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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. [Author abstract]

Professional experience is crucial in initial teacher education, enabling pre-service teachers to develop their skills in authentic classroom settings. However, with most Australian initial teacher education institutions located in metropolitan areas, few pre- service teachers undertake experiences in regional, rural or remote (RRR) schools, presenting challenges in preparing, attracting, and retaining teachers in these areas. Despite initiatives to address RRR teacher shortages, little progress has been made. Our study aimed to identify enablers and barriers for primary pre-service teachers during RRR professional experiences to address workforce shortages. Data were quantitatively analysed using multi-model classification-decision tree analysis. The analysis revealed professional growth and skill development during RRR professional experiences were the most influential factors in pre-service teachers' decisions to pursue RRR teaching positions. Notably, shorter, well-designed professional experiences were found to be as effective as longer placements in promoting RRR teaching careers. Other factors, such as social connections, support networks, and feelings of isolation, also played a role in pre- service teachers' decisions. The research findings illuminate and strengthen understandings for initial teacher education institutions to promote enablers and mitigate identified barriers to encourage more pre-service teachers to develop positive attitudes about and a willingness to relocate to RRR schools and communities upon graduation.

University participation rates are significantly lower in low socioeconomic status (SES) areas in Australia. Specifically, rates differ between-schools and within-schools, where inequalities in opportunities to access university pathway programs exist. The aim of this study was to test whether academic encouragement supported students' school satisfaction and increased their desire for, expectation of and belief in the possibility of university study and whether differences were evident depending on pathway of study: the ATAR pathway versus a Year 12 access enabling pathway program called TLC110. A sample of 257 high school students (58% female) from 18 high schools, within a low-SES area of outer metropolitan Perth, Western Australia, were surveyed. Teacher encouragement was found to be positively associated with school satisfaction and, in turn, supported university desire, expectation and belief for ATAR students but not for TLC110 students. Qualitative data were collected (n = 9) to contextualise the inclusivity of TLC110 for high school students from low-SES backgrounds to support aspirations for university. [Author abstract]

Mobile phones are an essential part of an adolescent's life, leading them to text, phone, or message into the night. Longitudinal latent growth models were used to examine relations between changes in adolescent night-time mobile phone use, changes in sleep behavior, and changes in well-being (depressed mood, externalizing behavior, self-esteem, and coping) for 1,101 students (43% male) between 13 and 16 years old. Both night-time mobile phone use and poor sleep behavior underwent positive linear growth over time. Increased night-time mobile phone use was directly associated with increased externalizing behavior and decreased self-esteem and coping. Changes in sleep behavior mediated the relation between early changes in night-time mobile phone use and later increases in depressed mood and externalizing behavior and later declines in self-esteem and coping.

Students' university aspirational capacity and expectancies are key factors in predicting future university participation. Aspirations and expectations to attend university are strongly influenced by parent educational socialisation and school culture. This study investigates associations between students' university discussions with parents and their aspirations and expectations for university, and whether this link is particularly salient for students from disadvantaged schools. As well, differences in students' exposure to university are examined. Students (N = 548, 57% female) from Perth's south-west metropolitan region in Western Australia were surveyed. Multilevel analysis revealed that students from low socio-economic status (SES) schools who reported more frequent university discussions with parents had higher aspirations and expectations for university than students from similar SES schools who had fewer university discussions with parents. Furthermore, university discussions with parents predicted higher levels of aspirations for university and this link is stronger for students from lower SES schools. The effect of school-SES for the university expectations model was similar, though of weaker influence. Exposure to university is greater for students in high-SES schools. Therefore, students and parents in low-SES areas may benefit by increasing university exposure to develop knowledge and discussions about university, and support aspirations to grow expectations to attend university. [Author abstract]

Technologically mediated contexts are social arenas in which adolescents can be both perpetrators and victims of aggression. Yet, there remains little understanding of the developmental etiology of cyber aggression, itself, as experienced by either perpetrators or victims. The current study examines 3-year latent within-person trajectories of known correlates of cyber-aggression: problem behavior, (low) self-esteem, and depressed mood, in a large and diverse sample of youth ( N  = 1,364; 54.6 % female; 12–14 years old at T1). Findings demonstrate that developmental increases in problem behavior across grades 8–10 predict both cyber-perpetration and victimization in grade 11. Developmental decreases in self-esteem also predicted both grade 11 perpetration and victimization. Finally, early depressed mood predicted both perpetration and victimization later on, regardless of developmental change in depressed mood in the interim. Our results reveal a clear link between risky developmental trajectories across the early high school years and later cyber-aggression and imply that mitigating trajectories of risk early on may lead to decreases in cyber-aggression at a later date.

