But our research suggests this is not necessarily true.

We need to actively teach students to be able to type as well as write using paper and pen or pencil.

Our research

Our research team has published two recent studies investigating children's handwriting and typing.

In a study published last month we looked at Year 2 students and their handwriting and keyboard writing. This study involved 544 students from 17 primary schools in Perth, Western Australia.

We assessed how easily students wrote stories using paper and pencil compared to writing stories using a laptop.

We found they produced longer and higher-quality handwritten texts. This was based on ten criteria, including ideas, vocabulary, spelling and punctuation.

These findings echoed our December 2023 study where we did a meta-analysis of studies published between 2000-2022. These compared the effects of writing by hand or keyboard on primary students' writing.

We looked at 22 international studies involving 6,168 participants from across different countries.

They included the United States, United Kingdom, Canada and other non-native English-speaking countries, such as Germany and Portugal.

Our analysis showed primary students produce higher quality texts using paper and pen or pencil than when using a keyboard.

Why are kids stronger in handwriting?

In Australia - as in many other countries - children are taught to write by hand first. Keyboard writing is only added as an extra skill once handwriting has been mastered.

We know it is very important to continue to teach children to write by hand, despite so many advances in technology.

Studies show teaching handwriting in the first years of schooling is connected to improved spelling and greater capacity to write well and quickly in primary and later years of schooling.

Other studies show using handwriting to create texts (such as notes) promotes our capacity to learn and memorise information.

But they also need to learn how to use keyboards

We know it is also important for students be able to write quickly and accurately using a keyboard.

They will need to use keyboards to write for study, work and life as they get older. This process needs to become automatic so they can concentrate on the content of what they are writing.

Our research has consistently shown young people who can spell and write quickly and accurately are able to produce longer and higher quality pieces of writing.

Other studies have shown when children face difficulties in handwriting or typing, they may often avoid writing altogether and develop a negative mindset toward writing.

Learning to type is complex

As our research suggests, students also need to be taught how to use a keyboard. Much like handwriting, it requires a complex set of cognitive, visual and motor processes, requiring frequent practice and instruction.

It involves learning the location of the keys on a keyboard, combined with spatial skills of positioning, and moving fingers to press the keys in the correct sequence.

Students need time to practise so they can move beyond the "hunt and peck" motion (where you have to hunt visually for each key).

Research also suggests teaching about keyboards is more effective when spread out over several years.

First, children need to understand letter locations on the keyboard and the position of their hands, which can be developed via online practice exercises monitored by teachers.

Accuracy and speed should not be emphasised until students have mastered where letters are.

Which comes first?

While students ultimately need to be able to write both on paper and using digital devices, there are unanswered questions about the order in which handwriting and typing should be taught or whether they should be taught together.

We also don't yet know if it matters whether students are learning to write via keyboards, touch typing on tablets or by using stylus pens (devices that look like pencils and write via screens).

More research is needed to support teachers, students and families.

How to help your child

Despite these unknowns, there are many things we can do to help students learn how to write on paper and using a keyboard. These include:

• dedicating time for practice: teachers can build regular times in class to write and send home small tasks (such as writing a shopping list, finishing a story or describing a monster)
• joining in: instead of "policing" your child's writing, show them what you write in your everyday life. As you write, you can talk about what you will write (planning) and you can share ideas about how you can make your writing clearer or more exciting.
• talk about your mistakes and find ways of correcting your writing: when adults talk about their errors or doubts, they make them a natural part of the process.
• ask children to read what they have written: this provides opportunities for correction and celebration. Praise children's bold attempts such as using new words or experimenting with expressions.
• give children choice: this gives children some control. For example, they can choose a topic, they can mix art and letters or they can choose paper or keyboard.
• display their writing: make children's writing visible on your walls or fridge or as wallpapers on your devices to instil a sense a pride in what they have done. First published in The Conversation

Anabela Malpique is a Senior Lecturer at Edith Cowan University

Deborah Pino Pasternak is an Associate Professor in Early Childhood Education and Community at the University of Canberra

Professor Susan Ledger is the Head of School - Dean of Education at the University of Newcastle, NSW., University of Newcastle

Despite the increasing recognition of its importance, a comprehensive understanding of how school belonging impacts long-term mental wellbeing has remained elusive.

