Search

This study examined the level of social communication problems (SCP), social anxiety (SA), and mood problems (MP) among children with ASD (age 4–13 years) enrolled in special classes (n = 74) and regular classes (n = 73) and grade level (kindergarten, 1st–3rd, 4th–6th) from teachers' perspective in schools of Palestinian Arabs in Israel. Teachers responded to three questionnaires about (1) SCP, (2) SA and (3) MP; the teachers' responses to the questionnaires were used to answer the research questions. Results: SCP, SA and MP were of medium rates for students with ASD enrolled in regular and special classes. No significant differences in the level of SCP could be attributed to class type (Regular, Special) or the grade level (kindergarten, 1st–3rd, 4th–6th). There were significant differences in SA levels that could be attributed to grade level in favor of the 4th–6th grades but there were no significant differences according to class type (Regular, Special). There were statistically significant differences in MP levels that could be attributed to the class type in favor of special classes, and the effect of grade level was not significant. There was a direct significant relationship between SCP, SA, and MP. Conclusion: SCP may be an important risk factor for the development of SA and MP among students with ASD, which lead us to incorporating social skills interventions by educational staff to alleviate or even prevent symptoms of SA and MP among students with ASD, which supports the view of inclusion [ABSTRACT FROM AUTHOR]

Although school engagement is crucial to child development, research on children with intellectual disabilities in mainstream schools is scant. This sequential, explanatory mixed-methods study examined the ways in and extent to which children with intellectual disabilities participate in mainstream school activities, as well the personal and environmental factors that affect their participation. A total of 101 general teachers provided quantitative data, while eight children with intellectual impairments and their teachers and peers provided qualitative data. In the quantitative survey, no significant differences were observed between children with and those without intellectual disabilities regarding school absence, but a low similarity existed in their extent of participation. Children with intellectual disabilities engaged most frequently in life-skills and after-school activities and least frequently in social and volunteer activities. School participation was affected by the degree of disability and environmental variables. We derived two themes from qualitative research: (1) school participation of children with intellectual disabilities; and (2) factors associated with school participation of children with intellectual disabilities. The results suggest strategies that may promote the participation of children with intellectual disabilities in mainstream schools. [ABSTRACT FROM AUTHOR]

The article focuses on the risk of aesthetic injustice in education, particularly in relation to imagination and its role in maintaining democracy. Topics include the rise in book bans in U.S. schools, the concept of aesthetic injustice as a form of oppression that limits imaginative capacities, and the interplay between aesthetic and epistemic injustice, which highlights combatting such injustices requires attention to both epistemic and aesthetic dimensions to ensure that individuals retain the ability to imagine alternative possibilities for themselves and society.

Copyright of African Journal of Reproductive Health is the property of Women's Health & Action Research Centre and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The transition from early childhood special education into school-based special education services is often the first major educational change for children with special needs. Parents are critical to children's successful transitions. This systematic review compiled parent-reported data from 20 peer-reviewed quantitative and qualitative empirical studies to identify consistent themes regarding parents' experiences during the early childhood special education transition. Themes for parents' reported experiences reflected three ecological contexts of children's development: family, school, and the special education system. Parents reported challenges relating to communication with their new schools and confusion navigating special education procedures but relied on support from their early childhood service providers. These experiences were differentially related to parents employing advocacy strategies for their child or taking a passive role in the process. Findings suggest a need for improved parent resources to support families' adjustment and their roles in their child's education in this transition period. [ABSTRACT FROM AUTHOR]

Speech, language and communication needs (SLCN) remain one of the main areas of concern impacting children and young people's life outcomes. This article sets out the case for taking a population-health based approach to anticipating need and building whole systems around children in their functional contexts, whether home, early years setting, school or further education. The demand on services providing speech and language therapy continues to increase year on year. Using a population-health approach to predicting areas of higher anticipated SLCN and establishing robust collaborative approaches to improving the context for children and young people vulnerable to SLCN, there is the potential to address a significant number needs within everyday contexts. This approach continues to require a highly skilled speech and language therapy workforce. For maximum impact, those skills should be deployed in the places children and young people live, learn and have leisure, working directly with children but also ensuring the wider workforce are supported to enable early identification, prevention, and intervention. This approach requires a move away from a traditional referral model to one of easy access to expertise. Finally, the implications for paediatric services and the opportunities presented by a different way of using the multi-disciplinary team are proposed. [ABSTRACT FROM AUTHOR]

