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This paper provides a systematic review of education literature focused on identifying school-based approaches for developing students' intercultural understanding. Studies were assessed using selection criteria and then critically appraised for study quality. A key finding from the review is that developing students' intercultural understanding beyond cultural awareness requires students and teachers to take a critical approach toward cultural diversity, as well as the opportunity for ongoing intercultural and intergroup contact. Studies reported that only building cultural awareness and knowledge is not enough to promote long-term changes in attitudes. There is a need for more rigorously evaluated longitudinal school-based interventions. Finally, studies consistently call for investment in teachers' professional and personal intercultural capabilities. The paper concludes by calling for school-based interventions that are informed by best practice approaches at a whole school level in order to effectively develop students' intercultural attitudes and skills.

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Ethnic-racial socialisation is broadly described as processes by which both minority and majority children and young people learn about and negotiate racial, ethnic and cultural diversity. This article extends the existing ethnic-racial socialisation literature in three significant ways: (1) it explores ways children make sense of their experiences of racial and ethnic diversity and racism; (2) it considers ways children identify racism and make distinctions between racism and racialisation; and (3) it examines teacher and parent ethnic-racial socialisation messages about race, ethnicity and racism with children. This research is based on classroom observations, semi-structured interviews and focus groups with teachers, parents and students aged 8-12 years attending four Australian metropolitan primary schools. The findings reveal that both teachers and parents tended to discuss racism reactively rather than proactively. The extent to which racism was discussed in classroom settings depended on: teachers' personal and professional capability; awareness of racism and its perceived relevance based on student and community experiences; and whether they felt supported in the broader school and community context. For parents, key drivers for talking about racism were their children's experiences and racial issues reported in the media. For both parents and teachers, a key issue in these discussions was determining whether something constituted either racism or racialisation. Strategies on how ethnic-racial socialisation within the school system can be improved are discussed.

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Drawing on select examples of adoption policy, this article considers key assumptions in discourse about ‘the best interests of the child’. The central argument is that the life-long impact of adoption needs to be recognised so that the long-term interests of adoptees are met, and not only when they are children. Based on doctoral research into the experiences of adult Korean adoptees in the United States and Australia, this article argues that currently post-adoption services are geared to adoptive parents and the adoptee-as-child and do not adequately address the needs of adoptees beyond childhood. Accurate and accessible information is important for adoptees as they try to understand their past and make sense of their identities.

"Our research looked at Asian Australians’ experiences of racism before and during the COVID-19 pandemic. We examined how these experiences are associated with their mental health, wellbeing and feelings of belonging. We analysed how targets and witnesses respond to racist incidents, and whether they report these incidents.