or HD adequacy. The disadvantaged quartile was less likely to achieve haemoglobin targets (odds ratio 0.88, 0.80–0.96, P = 0.01) or have a functioning arteriovenous fistula or graft (odds ratio 0.79, 0.68–0.92, P = 0.003) compared with the most advantaged group. Vascular access differences persisted at 18–<30 months. Conclusion: Other than vascular access, area‐level SES has minimal impact on QOC attainment among non‐Indigenous dialysis patients in Australia. Increased mortality in lower SES groups may be due to pre‐dialysis factors and other variables such as health‐related behaviours, lifestyle and literacy. SUMMARY AT A GLANCE: This study was designed to test whether the quality of care delivered to dialysis patients varied by socioeconomic status among 19 486 patients commencing haemodialysis or peritoneal dialysis between 2002 and 2012, as recorded in Australia and New Zealand Dialysis and Transplant Registry (ANZDATA). The conclusion showed socioeconomic status has minimal impact on quality of care. Increased mortality in lower SES groups may be due to pre‐dialysis factors and other variables such as health‐related behavior, lifestyle and literacy. [ABSTRACT FROM AUTHOR]

Geographers have highlighted the role of spaces and places in realising or discouraging social integration for marginalised or "dis/abled" citizens. Social enterprises, widely promoted by governments, aim to act as unique socio‐commercial spaces that can up‐skill citizens for work through technical and social experiences. Social enterprises have also been proposed to add value by fostering wellbeing realisation, but this has been difficult to measure. Here, we extend extant knowledge linking social enterprises and social integration (an aspect of wellbeing) by providing a "micro‐geography" of how one social enterprise contributes to social integration in an Australian regional city. Visual summaries of integration are built by mixing methods of observation, interviews and go‐along interviews, in a GIS. Our analysis shows that relational features of different workspaces within Work Integration Social Enterprises support integration to realise, but that with other relational features, segregation can occur. Confirming previous qualitative studies, we map and explore how social enterprises help to realise encounters in work and social domains outside the social enterprise and in the community. Micro‐geographies of workspaces and communities show great potential for revealing where social phenomena occur (and do not occur). Most valuably, via layers of mixed data, they help to expose causal factors – an element that has long been elusive in studies of social enterprise. Our study supports work of other geographers showing how places and spaces help social integration of disadvantaged citizens. More broadly, the micro‐geographical analysis affords potential for organisations and communities to understand where and how to generate greater social integration. [ABSTRACT FROM AUTHOR]

There has been increasing access to higher education enrolment for disadvantaged individuals following the Bradley Review of Australian higher education. While progress has been made, students from equity groups are still found to lag behind their privileged counterparts in completing higher education. This study examines higher education academic outcomes for equity groups in Australia, specifically, students considering dropout, actual dropout, and marks. The influence of student satisfaction on those academic outcomes are also examined. Students from equity groups tend to have poorer academic marks and are more likely to consider dropout, with health and financial reasons found to be important determinants. These findings support the need for multi-faceted initiatives to support higher education students from equity backgrounds. [ABSTRACT FROM AUTHOR]

Background: Participation in adequate levels of physical activity during the early years is important for health and development. We report the 6-month effects of an 18-month multicomponent intervention on physical activity in early childhood education and care (ECEC) settings in low-income communities. Methods: A cluster randomised controlled trial was conducted in 43 ECEC settings in disadvantaged areas of New South Wales, Australia. Three-year-old children were recruited and assessed in the first half of 2015 with follow-up 6 months later. The intervention was guided by Social Cognitive Theory and included five components. The primary outcome was minutes per hour in total physical activity during ECEC hours measured using Actigraph accelerometers. Intention-to-treat analysis of the primary outcome was conducted using a generalized linear mixed model. Results: A total of 658 children were assessed at baseline. Of these, 558 (85%) had valid accelerometer data (mean age 3.38y, 52% boys) and 508 (77%) had valid accelerometry data at 6-month follow-up. Implementation of the intervention components ranged from 38 to 72%. There were no significant intervention effects on mins/hr. spent in physical activity (adjusted difference = − 0.17 mins/hr., 95% CI (− 1.30 to 0.97), p = 0.78). A priori sub-group analyses showed a greater effect among overweight/obese children in the control group compared with the intervention group for mins/hr. of physical activity (2.35mins/hr., [0.28 to 4.43], p = 0.036). Conclusions: After six-months the Jump Start intervention had no effect on physical activity levels during ECEC. This was largely due to low levels of implementation. Increasing fidelity may result in higher levels of physical activity when outcomes are assessed at 18-months. Trial registration: Australian New Zealand Clinical Trials Registry ACTRN12614000597695. [ABSTRACT FROM AUTHOR]