Importance: Contextual elements at school playgrounds compromise the right to play. An occupation-based social transformation project to foster occupational justice in play at a school playground was conducted. Objective: To better understand barriers to and facilitators of children's participation in occupations at the school playground to co-create actions that enable play. Design: A participatory methodology—Photovoice—was used. The research consisted of four phases: involving the community in the research design, community-led data generation and analysis, discussion of findings to increase the community's awareness, and a community agenda for changing the playground. Setting: Public primary school playground in northwest Spain. Participants: All children (n = 450, ages 3–12 yr), families (n = 12), and teachers (n = 15) participated. A thematic analysis of visual, textual, and oral material was conducted, including member checking. Results: The study revealed several barriers to play, including the short recess duration, poor floor (surface) conditions, jail-like atmosphere, and violence. However, participants identified an ad hoc lending games system and playground murals advocating for children's rights as facilitators. These findings have direct implications for improving the play environment. Conclusions and Relevance: Conflicting priorities between children's and adults' desires and needs for the playground were unveiled, displaying the relevance of invisible contexts (i.e., social or institutional contexts) in shaping play opportunities. A critical occupational stance combined with a participatory and playful methodology generated space to unveil these conflicting priorities, reconcile agendas, raise awareness, and propose collective actions to transform the playground. Plain-Language Summary: Playing is fundamental to children's development and inclusion. This study focused on making school playgrounds better places for kids to play. Researchers found that things such as short playtimes, bad playground conditions, and violence made it tough for kids to enjoy playing, but they also discovered some good things, such as a system for borrowing games and colorful murals promoting children' rights. These findings show that changing the playground's physical and social environment can make a big difference for kids. By listening to kids and working together, adults and children can create playgrounds where all kids can play meaningfully and safely. Occupational therapists can promote such processes. Changing a playground's physical and social environment can create better places for kids to play. [ABSTRACT FROM AUTHOR]

Importance: Assessment of praxis skills is an essential aspect of understanding autistic children's development of play and playfulness. Objective: To assess the relationship and influence of ideational praxis skills on play skills and playfulness among autistic children. Design: A cross-sectional study. Settings: Homes, schools, and early care centers across Spain. Participants: Children ages 4 yr 6 mo to 6 yr 11 mo (45 typically developing [TP] and 45 with autism spectrum disorder [ASD]). Outcomes and Measures: Student's t tests were used to compare means between the two groups. Pearson's correlation and multiple linear regression were used to determine possible effects of ideational skills on play and playfulness. Results: Scores for the TP group were significantly higher than those of the ASD group on all play dimensions—space management, t(88) = 4.58; material management, t(88) = 5.86; pretense–symbolism, t(88) = 8.12; and participation, t(88) = 7.31—and on the Test of Playfulness (ToP), t(88) = 10.18, and Test of Ideational Praxis (TIP), t(88) = 4.38 (all ps <.001). Multiple linear regression revealed a statistically significant effect of TIP dimensions—space management, F(3, 41) = 4.83, p <.042; material management, F(3.41) = 8.49. p <.001; pretense–symbolism, F(3, 41) = 5.66. p <.002; and participation, F(3.41) = 7.81. p <.001—and on the ToP, F(3, 41) = 5.96. p <.002. Conclusions and Relevance: Ideational praxis skills combined with diagnostic information significantly predicted play skills and playfulness, highlighting the influence of ideation on play. Plain-Language Summary: This article provides data supporting the influence of ideational praxis skills on the play skills and playfulness of autistic children. Understanding how ideational praxis skills affect the ability to recognize and act on object affordances might promote greater possibilities for play interactions among autistic children. The study findings provide data that support the influence of ideational praxis skills on the play skills and playfulness of autistic children. [ABSTRACT FROM AUTHOR]

Research on Traveller education in Ireland is limited. Internationally, studies on the education of the Traveller, Roma or Gypsy community tend to focus on educational participation and exclusion, discrimination, identity and belonging with little focus on the representation of Traveller student across different types of schools and educational settings. This chapter examines the distribution of Traveller students across mainstream and alternative education settings in Ireland, and how this distribution varies across different types of schools and centres. Using data from the Growing Up in Ireland principal survey and survey data from Irish alternative education providers (The National Youthreach Programme), it explores the concentration of Travellers in mainstream provision, in designated disadvantaged schools (Delivering Equality of Opportunity in Schools [DEIS]) compared to non-DEIS schools, and alternative education in Ireland. Findings show a higher representation of Traveller students in schools designated disadvantaged compared to non-disadvantaged settings and greater numbers of Traveller students in large primary and, to a lesser extent, secondary schools. The findings for alternative education show that Traveller young people make up 15% of learners which is higher than their representation in the general population or the school system. There is marked regional variation with higher representation of Travellers in alternative education settings in the West of Ireland compared to other regions. With increasing policy emphasis on inclusive education and the need to increase retention of students from Traveller backgrounds, it is perhaps an opportune time to explore the distribution of Traveller students across different school and alternative educational contexts so that educational supports can be targeted more effectively. [ABSTRACT FROM AUTHOR]

