This chapter recommends an approach to teaching art in the early years that begins with an underpinning layer of post-structuralist theory. Post-structuralist theories help to examine and question some heartfelt beliefs about art in the early years. There are a number of different theories for teaching the arts with young children. Mostly, it is the role of the teacher that is the focus for examination and analysis. Educators can use theory about discourse and the construction of ideas, thoughts and practices to challenge taken-for-granted beliefs and consciously decide on ways they can support children’s arts learning and their wellbeing.

This chapter contributes an Australian perspective to a growing body of scholarship that explores “applied” hip-hop programs. It begins by introducing international studies that examine how and why hip-hop is used for applied aims, including concerns that hip-hop culture may be trivialised or exploited in institutional settings. The focus then shifts to Australia, where hip-hop workshops have been running since the 1980s. This background informs a literature review that outlines how hip-hop is drawn on in diverse settings from schools to youth centres with an emphasis on hip-hop music (rhyme writing / music production). The review suggests that applied programs are important creative outlets that achieve diverse educational and wellbeing outcomes. However, a recurrent theme is the need for further research. The chapter concludes by linking the literature review with a case study: a pilot project that evaluated hip-hop workshops for First Nations young people in Adelaide. This project found that mentors who run applied programs view hip-hop as a vital tool for self-expression and emotional healing. Together, the literature review and case study demonstrate the potential power of hip-hop but also the need for more evaluations of applied hip-hop programs especially in settings outside of North America, like Australia.

The power of meaning is revealed in diverse arenas from health and wellbeing, to economics, to the way children engage their worlds, to the organized worldviews of adults. The goal of this book is to go beyond past work on meaning and social relationships by considering comprehensive developmental data at each phase of life that was not previously available.

Training as an anaesthetist can be very demanding and self-care and the wellbeing of the anaesthetist are of essence. Demanding work schedules include night shifts which can be particularly difficult to adjust to for some. Practical advice is stated on how to overcome and adapt to these. Green anaesthesia has gained large importance in ensuring sustainability in healthcare. In the UK anaesthetic cases and Nitrous Oxide contribute around 2% of all NHS greenhouse gas emissions. Steps to reduce the individual anaesthetists’ carbon footprint are discussed.

An overview of the anaesthetic training program is stated in addition to practical advice on enhancing portfolio work. Departments are required to run morbidity and mortality meetings which can be a good opportunity for the anaesthetic trainee. These meetings focus on a specific patient case and may lead to an action plan within the department. This chapter focuses on ways to make the most out of anaesthetic training and offers guidance to the training structure and requirements.

The environments we create for the infants and toddlers in early childhood education (ECE) settings are critically important because they shape the daily lived experience of children and educators, and create the conditions for children’s interactions, wellbeing, engagement, learning and development. ECE environments are not neutral, nor are they natural. They are constructed in specific ways for specific purposes and are a representation of our philosophy that ‘speaks’ to children, educators and families about our image of the child, about the value we place on family, culture and community, and about our beliefs regarding teaching and learning. ECE environments are political because they influence the possibilities for interactions, relationships, empowerment and agency.

In contemporary Australian society, the word ‘quality’ is ever-present in professional and political discussions about early childhood education. Educators and families are told that ‘quality is important’; curriculum documents, such as Australia’s Early Years Learning Framework (EYLF), aim to enhance quality; services are rated for the quality of education and care that they deliver; and governments regulate service conditions and provisions in order to facilitate the provision of high quality practice. Together, these social, professional and political structures communicate a strong message that quality matters for young children’s learning and wellbeing.

Once you have finished university and are ready to teach in a classroom, have you finished learning? While you probably have immediate things to learn about – your new school or casual teaching, the syllabuses that you will be working with, the students you will be teaching, your colleagues and the realities of day-to-day behaviour management – there are other ways in which your learning does not stop once you have graduated. The expectation that teachers will not stop learning is realistic, as there will always be changes (social, economic, political and technological) that have to be accommodated. Developing technologies have led to changes not only in what teachers have to learn, but also in how they learn. Formal pathways for professional learning have been supplemented by informal methods. You now begin your journey from graduate to proficient, according to the roadmap through the Australian Professional Standards for Teachers (APST) provided by the Australian Institute for Teaching and School Leadership. You have embarked on an exciting career that offers numerous options for development.

A fundamental task for you, as a teacher, is to get to know and understand the students you teach in the broad context of the school, community and society in which they live. By doing this, you will increase your awareness of the diverse backgrounds, experiences and needs of your students and their families. Knowledge and understanding will shape your teaching philosophy, influence your views and attitudes, and guide you in effectively teaching and supporting your students. This chapter aims to support you in answering the question: Who are my students? We will examine several theories to help you explore ways of viewing, understanding and thinking about teaching for diversity. Australian data and statistics, and teacher and student narratives, will provide you with a snapshot of today’s student cohort. This includes students from diverse family, religious, cultural, linguistic and socio-economic backgrounds, and those with a range of abilities, disabilities and orientations. You will gain insight into some of the impacts of mental health and complex trauma on children and young people and consider your role in fostering positive school experiences for all students.

