Jon Quach

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Associate Professor

University of Melbourne

Australia

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About

Jon Quach is an Associate Professor at The University of Melbourne, Australia. His research primarily focuses on child well-being, mental health interventions in educational settings, and early childhood education. Recent articles include systematic reviews and studies on mindfulness-based art interventions, the feasibility of mental health coordinators in primary schools, and measures of mental health literacy for children. He is committed to advancing knowledge and practices that support the social-emotional well-being of young learners.

Recent Grants

Grant: Close

Does a teacher-led mindfulness intervention improve student outcomes? This project aims to determine if improving teacher knowledge and practice of mindfulness in the classroom, can lead to better child attention and school functioning outcomes during the early primary school years

Open Date: 2019-03-26

Close Date: 2022-12-31

Grant: Close

How health shapes young children’s academic outcomes, and opportunities to intervene

Open Date: 2014-01-16

Close Date: 2017-06-30

Grant: Close

Improving school transition by improving child sleep: a translational randomised trial

Open Date: 2012-01-01

Close Date: 2016-12-31

Grant: Close

Preventing early academic problems by improving working memory: Translational randomised trial

Open Date: 2011-01-01

Close Date: 2014-12-31

Grant: Close

Randomised controlled trial of a sleep intervention to improve child behaviour, quality of life and learning

Open Date: 2008-01-01

Close Date: 2011-12-31

Articles (29)

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Collaborators (24)

Mark A. Bellgrove

AUSTRALIA

Jon Quach

Research Interests

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About

Recent Grants

Articles (29)

Applying Conceptualisations of Child Well-being to Early Childhood Education and Care: A Scoping Review of the Literature

Feasibility and Acceptability of Mental Health and Wellbeing Coordinators in Australian Primary Schools: A Mixed-Methods Study

How are we measuring domains that influence teacher readiness for change? A scoping review of existing instruments in non-tertiary settings

Mindfulness-Based Art Interventions for Promoting Child and Adolescent Mental Health and Well-being: A Systematic Review

Supporting Young Children’s Social–Emotional Wellbeing in Early Childhood Education and Care: Perspectives from the Sector

Systematic review of outcome measures used in evaluation of school-based mental health interventions

Measures of mental health literacy for supporting children and their psychometric properties: A systematic review

Educational and developmental gains in early childhood (EDGE) study protocol: investigating the impact of funded three-year-old kindergarten

How Are We Measuring Resilience in Children? A Systematic Review

P-776 School-age outcomes among IVF and ICSI -conceived children: a causal inference analysis using linked population-wide data

An adaptation of the KidCOPE: the KidCOPE-parent (KidCOPE-P) – a parent-report measure of child coping strategies

The association of self-reported sleep and circadian measures with glycemic control and diabetes complications among young adults with type 2 diabetes.

Feasibility of school-based screening for high blood pressure in children: the healthy hearts @ school study

Barriers to supporting children's mental health in Australian primary schools: Perspectives of school staff

An implementation case study for the Response to Intervention (RTI) approach for oral language and reading instruction in the early years of primary school

BMX

Getting it Right from the Start (GIRFTS): protocol for a stepped-wedge cluster randomised controlled trial of a school-based framework to improve children's oral language and reading outcomes

Effectiveness, Acceptability, and Feasibility of a School-Based Program for Detecting High Blood Pressure in Children

Associations Between Anxiety and Home Learning Difficulties in Children and Adolescents with ADHD During the COVID-19 Pandemic

Improving primary to secondary school transitions: A systematic review of school-based interventions to prepare and support student social-emotional and educational outcomes

Longitudinal Associations Between COVID-19 Stress and the Mental Health of Children With ADHD

Associations of Changes in Sleep and Emotional and Behavioral Problems From Late Childhood to Early Adolescence

School-age outcomes among IVF-conceived children: A population-wide cohort study

Educational Outcomes for Children at 7 to 9 Years of Age After Birth at 39 vs 40 to 42 Weeks' Gestation

School Age Developmental Outcomes of Children Conceived by IVF Compared with Controls: A Population Linkage Study

Supporting children’s mental health in primary schools: a qualitative exploration of educator perspectives

O-085 School-Age Outcomes Among IVF-Conceived Children: A Causal Inference Analysis Using Linked Population-Wide Data

Data Resource Profile: Melbourne Children's LifeCourse initiative (LifeCourse)

Developmental Outcomes for Children After Elective Birth at 39 Weeks' Gestation

Collaborators (24)

Mark A. Bellgrove

Elizabeth M. Westrupp

Kristen Knutson

Catherine Johnson

Julia Hall

Kimberly Drews

Margaret Kern

Kate Scott

Lisa McKay-Brown

Sharon Goldfeld

Ruth Beatson

Anna Middleton

Craig Olsson

Susan Phillipa Walker

Jemimah Ride

Guyonne Kalb

Lisa Mundy

Margarita Moreno-Betancur

Georgia Dawson

Catherine Quinlan

Tricia Eadie

Emma Sciberras

Babak Mokhlesi

Dave Camilleri

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