Issue Title: Special Issue: Longitudinal and Contextual Influences on Educational Engagement, Transitions, Attainment, and Achievement

Students' university aspirational capacity and expectancies are key factors in predicting future university participation. Aspirations and expectations to attend university are strongly influenced by parent educational socialisation and school culture. This study investigates associations between students' university discussions with parents and their aspirations and expectations for university, and whether this link is particularly salient for students from disadvantaged schools. As well, differences in students' exposure to university are examined. Students (N = 548, 57% female) from Perth's south-west metropolitan region in Western Australia were surveyed. Multilevel analysis revealed that students from low socio-economic status (SES) schools who reported more frequent university discussions with parents had higher aspirations and expectations for university than students from similar SES schools who had fewer university discussions with parents. Furthermore, university discussions with parents predicted higher levels of aspirations for university and this link is stronger for students from lower SES schools. The effect of school-SES for the university expectations model was similar, though of weaker influence. Exposure to university is greater for students in high-SES schools. Therefore, students and parents in low-SES areas may benefit by increasing university exposure to develop knowledge and discussions about university, and support aspirations to grow expectations to attend university.

Aprt/Opn double knockout mice: Osteopontin is a modifier of kidney stone disease severity. Osteopontin (OPN) is reported to have two distinct functions in kidney disease: Promotion of inflammation at sites of tissue injury, and inhibition of calcium oxalate monohydrate stone formation. However, many of the studies supporting these functions were carried out in animal models of acute renal injury or in cultured cells; thus, the role of OPN in chronic renal disease is not well defined. We examined the role of OPN in adenine phosphoribosyltransferase (Aprt) knockout mice, in which inflammation and formation of 2,8-dihydroxyadenine (DHA) kidney stones are prominent features, by generating Aprt/Opn double knockout mice. We characterized the phenotypes of six- and 12-week-old Aprt-/- Opn-/-, Aprt-/- Opn+/+, Aprt+/+ Opn-/-, and Aprt+/+ Opn+/+ male and female mice using biochemical, histologic, immunohistochemical, and in situ hybridization techniques. At 6 weeks of age, there was no difference in phenotype between double knockout and Aprt knockout mice. At 12 weeks, there was increased adenine and DHA excretion, renal crystal deposition, and inflammation in double knockout versus Aprt knockout male mice. Double knockout and Aprt knockout female mice at 12 weeks had less pathology than their male counterparts, but kidneys from double knockout females showed more inflammation compared with Aprt knockout females; both genotypes had similar levels of DHA crystal deposition. We conclude that (1) OPN is a major inhibitor of DHA crystal deposition and inflammation in male mice; and (2) OPN is a major modifier of the inflammatory response but not of crystal deposition in female mice. Thus, separate mechanisms appear responsible for the tissue changes seen in DKO males versus females.

Background. Osteopontin (OPN) is reported to have two distinct functions in kidney disease: Promotion of inflammation at sites of tissue injury, and inhibition of calcium oxalate monohydrate stone formation. However, many of the studies supporting these functions were carried out in animal models of acute renal injury or in cultured cells; thus, the role of OPN in chronic renal disease is not well defined. We examined the role of OPN in adenine phosphoribosyltransferase (Aprt) knockout mice, in which inflammation and formation of 2,8-dihydroxyadenine (DHA) kidney stones are prominent features, by generating Aprt-Opn double knockout mice. Methods. We characterized the phenotypes of six- and 12-week-old Aprt--- Opn---, Aprt--- Opn+-+, Aprt+-+ Opn---, and Aprt+-+ Opn+-+ male and female mice using biochemical, histologic, immunohistochemical, and in situ hybridization techniques. Results. At 6 weeks of age, there was no difference in phenotype between double knockout and Aprt knockout mice. At 12 weeks, there was increased adenine and DHA excretion, renal crystal deposition, and inflammation in double knockout versus Aprt knockout male mice. Double knockout and Aprt knockout female mice at 12 weeks had less pathology than their male counterparts, but kidneys from double knockout females showed more inflammation compared with Aprt knockout females; both genotypes had similar levels of DHA crystal deposition. Conclusion. We conclude that (1) OPN is a major inhibitor of DHA crystal deposition and inflammation in male mice; and (2) OPN is a major modifier of the inflammatory response but not of crystal deposition in female mice. Thus, separate mechanisms appear responsible for the tissue changes seen in DKO males versus females.