New adolescent mental health study

Our new study investigating school belonging and mental health outcomes in adulthood aimed to address this gap in knowledge.

It planned to examine the enduring effects of school belonging on the mental health trajectory from adolescence into adulthood.

School belonging, as defined by Goodenow and Grady, refers to the extent to which students feel personally accepted, respected, included, and supported in their school environment.

This concept encompasses students' positive feelings towards their school, the quality of their relationships with teachers, and their sense of social value among peers.

Shedding light on the long-term effects

While the immediate benefits of school belonging to mental health are well-documented, its long-term effects haven't been thoroughly explored.

Our recent study, conducted through a collaborative effort from Monash University, Deakin University, Murdoch Children's Research Institute, and the University of Melbourne, has shed light on this issue.

The research involved more than 1,500 young adults, drawing from one of Australia's longest-running population-based studies on socioemotional development.

It specifically examined how school belonging at the age of 15-16 influenced mental health outcomes at later life stages, specifically at ages 19-20, 23-24, and 27-28.

The findings of this study are revealing.

Higher levels of school belonging at the age of 15-16 were associated with lower levels of depression, anxiety and stress in young adulthood.

This association underscores the significance of adolescent school belonging as a protective factor against future mental health issues.

The implications of these results are profound.

They highlight the need for sustained interventions and programmes that not only address school belonging.

They would also extend their influence beyond the educational setting to foster positive engagement in various life domains during the transition to adulthood.

The timing of these findings is critical, given the increasing emphasis on belonging as a key educational trend by the Organisation for Economic Co-operation and Development (OECD).

The OECD points to belonging as a means to counteract the rising trends of loneliness, social isolation, and mental health problems in many societies.

Lasting impact on wellbeing

The long-term follow-up of individuals in the Australian Temperament Project, which underpinned this study, provides a unique and significant contribution to the evidence base.

It shows how experiences of school belonging have lasting effects on young adults' wellbeing.

The research also highlights the importance of school belonging as an intervention target for lasting impacts on mental health.

As schools and communities navigate the challenges faced by today's youth, initiatives that enhance students' sense of acceptance and respect within the school environment are paramount.

These initiatives not only contribute to immediate mental health benefits but also lay the foundation for ongoing positive mental health into adulthood.

Further, the study reinforces the notion that schools are pivotal environments for mental health prevention and promotion.

As places where young people spend a significant amount of their time, schools have the opportunity to create environments that promote a sense of belonging and, in turn, support mental health.

This approach is especially crucial for vulnerable young people who may not have supportive conditions elsewhere.

Taking preventative measures

In light of these findings, it's clear that to prevent mental health issues in adulthood, efforts must start early, particularly in school settings.

Promoting school belonging and student wellbeing can act as a preventative measure against various vulnerabilities, including adverse home conditions.

This underscores the role of educational institutions not just as places of academic learning but as critical settings for fostering mental wellbeing.

The study was conducted by Monash University, Deakin University, Murdoch Children's Research Institute, and the University of Melbourne.

It represents a significant step forward in understanding the complex relationship between school belonging and long-term mental health.

It provides valuable insights for educators, policymakers, and mental health professionals, emphasising the need for integrated approaches that address the multifaceted aspects of school belonging.

The impact of school belonging on long-term mental health wellbeing is a crucial area of research that warrants further attention.

As the evidence base grows, it becomes increasingly clear that initiatives aimed at enhancing school belonging can have far-reaching effects on the mental health of young people.

The challenge now is to translate these findings into practical strategies and interventions that can be implemented across educational settings to foster environments where all students feel valued, supported, and included.

• First published in Lens. Republished with Monash University's permission
• Kelly-Anne Allen is an Associate Professor, School of Educational Psychology and Counselling, Faculty of Education at Monash University

Earlier today she said a Year 10 Aotea College class were instructed to do the activity, which involved selling slaves, land and commoners - for "10 pearls".