This bibliography contains journal articles, book chapters, books, edited volumes, theses, grey literature, bibliographies and other resources on the multi-faceted relationship between terrorism and education. It covers a wide range of aspects (such as how education affects radicalisation processes, the impact of (counter-)terrorism on educational institutions, or the training of terrorist actors). The bibliography focuses on recent publications (up to April 2024) and should not be considered as exhaustive. The literature has been retrieved by manually browsing more than 200 core and periphery sources in the field of Terrorism Studies. Additionally, full-text and reference retrieval systems have been employed to broaden the search. [ABSTRACT FROM AUTHOR]

This article seeks to understand the processes of gender socialisation in schools. The article endeavours to analyse the construction of normative femininity in the strict contours of schooling and to capture the response of students to it. The context of this article is the critique of the celebrated Kerala development model, suggesting that a better status for women continues to be a challenging process. The research was carried out on adolescents in two all-girls schools in Kerala, a convent private school and a government school. Qualitative research methods were used for the study. The research foregrounds how schooling continues to perpetuate the social control of girls that undercuts the efforts and aims of the curriculum. The article presents key aspects of the socialisation of female sexuality that spawns a stereotypical and rigid femininity. [ABSTRACT FROM AUTHOR]

Copyright of Revista Ciência & Saúde Coletiva is the property of Associacao Brasileira de Pos-Graduacao em Saude Coletiva and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this case study, we describe a well-resourced private school in New York City that implemented COVID-19 mitigation measures based on public health expert guidance and the lessons learned from this process. Avenues opened in New York City in 2012 and has since expanded, becoming Avenues: The World School, with campuses in São Paulo, Brazil; Shenzhen, China; the Silicon Valley, California; and online. It offers education at 16 grade levels: 2 early learning years, followed by a prekindergarten through grade 12. We describe the mitigation measures that Avenues implemented on its New York campus. We compare COVID-19 case prevalence at the school with COVID-19 case positivity in New York City, as reported by the New York State Department of Health. We also compare the school's indoor air quality to ambient indoor air quality measures reported in the literature. The school's mitigation measures successfully reduced the prevalence of COVID-19 among its students, staff, and faculty. The school also established a consistently high level of indoor air quality safety through various ventilation mechanisms, designed to reduce common indoor air pollutants. The school received positive parent and community feedback on the policies and procedures it established, with many parents commenting on the high level of trust and quality of communication established by the school. The successful reopening provides useful data for school closure and reopening standards to prepare for future pandemic and epidemic events. [ABSTRACT FROM AUTHOR]

Copyright of RED - Revista de Educación a Distancia is the property of Universidad de Murcia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

There is limited information about expert school nurses' experiences regarding the reopening of schools in the school setting during the COVID-19 pandemic. This study aimed to explore the views and experiences of reopening schools among expert school nurses during the COVID-19 pandemic. We conducted semi-structured interviews with five focus groups of 24 school nurses. A grounded theory methodology was used to analyze emergent concepts, categories, and themes. We identified five themes related to the experiences of expert school nurses during the COVID-19 pandemic: unprepared response system, fighting alone, centering the response system, redefining roles, and together against. Despite the high workload of school nurses during the COVID-19 pandemic, the expert school nurses led to clarification and expansion of the role of the school nurse role, and highlighted the relationships among school staff who were essential participants of the school health team during the pandemic. It is imperative to shift the perception that school nurses are health professionals who play key managerial roles with collaboration within and beyond the school. • School nurses should be at the front line, as they are the only healthcare professionals in the school during the COVID-19 pandemic. • School health work should not be done solely by school nurses but by the school system, utilizing resources outside the school system as needed. • School nurses have been able to solidify their health professional positions. [ABSTRACT FROM AUTHOR]