Objective: This cross-sectional study investigated the relationship between individual-level markers of disadvantage, renal function and cardio-metabolic risk within an Indigenous population characterised by a heavy burden of chronic kidney disease and disadvantage. Design: Using data from 20 Indigenous communities across Australia, an aggregate socio-economic status (SES) score was created from individual-level socio-economic variables reported by participants. Logistic regression was used to assess the association of individual-level socio-economic variables and the SES score with kidney function (an estimated glomerular function rate (eGFR) cut-point of <60 ml/min/1.73 m2) as well as clinical indicators of cardio-metabolic risk. Results: The combination of lower education and unemployment was associated with poorer kidney function and higher cardio-metabolic risk factors. Regression models adjusted for age and gender showed that an eGFR < 60 ml/min/1.73 m2 was associated with a low socio-economic score (lowest vs. highest 3.24 [95% CI 1.43–6.97]), remote living (remote vs. highly to moderately accessible 3.24 [95% CI 1.28–8.23]), renting (renting vs. owning/being purchased 5.76[95% CI 1.91–17.33]), unemployment (unemployed vs employed 2.85 [95% CI 1.31–6.19]) and receiving welfare (welfare vs. salary 2.49 [95% CI 1.42–4.37]). A higher aggregate socio-economic score was inversely associated with an eGFR < 60 ml/min/1.73 m2 (0.75 [95% CI 063–0.89]). Conclusion: This study extends upon our understanding of associations between area-level markers of disadvantage and burden of end stage kidney disease amongst Indigenous populations to a detailed analysis of a range of well-characterised individual-level factors such as overall low socio-economic status, remote living, renting, unemployment and welfare. With the increasing burden of end-stage kidney disease amongst Indigenous people, the underlying socio-economic conditions and social and cultural determinants of health need to be understood at an individual as well as community-level, to develop, implement, target and sustain interventions. [ABSTRACT FROM AUTHOR]

Summary: Deep and persistent disadvantage is an important, but statistically rare, phenomenon in the population, and sample sizes are usually not large enough to provide reliable estimates for disaggregated analysis. Survey samples are typically designed to produce estimates of population characteristics of planned areas. The sample sizes are calculated so that the survey estimator for each of the planned areas is of a desired level of precision. However, in many instances, estimators are required for areas of the population for which the survey providing the data was unplanned. Then, for areas with small sample sizes, direct estimation of population characteristics based only on the data available from the particular area tends to be unreliable. This has led to the development of a class of indirect estimators that make use of information from related areas through modelling. A model is used to link similar areas to enhance the estimation of unplanned areas; in other words, they borrow strength from the other areas. Doing so improves the precision of estimated characteristics in the small area, especially in areas with smaller sample sizes. Social science researchers have increasingly employed small area estimation to provide localised estimates of population characteristics from surveys. We explore how to extend this approach within the context of deep and persistent disadvantage in Australia. We find that because of the unique circumstances of the Australian population distribution, direct estimates of disadvantage have substantial variation, but by applying small area estimation, there are significant improvements in precision of estimates. [ABSTRACT FROM AUTHOR]

Access to adequate, safe, secure, accessible and affordable housing is a fundamental human right and one stipulated in the United Nations Conventions on the Rights of Persons with Disabilities. Australian adults with disabilities experience housing disadvantage including homelessness, poor-quality housing and housing unaffordability; however, we lack a comprehensive comparison of the housing circumstances of people with and without disabilities and differences by impairment type. We analysed data from a nationally representative sample of 11,394 working-aged Australians collected in 2011. We found that people with disabilities experienced disadvantage across all housing indicators, and people with intellectual and psychological disabilities fared worst. These findings suggest that there is a housing crisis for Australians with disabilities, which may intensify with the introduction of the National Disability Insurance Scheme. There is a need to develop long-term housing solutions that promote independence, are accessible and affordable, and that consider location and neighbourhood context. [ABSTRACT FROM AUTHOR]