Barriers to learning, medical ones in particular were targeted in 2006 at Linwood College as part of an ongoing study by LANE - (Literacy And Numeracy Empowerment Project).

The Collaborative for Research and Training in Youth Health and Development were contracted with a team of health professionals to examine the eyes, ears, nose and throat, and a full dental check was carried out at a local dentist.  Linwood College compiled student demographics, aerobic fitness and health measurements, administered a HEADSS assessment for mental health, and recorded academic performance and pastoral care of the students.  This was all conducted as part of a Health Expo.

This study detailed the individual demographic characteristics of the Linwood College  students,  highlighted the concerns expressed in the health assessments, the health measurements and the aerobic fitness of the group of 450 Year 9 and Year 10 students in 2006.  It then measured the post intervention academic progress of those medical interventions. The initial data and subsequent follow-up identified potential medical barriers to learning and suggested that students may not have made the expected academic progress in previous years.

There is a need to ensure that children in early primary school are assessed and receive the appropriate intervention(s) to ensure that they can make the appropriate gains in literacy and numeracy.

It is likely that there will be some change in a child's health status as they progress through school and a further health assessment and intervention to check on this is required in early adolescence.

• That there be systemic change in Primary health care to ensure that appropriate health assessments and interventions are implemented at appropriate ages to identify and rectify health barriers to learning.

The transient nature of the Linwood College student population as evidenced by this study identifies a need for some form of effective national tracking system for the recording of health assessments and interventions to ensure that all students receive follow-up assessments and treatment.

• That there be cross-agency cooperation in the establishment and maintenance of a database that records, amongst other things, student health assessment and interventions to address health barriers to learning. This data needs to be accessed by schools and agencies involved with each student.

When GATE students are examined as a separate category, the data demonstrates that they have the same health needs as other students although there are differences in a significant number of demographic and academic characteristics, which may affect their academic performance.  These students are not better off health-wise because they are gifted and talented.  The health interventions demonstrated that health barriers to learning can be removed and that  when this occurs their progress is even more significant than other students who had an intervention. These interventions also need to be actioned at an earlier age to ensure all students can achieve a positive engagement with the learning process.

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