Engaging in acts of kindness, such as volunteering and donating, has profound benefits for mental and emotional wellbeing. These actions foster a sense of purpose and fulfilment, enriching both personal lives and communities. Volunteering promotes social responsibility and community cohesion, fostering empathy and personal growth. Research shows that volunteering is associated with greater life satisfaction, reduced symptoms of depression and anxiety, and improved cognitive function, particularly in older adults. The act of giving activates brain regions involved in reward and social attachment, releasing neurotransmitters like dopamine and serotonin that enhance mood and promote pro-social behaviour. Serotonin levels influence empathy and cooperation, while dopamine reinforces altruistic behaviour. Pro-social actions contribute to a harmonious society, fostering connection, understanding, and mutual support. Despite global challenges, people continue to donate and volunteer, driven by a sense of global responsibility and empathy. Embracing kindness not only benefits others, but also enhances personal wellbeing and satisfaction, regardless of age.

Work occupies a significant portion of our lives, providing not only financial stability, but also structure, social interaction, and a sense of purpose. In addition, many jobs contribute to society in a beneficial way. While some jobs offer intrinsic satisfaction and personal growth, others may cause stress and burnout. Meaningful work promotes cognitive health by stimulating problem-solving, critical thinking, and learning. Engaging in social interactions at work enhances emotional intelligence and fosters collaboration, creativity, and innovation. Moreover, work contributes to cognitive resilience and may even reduce the risk of dementia in later life. It’s crucial to acknowledge and manage workplace stress through strategies such as maintaining work–life balance, seeking social support, and setting boundaries. This is particularly important considering the increase in hybrid working. Employers play a key role in creating supportive work environments that prioritize employee wellbeing. Overall, meaningful work enriches our lives, promotes cognitive vitality, and contributes to a fulfilling and balanced lifestyle.

Mindfulness has evolved from a psychological intervention to a transformative lifestyle practice, offering profound benefits for mental health and cognition. By focusing on the present moment, mindfulness cultivates self-awareness and effective coping mechanisms, thereby reducing stress and promoting emotional regulation. Evidence suggests that structured mindfulness training enhances emotional wellbeing, mitigating anxiety and depression, and improving sleep quality, even during periods of heightened stress like the COVID-19 pandemic. In educational settings, mindfulness contributes to reduced depression and anxiety while enhancing academic performance. Moreover, it fosters resilience and job satisfaction among professionals in high-stress environments. Cognitive benefits of mindfulness include improvements in executive function, attentional control, and working memory, even in neurological and neuropsychiatric disorders. Neuroscientific studies reveal structural and functional brain changes in regions involved in attention and emotion regulation. Embracing mindfulness as a regular practice empowers individuals to navigate life’s challenges with resilience, promoting mental health, creativity, and overall quality of life.

Social interaction with friends and family is pivotal for our cognitive development, mental health, and overall wellbeing. These connections shape our understanding of ourselves, others, and the world around us. Research consistently highlights the positive impact of social engagement on cognition and mental health, from stimulating problem-solving skills to combating loneliness and reducing stress. The brain regions activated during social interactions underscore the significance of social cognition, empathy, and emotional processing. Particularly during adolescence, positive friendships play a crucial role in emotional resilience and healthy development. Studies suggest an optimal number of close friends for mental health benefits, emphasizing quality over quantity in social relationships. Social support networks bolster resilience and aid in recovery from mental health disorders. Conversely, social isolation poses risks to brain health and mental wellbeing, highlighting the importance of maintaining social connections throughout life. Engaging in social activities, whether through clubs, volunteering, or hobbies, fosters social interaction and enhances overall wellbeing. In a world increasingly driven by technology, prioritizing face-to-face social interaction remains essential for brain health, cognition, and mental wellbeing.

Exercise is an essential ‘all-rounder’ benefiting brain, cognition, mood, and physical health. It aids weight management, reduces obesity, and mitigates risks of heart disease, diabetes, and high blood pressure. Enhanced cardiovascular health and reduced stress levels are additional perks. Socially interactive activities like group workouts foster emotional wellbeing and reduce isolation. Aerobic and anaerobic exercises vary in intensity and benefits, with heart rate and METs helping gauge intensity. Studies suggest as little as 11 minutes of vigorous activity daily reduces mortality and disease risks. Exercise triggers endorphins, reducing depression and stress. It also influences serotonin levels, improving mood and wellbeing. Exercise enhances brain health and cognition by increasing neuroplasticity, cerebral blood flow, and hippocampal volume. It benefits individuals of all ages, preventing age-related cognitive decline. Integrating exercise into daily life routines positively impacts physical and mental health, promoting overall wellbeing and longevity. Regular, enjoyable exercise routines yield profound benefits for individuals and society alike