Abstract International evidence indicates there may be little or no academic benefit for children who are retained, and the possibility of negative long term socio-emotional outcomes for these children. Drawing on data from the nationally representative Longitudinal Study of Australian Children (n = 4464), this paper provides an Australian perspective on the practice of grade retention, specifically investigating repeating the Kindergarten year. Our results indicated that nearly half of grade retention occurring by Year 6 occurs in the Kindergarten year, the main reasons being related to learning and behavioural difficulties. The analyses identified a number of child and family factors associated with grade retention, the strongest predictors being maternal mental health and parental receptive language concern, with school readiness, receptive language skills, and child hyperactivity also relevant factors. The paper considers implications for early intervention to support children’s academic trajectories through school.

中文翻译：

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包容和在澳大利亚重读幼儿园的做法

摘要 国际证据表明，被留用的儿童可能几乎没有或没有学业收益，并且这些儿童可能会产生长期的负面社会情绪结果。本文利用具有全国代表性的澳大利亚儿童纵向研究 (n = 4464) 的数据，提供了澳大利亚对留级实践的看法，特别是调查重读幼儿园一年。我们的结果表明，在 6 年级发生的成绩保留中有近一半发生在幼儿园那年，主要原因与学习和行为困难有关。分析确定了许多与成绩保持相关的儿童和家庭因素，最强的预测因素是孕产妇心理健康和父母接受语言的担忧，以及入学准备，接受性语言技能和儿童多动也是相关因素。该论文考虑了早期干预以支持儿童在学校学习的影响。