This paper describes the outcomes of a small-scale project involving 19 secondary schools. The project investigated how effectively issues of homophobic bullying and sexualities were addressed through secondary schools' formal policies and areas of the curriculum. Outcomes indicate that sexual orientation was mentioned in two-thirds of Equal Opportunities policies but was not mentioned speci®cally in any Anti-Bullying policies. Staff highlighted the need for training in issues surrounding sexualities, homophobic bullying and clari®cation of Section 28. Implications for the work of educational psychologists are discussed, including raising awareness and clarifying issues in schools as well as informing whole school development work.

Indigenous family life has been a key target of family and child policies in Australia since colonisation. In this paper, we identify four main policy eras that have shaped the national and state policy frameworks that have impacted Indigenous families: the protectionism, assimilation, self‐determination and neoliberalism eras. Our analysis of these national and state policy frameworks reveals an enduring and negative conceptualisation of Indigenous family life. This conceptualisation continues to position Indigenous families as deficient and dysfunctional compared with a white, Anglo‐Australian family ideal. This contributes to the reproduction of paternalistic policy settings and the racialised hierarchies within them that entrench Indigenous disempowerment and reproduce Indigenous disadvantage. Further, it maintains a deficit paradigm that continues to obfuscate the positive aspects of Indigenous family life that are protective of Indigenous well‐being.

In this study, Indigenous children's affective engagement with primary school is examined in terms of feelings of involvement and belonging at school and towards education as a worthwhile pursuit. Previous Australian research has concentrated on Indigenous children's education through attendance and school performance. Data from wave 6 of the Longitudinal Study of Indigenous Children are used to investigate the socio-structural, subjective and relational factors which influence affective engagement with school. Results show that good relationships with peers and teachers are positively associated with Indigenous children's affective engagement. Negative feelings about Indigenous identity are negatively associated with affective engagement. Socio-structural factors associated with higher affective engagement include being female, living in remote areas and being healthier. Results also show that parental education, employment, household income or area-level socioeconomic circumstances are not associated with affective engagement. These results suggest that factors influencing Indigenous children's affective

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Whilst the needs of looked after children are rightly acknowledged, prioritised and supported within the school system, the similar needs of children who have been adopted from the care system, remain less visible. In this paper, the potential impact of profound loss for children and young people who are adopted, particularly on the experience of school is explored and research undertaken with a group of adoptive parents, shared.