Documents show the groups were also asked to attack aliens and rival countries, as well as inviting missionaries to talk to invaders and buy zap guns.

In a statement, acting principal Kathleen Kaveney said the Alien Invasion game was played in the context of a Treaty of Waitangi unit. Continue reading

But for millions of working children worldwide, the adventures of a new school year remain but a dream.

Sadly, these children will never learn to read or write.

They will not acquire computer skills. They will not experience singing in chorus, going on field trips or playing at recess.

Rather, their classrooms will be sweatshops, farm fields, and battlefields.

Their days will be filled with long, dirty, dangerous work. And the lesson they will learn is that life is cruel and unfair.

According to the International Labor Organization (ILO), 152 million children 5-17 years old are victims of child labor, while 73 million of these children are trapped in hazardous work.

And even more tragic is that approximately 8 million children are enslaved in the worst forms of child labor - the sale and trafficking of children, debt bondage, drug dealing, forced recruitment to fight in armed conflicts, prostitution and pornography.

And worst of all, according to the ILO every year about 22,000 children are killed while working.

The ILO has several excellent resources to assist us in helping to end child labor.

One of the main reasons children do not attend school, and work instead, is because adults in countless families in poor nations have not had access to a good education, learning a viable trade, or are subsistence farmers who are unable to grow enough food for their families.

Thus, it sadly becomes imperative that children must work.

This enslaving chain can, and must, be broken!

The poor deserve better - especially poor children who belong in school not in sweatshops and on battlefields.

Wealthy nations have a moral obligation to justly, generously and energetically work to abolish world poverty, hunger and child labor.

For as St. Pope John Paul II said in his 1979 visit to the U.S., "The poor of the United States and of the world are your brothers and sisters in Christ. You must never be content to leave them just the crumbs from the feast. You must take of your substance, and not just of your abundance, in is order to help them. And you must treat them like guests at your family table."

• Tony Magliano is an internationally syndicated social justice and peace columnist. He is available to speak at diocesan or parish gatherings. Tony can be reached at tmag6@comcast.net.

It is the first joint faith Catholic-Jewish school in the world. Read more

Melissa Schroeder's attorney has filed the action against Kansas City Archdiocese, Sacred Heart Catholic School in Shawnee and the school's principal.

Mrs Schroeder said she reported the bullying to the school in April, 2014.

She provided notes from a doctor who found her 10-year-old girl's severe migraines may have been the result of mistreatment at school.

But the principal did not take the claims seriously, according to the suit - and told the woman that "perhaps this school is not for you".

The Kansas Department of Children and Families opened a child abuse and neglect investigation against Mrs Schroeder - which she says was launched by a complaint filed by the principal.

Mrs Schroeder's attorney, Sarah Brown, said the DCF closed their investigation regarding her client after they found no signs of abuse.

Her client is suing for punitive damages on several counts including defamation, malicious prosecution and invasion of privacy.

The lawsuit claims the principal told DCF that Mrs Schroeder asked "for the anointing of the sick" and "requested an exorcism" - but the woman denies making those requests.

She met with a priest to discuss the situation, and he confirmed the principal had made the DCF "hotline call" after meeting with the superintendent and a nun.

"I think she's a very brave woman who was genuinely concerned about protecting kids and protecting her kids from bullying and coming forward and exposing wrongdoing then that turned back at her," said Ms Brown.

A representative for the archdiocese would not give a comment to media regarding the lawsuit since an investigation is still pending.

Sources

• KSHB
• Raw Story
• Image: WPRI

School refusal can occur at any time during a young person's schooling, however it is more likely to occur during high school. An Australian study prepared by Youth Support Coordinators highlights the increased likelihood of school refusal during periods of transitions, such as the move from primary to high school or the move from one school to another (2009). Australian research suggests that up to 9% of school population may experience school refusal at some point in time (Withers, 2004).

