Developmental vulnerability in children often impacts social, educational, and health outcomes that then determine a child’s developmental trajectory into adolescence and adulthood. It is widely accepted that early detection of vulnerability and implementation of targeted educational support can optimise children’s outcomes, particularly when implemented via a holistic, cross-institutional approach with community and multi-stakeholder engagement. However, developing and sustaining community collaboration on the scale necessary to achieve such an outcome is challenging, and communities seeking to do so may be able to learn from others where such outcomes have been achieved. It is in this context that we describe the formation and activities of the Griffith University-Nerang Alliance (GU-NA) collaboration, a co-designed community-wide endeavour aimed at ensuring every child has a healthy and successful start to school in Nerang and surrounding suburbs in southeast Queensland, Australia. Using the Knowledge-To-Action Framework, we reflect on the process for establishing and sustaining the collaboration focussing on supporting children’s transition to school, including challenges and lessons learned. We highlight the importance of a systematic, co-designed approach to collaboration, and share processes and lessons learned with the view to supporting similar collaborations in other communities.

儿童的发育脆弱性通常会影响社会，教育和健康状况，进而决定儿童进入青春期和成年期的发展轨迹。人们普遍认为，及早发现脆弱性和实施有针对性的教育支持可以优化儿童的学习效果，特别是在通过整体，跨机构，社区和多方利益相关者参与的方法实施时。但是，在实现这种成果所必需的规模上发展和维持社区合作具有挑战性，而寻求这样做的社区可能能够从已经取得这种成果的其他人那里学习。在此背景下，我们描述了格里菲斯大学-尼朗联盟（GU-NA）合作的形成和活动，一项共同设计的社区范围的努力，旨在确保每个孩子在澳大利亚昆士兰州东南部的尼朗及周边郊区都能健康，成功地入学。使用“知识到行动”框架，我们思考建立和维持合作的过程，重点是支持儿童过渡到学校，包括挑战和经验教训。我们强调系统，共同设计的协作方法的重要性，并分享过程和经验教训，以支持其他社区中的类似协作。我们思考建立和维持合作的过程，重点是支持儿童过渡到学校，包括挑战和经验教训。我们强调系统，共同设计的协作方法的重要性，并分享过程和经验教训，以支持其他社区中的类似协作。我们思考建立和维持合作的过程，重点是支持儿童过渡到学校，包括挑战和经验教训。我们强调系统，共同设计的协作方法的重要性，并分享过程和经验教训，以支持其他社区中的类似协作。