Schools often manage problem behaviours by enacting exclusionary school discipline policies that remove students via suspension or expulsion. This study characterises exclusionary school discipline practices in a representative, longitudinal, population-based cohort of 71,955 students attending New South Wales public schools in Australia. The findings indicate that suspending and expelling children does not address problem behaviour.

Children who experience out-of-home care often have low academic achievement which subsequently negatively affects their adult life outcomes, yet a smaller proportion succeed in spite of adversity. This study examined the reading trajectories of children from the Pathways of Care Longitudinal Study in New South Wales, Australia.