Understanding the determinants of social and emotional wellbeing (SEWB) in Aboriginal and Torres Strait Islander children will help to direct policy intent and investment in school readiness.
A conceptual framework was developed to represent SEWB. Principal Component Analysis (PCA), ordinal regression and linear regression techniques were used to explore associations between factors in the first two years of life and Strengths and Difficulties Questionnaire (SDQ) scores at the time of starting school for Footprints in Time children.
PCA was not an appropriate method for the Footprints in Time data. Better general health of the child, exposure to fewer major life events and better mental health in the first two years of life were weakly associated with better SDQ scores.
The holistic and culturally-specific concept of SEWB is not captured by the SDQ. Further work is required to develop measures that privilege Indigenous ways of knowing and being.