{"id":5034,"date":"2023-09-14T08:39:06","date_gmt":"2023-09-13T22:39:06","guid":{"rendered":"https:\/\/blogs.rch.org.au\/ccch\/?p=5034"},"modified":"2023-11-16T10:49:00","modified_gmt":"2023-11-15T23:49:00","slug":"stacking-interventions-to-reduce-inequities","status":"publish","type":"post","link":"https:\/\/blogs.rch.org.au\/ccch\/2023\/09\/14\/stacking-interventions-to-reduce-inequities\/","title":{"rendered":"Stacking interventions to reduce inequities"},"content":{"rendered":"

The Changing Children\u2019s Chances (CCC) project team have published two new research snapshots showing that stacking interventions can help reduce childhood inequities.<\/strong><\/p>\n

The development of good mental health and strong reading skills in childhood begins from birth and is shaped by early environments and experiences. Not all children have an equal chance at developing good mental health and strong reading skills.<\/p>\n

Inequities in children’s reading skills and mental health are unfair and unjust differences caused by preventable social, economic or geographic conditions. These inequities are causing a gap, known as an inequities gap, in children\u2019s reading skills and mental health.<\/p>\n

Children experiencing socioeconomic disadvantage are more likely to experience poor reading skills and mental health problems compared to children not experiencing disadvantage. Addressing challenges in the early years is critical as it can reduce the impact of inequities on children\u2019s outcomes now and into the future.<\/p>\n

Access CCC’s new research snapshots:<\/p>\n

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  1. Reducing inequities in children\u2019s reading skills<\/a><\/li>\n
  2. Reducing inequities\u00a0 in children\u2019s mental health<\/a><\/li>\n<\/ol>\n

    Both research snapshots show that stacking interventions starts to address inequities.\u00a0 Using new and creative ways to analyse existing data, we found that:<\/p>\n