There can be multiple factors contributing to school refusal among children. Two significant factors appear to be experiences of anxiety and bullying (Kearney, 2007). Anxiety often manifests as physical symptoms, such as headaches and nausea, which can make it difficult for parents to distinguish whether their child's complaint is medical or psychological in nature. Seeking medical advice and monitoring the timing of physical complaints can help discern the nature of the complaints. Being bullied at school is also another major contributor to children becoming fearful of school and thus attempting to avoid school (The Monash School Refusal Program). Other common factors include:

• Difficulty in peer relationships
• Fear/difficulties with teachers
• Transition to high school
• Family stress
• Traumatic life event
• Academic problems

Warning signs that may indicate school refusal

At school

• Frequent and unexplained absences from school
• Frequent lateness to school
• Absences on significant days (e.g., days on which tests or specific classes are scheduled)
• Frequent requests to go to sick bay
• Frequent requests to call home or to go home during the day

In the home

• Complaints of physical symptoms when getting reading for school, e.g. headaches
• A reluctance or refusal to get dressed for school
• Negative comments about school
• A reluctance to talk openly about their experiences at school Continue reading

Sources

• Essential Kids
• Image: Herald Sun

The proposed route of the Israeli wall will also affect the Salesian order's Cremisan monastery and winery, which will be on the Israel side of the wall.

The Salesian sisters who educate about 450 West Bank children fear their pupils will no longer be able to come to school, and the West Bank labourers who work in the winery's vineyards and maintain the Salesian buildings fear they will lose their jobs.

Not only will the workers be on the other side of the wall and need permits to travel to the winery, but the wall will also separate the monastery from grapes supplied from other religious communities on the West Bank.

"Proceeding with this plan will cut families off from agricultural and recreational lands, other family members, water sources, and schools — including depriving Christian Palestinian youth of fellowship with their peers," said Bishop Richard Pates, chair of the United States Conference of Catholic Bishops' committee on international justice and peace.

"The Cremisan Valley situation is a microcosm of a protracted pattern that has serious implications for the ongoing Israeli-Palestinian conflict," Bishop Pates said in a letter to recently-retired US Secretary of State Hillary Clinton.

"As the wall moves and constricts more and more communities in the West Bank, the possibility of a future resolution becomes less likely.

"Moving the wall and disassociating Palestinian families from their lands and livelihoods will incite more resentment against the state of Israel among residents of the West Bank, not less, increasing the frustrations that can lead to violence."

In addition to its range of table wines, the Cremisan winery makes altar wine that is used in many of the shrines of the Holy Land — and is also exported to churches in Britain.

Sources:

United States Conference of Catholic Bishops

AsiaNews

Catholics Confront Global Poverty

Catholic Herald

Image: CNEWA

It will be known as An-Nur Kiwi Academy (AKA), it will be the South Island's first Islamic (Moslem) school and will accept pupils from overseas as well as those living in New Zealand.

The Trust has now announced it also wants to open an out-of-school programme for younger Muslim children in Dunedin.

He said the reaction to the Trust's plans had largely been positive.

There are more than 36,000 Muslims in New Zealand, including more than 500 in Dunedin. Most of those are University of Otago students or staff and their family members.

Source:

• Otago Daily Times
• Image: IndiaCurretAffairs

Former students of Vatukoula Marist Convent school from Nadi, Suva, Lautoka and overseas have been preparing for the three-day celebrations.

Association president Graham Peckham said he was expecting more than 300 former students.

"We're trying to raise money for the school and it would be really good to have their support."

He said the school would be celebrating its 75th anniversary and this would make the reunion of the former students even more special. The reunion and Diamond Jubilee will be celebrated from October 12 to 14.

Read more

The celebrations are scheduled to begin on Friday, December 23 with a presentation to the Queen Mother at Tufumahina Royal Residence in the morning, followed by a presentation to HM King George Tupou V at the Villa Royal Residence, by the school and ex-students.

'Apifo'ou is a Catholic secondary co-education school owned by the Catholic Church. It was established in 1886 by the Marist Fathers at 'Apifo'ou, which means "new home", at Ma'ufanga. The school was originally founded in 1865 where the Catholic Church is at Ma'ufanga today, and was known as St Stanislaus, a boys' boarding school.

