The Longitudinal Study of Australian Children
Annual statistical report 2012
The Longitudinal Study of
Annual statistical report 2012
Published by the Australian Institute of Family Studies, 2012, 184 pp.
Download printable version report: The Longitudinal Study of Australian Children Annual statistical report 2012 (PDF 6.85 MB)
I am pleased to introduce the third volume of the Annual Statistical Report series for Growing Up in Australia: The Longitudinal Study of Australian Children (LSAC). This series aims to provide the evidence base for future research and policy development to support family functioning and children's health and wellbeing.
Using longitudinal data collected about children's development from ages 0 to 11 years old, this report covers a range of policy-relevant issues. Family functioning is the focus of chapters on children's relationships with parents in shared care-time arrangements, financial support for children after parental separation and intergenerational disadvantage. Children's wellbeing in the school context is addressed in chapters focusing on children's experiences of bullying and school attendance. The report also discusses how children aged 10-11 years spend their time after school, while children's health and health activities are covered in chapters on children's allergies and children's physical activity. For the first time in this series, the report also includes a chapter on the outcomes and transitions of Aboriginal and Torres Strait Islander children.
By providing statistical snapshots of children's development and wellbeing across time, this report is a valuable source of information for policy-makers, researchers and practitioners.
Australian Institute of Family Studies
The Australian Institute of Family Studies thanks the Australian Government Department of Families, Housing, Community Services and Indigenous Affairs (FaHCSIA) for funding this report, and the FaHCSIA LSAC Team for their contributions.
We are also grateful to our many independent reviewers for their comments on earlier versions of specific chapters including:
- Bruce Smyth, Australian Demographic and Social Research Institute, Australian National University;
- Christine Millward, Melbourne Law School, University of Melbourne;
- Gerry Redmond, Social Policy Research Centre, University of New South Wales;
- Sheldon Rothman, Policy Analysis and Program Evaluation, Australian Council for Education research;
- Kenneth Rigby, School of Education, University of South Australia;
- Tim Olds, School of Health Sciences, University of South Australia; and
- Naomi Priest, Melbourne School of Population and Global Health, University of Melbourne.
For more information about the study, see <www.growingupinaustralia.gov.au>.
This report uses unit record data from Growing Up in Australia: The Longitudinal Study of Australian Children. The study is conducted in partnership between the Department of Families, Housing, Community Services and Indigenous Affairs, Australian Institute of Family Studies (AIFS), and Australian Bureau of Statistics (ABS). The findings and views reported in this report are those of the individual authors and should not be attributed to FaHCSIA, AIFS or the ABS.
- 1. Introduction
- 2. Financial support for children after parental separation
Lixia Qu and Ruth Weston, Australian Institute of Family Studies
- 2.1 Introduction
- 2.2 Defining the separated families sample
- 2.3 Separated families with a child support arrangement
- 2.4 Services used for developing child support arrangements and method of payment adopted
- 2.5 Child support compliance
- 2.6 Child support compliance and care-time arrangements
- 2.7 Child support compliance and duration and timing of parental separation
- 2.8 Other financial and non-financial support
- 2.9 Summary and discussion
- 2.10 References
- 3. Is it just a matter of time? How relationships between children and their separated parents differ by care-time arrangements
Jennifer Renda, Australian Institute of Family Studies
- 4. Echoes of disadvantage across the generations? The influence of long-term joblessness and separation of grandparents on grandchildren
Kirsten Hancock, Telethon Institute for Child Health Research, Centre for Child Health Research, The University of Western Australia
Ben Edwards, Australian Institute of Family Studies
Stephen R. Zubrick, Telethon Institute for Child Health Research, Centre for Child Health Research, The University of Western Australia
- 4.1 Introduction
- 4.2 Data and definitions
- 4.3 Joblessness and separation in the grandparent generation
- 4.4 The intergenerational continuity of family joblessness
- 4.5 The intergenerational continuity of separation
- 4.6 Intergenerational disadvantage and children's development
- 4.7 Summary and discussion
- 4.8 References
- 5. Is it OK to be away? School attendance in the primary school years
Galina Daraganova, Australian Institute of Family Studies
- 6. School's outâ€”After-school's in: Children's after-school care arrangements and activities
Killian Mullan, Australian Institute of Family Studies
- 7. Children's experiences of unfriendly behaviour
Jodie Lodge and Jennifer Baxter, Australian Institute of Family Studies
- 7.1 Introduction
- 7.2 Children's reports of experiencing unfriendly behaviours
- 7.3 Child, family and school characteristics associated with experiences of unfriendly behaviours
- 7.4 Children's relationships with peers, teachers and parents and their feelings about school
- 7.5 How do experiences of unfriendly behaviours relate to aspects of social-emotional wellbeing?
- 7.6 Parent, teacher and child reports on children's experiences of bullying victimisation
- 7.7 Summary and discussion
- 7.8 References
- 8. Children's food allergies
Nadine Bertalli and Katie Allen, Murdoch Childrens Research Institute, The Royal Children's Hospital
Brigit Maguire, Australian Institute of Family Studies
- 9. How engaged are children in organised sport and other physical activity during their late primary school years?
Killian Mullan and Brigit Maguire, Australian Institute of Family Studies
- 9.1 Introduction
- 9.2 An overview of children's engagement in physical activity
- 9.3 Children's engagement in organised sport
- 9.4 Children's engagement in other physical activities
- 9.5 Physical activity and indicators of child wellbeing
- 9.6 Tracking children's engagement in physical activity
- 9.7 Summary and discussion
- 9.8 References
- 10. The family circumstances and wellbeing of Indigenous and non-Indigenous children
Jennifer Baxter, Australian Institute of Family Studies