Dr Rachel Leslie’s Post

I'm very excited to have organised a professional development event aimed to equip school guidance officers/counsellors and school well-being staff with the latest knowledge and practical skills in key areas impacting student mental health and well-being. Facilitated by both The Queensland Guidance and Counselling Association - QGCA and University of Southern Queensland - Australia this event will feature expert-led sessions that focus on: • multi-tiered systems of support for mental health. • working with separated parents in schools • youth internet and social media use, and mental health and well-being • barriers and facilitators to school [re] engagement Cost: $40 Date: Saturday, 26 October, 2024 Location: B102, University of Southern Queensland, West Street, Toowoomba Register your attendance here: https://lnkd.in/gv5HgeQ5 The full programme can be accessed here: https://lnkd.in/gyfbWRJG

When writing about the ableism that dyslexic students face through microaggressions in the education setting, I find myself returning to Hehir's (2002) eloquent description: "From an ableist perspective, the devaluation of disability results in societal attitudes that uncritically assert that it is better for a child to walk than roll, speak than sign, read print than read Braille, spell independently than use a spell-check, and hang out with nondisabled kids as opposed to other disabled kids" When we place emphasis on some skills over others, at a critical time of identity development: How can we be surprised when these children don't feel safe or welcomed at school? How can we be surprised that some students may develop mental health conditions? How can we be surprised when school can't is on the rise? #Dysleixa #Microaggressions #SchoolCan't #ResearchWithMe Hehir, T. (2002). Eliminating ableism in education. Harvard Educational Review, 72(1), 1-33. https://lnkd.in/g9pB-Na7 

Yesterday I had the privilege of facilitating a seminar on school can't (also known as school refusal) as part of the School of Education's Critical Intersectional Conversations About Diversity in Australia (CICADA). As part of the Communities Research Cluster, researching with and for communities is at the forefront of this initiative. Appropriately, this is also in accordance with Recommendation 15 of the Senate inquiry into the national trend of school refusal and related matters. I'm very excited by the research opportunities and partnerships that will emerge from the collaboration with School Can't Australia and other academics committed to making a difference for children, young people and their families experiencing school can't.

Yesterday I had the opportunity to speak on ABC Radio about the 2024 NAPLAN results. I don't think we need to be 'shocked', 'alarmed' or ' seriously concerned' because of the results from a single point of data that has generally remained stable over time. We should be questioning why we didn't act on the knowledge sooner to support students at risk of literacy and numeracy difficulties. What we can do in response is to ensure that the way we collect data and provide interventions is evidence-based. Let's work towards making sure schools have robust Multi-Tiered Systems of Support (MTSS) that identify and respond to the students who need support. #MTSS #MultiTieredSystemsOfSupport #NAPLAN

I'm both excited and humbled to share the final paper published as part of my thesis by publication The Perceptions Parents of Dyslexic Children Have on Barriers to Meaningful Parent–School Partnerships in Australia. This paper, along with the thesis as a whole, is a testament to the incredible work that caregivers undertake each and every day to act as allies to their children. Greater emphasis needs to be placed on the role that caregivers play as experts in their child's education if meaningful parent-school partnerships are to be realised. Thank you to my amazing supervisors Dr. Alice Brown, Ellen Larsen and Melissa Fanshawe for all that you've done to help make me the researcher I am today. Leslie, R., Fanshawe, M., Larsen, E., & Brown, A. (2024). The perceptions parents of dyslexic children have on barriers to meaningful parent–school partnerships in Australia. Exceptionality, 1–19.

This graphic from Code Read Dyslexia Network Australia Ltd is a great illustration of why explicit instruction is so crucial for our learners. Yes, we should teach critical thinking skills of 'why do we plait?' or 'how can plaiting help us in this situation?' but it's best to teach children to be critically reflective once they have the foundational knowledge and skills consolidated. #ScienceofReading #ReadingRope

Do you know who the young carers are in your school? Have you built a relationship between your school and Carer's Gateway? The Australian Research Alliance for Children and Youth are hosting a webinar to discuss how to identify young carers, share insights from case studies and personal experiences about the challenges young carers face, and provide information about the support services available through Carer Gateway. #YoungCarer #SchoolSupports #SchoolCommunityPartnerships #ExternalStakeholders

I'm so excited to continue my work with Speld QLD to facilitate a free Parent Support Group. Our next session is tomorrow night, Wednesday July 17 @ 7pm AEST. While we'll be looking at the topic of self-care for carers, there is scope to address topics raised by the participants. The group is open to anyone in Australia or overseas who is a caregiver to a dyslexic child or adolescent. Please register using the link below. I look forward to meeting you all! https://lnkd.in/gzCgS4PD

Last week I had the privilege of attending the World Down Syndrome Congress with my daughter. It was an incredible experience not only to meet other researchers committed to equity in research but to be witness to the power of self-advocacy. Research should be done with participants, not on them. Research topics should be those that are important to our communities, not topics we perceive are important. I am excited about the co-construction of my current projects, and many projects to come. I'm grateful for the fantastic resources from Iva Strnadová, for the opportunity to meet Kathy Cologon and thank her for her research in this space, to hear Lorraine Gaunt speak on the need to focus on capacity and to hear Cathy Franklin provide advice on timely responses to mental health care. I'm looking forward to Argentine in 2027!

Calling for submissions to the University of Southern Queensland - Australia 31st Postgraduate and Early Career Researcher symposium. Bridging the gap: Applying theory to practice Friday 25th October, 2024 https://lnkd.in/gijdrZu3