Source

• MatagiTonga
• Image: Apifoou.com

Pompallier Catholic College principal Richard Stanton said the school term changes would disadvantage this year's NCEA students. "Instead of having four weeks at school in term four to work towards external exams, students will have only eight school days," he said

"This is far from an ideal learning situation for students sitting exams and may detract from our usual excellent results."

Other Northland College principals agree with Stanton, but all are also agreed that there have be some positives spin off's from the World cup competition

Source

• The New Zealand Herald
• Image: AKT

Fifty four of the 220 students at St Teresa's School in Karori were home sick on Monday, and 48 at the start of Tuesday. That number crept up as sick students were sent home.

Mr Raqio said he supported the Government's intention to send all school-aged children to school, but said "I strongly feel that those religious groups that decide not to send their kids to school should be given the liberty to decide for themselves," he said. "These religious groups are not cults and they teach their children biblical lessons that will help improve their spiritual beliefs."

However, Commissioner Western Commander Joeli Cawaki said the law had been enacted and everyone must follow it.

"All students that are supposed to be in school must be in school because it is a government requirement that all students must attend school," he said.

"Whether it is a cult or religious groups, the Government has already decided that all students must attend school and everyone should adhere to the law."

In 2009 Pastor Raqio questioned a decision by the Citizens Constitutional Forum which labelled as unconstitutional a decision by a Vanua Levu chief to forbid his villagers from travelling on Sunday except for church gatherings. Dissatisfaction with Sunday travel had stemmed from villagers walking out of church sermons to catch the boat to Labasa.

Source

• The Fiji Times
• Image: Babasiga

With a stated goal of closing the last traditional classroom within 5 years, executive director of the diocese's schools, Greg Whitby, says the transition to increasingly big learning areas is well advanced, despite some opposition from some teachers and some parents.

"Everyone thinks we've got a barn with 200 ferals running around and teachers screaming," Whitby said. It's however far from the truth.

Noisy?

Yes, but in one class at St Monica's Primary school at North Parramatta, children were learning to read and follow a recipe in the kitchen; a dozen children were working on laptops; 30 were watching video trailers they had produced; others were dressing for a play and many were at round tables on a variety of tasks.

Reportedly, the discipline has improved since the school changed shape.

"You don't really have children off-task" assistant principal, Mary-Jo Mason said.

Mega-classrooms is a massive change for parents and some have resisted and have voted with their feet.

"Parents have got to get used to the idea, because they all had their own teacher, 30 kids and a blackboard out the front," said one father, Jason Jones.

Others vented their frustration because this learning environment is not like the real world.

John Quessy, the assistant secretary of the Independent Education Union, said many teachers were not impressed. They struggled with the noise, and with having to talk more loudly and to plan as a team rather than working independently.

"We're not making a judgment of whether this is good or bad," he said.

"But any system of education requires people who are willing and capable of delivering it."

Whitby though, is of the opinion that results are better and it is not possible to please everyone.

"But we can say we're giving [the children] the very best education. The enrollments are up, teachers are not kicking my door in and saying 'I hate working' and they're getting some amazing learning environments."

Sources

• SMH
• Image: The Telegraph

"It is an important and historic ruling," Vatican spokesman Federico Lombardi said in a statement, adding that the decision "has been welcomed with satisfaction by the Holy See."

Speaking on behalf of the government, Franco Mfattini, Italy's Foreign Minister also welcomed the ruling. "Today Europe's popular sentiment won out," he said.

The court over-ruled a previous decision and was passed by 15 votes to two.

Lombardi said the court recognised "that the exhibition of the crucifix is not indoctrination but the expression of the cultural and religious identity of countries of a Christian tradition."

It also recognised "that the culture of human rights must not be inconsistent with the religious fundamentals of a European civilisation in which Christianity has made an essential contribution," Lombardi said.

The case was brought by an Italian mother who was unhappy that crucifixes were on display in every classroom in a state school.

Friday's ruling by a higher court is final.

Sources:
Yahoo
Reuters