Importance: Disruption in school and the workplace are health concerns for transgender people. Objective: To evaluate transgender individuals' thoughts and comfort with how others perceive their gender identity (social affirmation) and its association with outness in the workplace and mistreatment at work or school. Design: Cross-sectional survey. Participants: Survey respondents older than age 18 yr from the Study of Transition, Outcomes & Gender cohort (N = 696; n = 350 assigned male at birth, n = 346 assigned female at birth [AFAB]). Outcomes and Measures: Ever "out" to employer and treated unfairly at work or school or fired from job. Predictors were high social affirmation and comfort with how others perceive own gender identity. Descriptive statistics and logistic regression were used for analyses. Results: Individuals reporting high social affirmation were less likely to experience mistreatment at work or school than those with low social affirmation (odds ratio [OR] = 0.57, 95% confidence interval [CI] [0.38, 0.86]). Individuals AFAB who felt comfortable with how others perceived their gender identity were less likely to be out to their employers than individuals AFAB who did not (OR = 0.45; 95% CI [0.20, 0.97]). Conclusions and Relevance: Individuals with high social affirmation were less likely to experience work or school mistreatment, and feeling comfortable with how others perceive their gender identity did not signify the need to be out. Plain-Language Summary: Occupational therapy practitioners can play a pivotal role when working with transgender individuals by assisting in creating new routines for self-presentation at work or school, navigating social environments, and providing guidance in self-advocacy skills. Individuals assigned male at birth may be in greater need because they report lower levels of social affirmation and acceptance at school and work than individuals assigned female at birth. This study highlights the pivotal role that occupational therapy practitioners can play when working with transgender people who are experiencing mistreatment at work or school. [ABSTRACT FROM AUTHOR]

Educational sign language interpreting services (SLIS) are vital for ensuring equal access to classroom information for mainstreamed deaf students. This study conducted interviews with 12 stakeholders, including deaf students and their parents, sign language interpreters, and resource room teachers, to comprehensively explore the status of educational SLIS in Taiwan, utilising the ecological systems theory as the framework. The findings underscore the critical importance of deaf students' sign language proficiency in the personal system. Sign language interpreters play a crucial role in enhancing their skills through additional time and support, leading to improved learning, motivation, and attitudes. At the microsystem level, parents of deaf students are key persons in advocating for the SLIS of primary school, while resource room teachers assist at the university level during the application process. In the mesosystem, interpreter stability is crucial for parents and students. Close collaboration between sign language interpreters and teachers is essential for adjusting teaching methods and seating arrangements, and interpreters should possess qualities like enthusiasm, patience, and an understanding of students' psychological development. At the exosystem level, higher education institutions offer established systems for educational SLIS, but primary schools lack clear regulations. Budget constraints limit comprehensive provision, making it challenging to attract qualified professionals. Increased funding and improved incentives are necessary. In the macrosystem, deaf parents expect early intervention with sign language learning resources to create a conducive environment for early sign language acquisition. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Medical Imaging & Radiation Sciences is the property of Elsevier B.V. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The rising population of Latina/o students in U.S. schools warrants a deeper understanding of recent immigrant families, particularly families' engagement in their children's education. Our study highlights the importance of unveiling the community cultural wealth of Latina/o immigrant families to deepen and enrich family-school connections. Our findings describe the many strengths immigrant families possess, including their ability to maneuver social institutions, engage in various social networks, and maintain hopes for the future. Families also presented with strengths acquired through multilingual experiences and confrontations with inequality. By acknowledging these innate strengths, schools are better equipped to cultivate strong family-school partnerships and student success. [ABSTRACT FROM AUTHOR]

This study evaluated a curriculum-based training on Youth Mental Health First Aid (YMHFA) for a Catholic school system in South Texas. It addressed underdeveloped areas of YMHFA literature by providing this training within the cultural context of religious institutions that predominantly serve Latinx youth. Catholic schools in South Texas have documented a rise in mental health concerns among their students. In 2018 the Health Resources and Services Administration designated the geographic area of the study as a high-need area experiencing a shortage of mental health professionals. The students served by the system identified as 70-percent Hispanic/Latinx. Teachers and staff at Catholic schools (n = 243) within this area received YMHFA training. Pretest/posttest results showed an increase in both confidence and knowledge. Data suggested that the training was impactful in reducing participants' mental health biases and instilling confidence to reach out to students, ask about suicide, and connect students with community resources for support. [ABSTRACT FROM AUTHOR]

Objectives: This study analyzed a large outbreak of coronavirus disease 2019 (COVID-19) that occurred during a high school field trip in the Jeonbuk region and aimed to identify risk factors for COVID-19 infection, with the goal of preventing such outbreaks in the future. Methods: A retrospective cohort study of 737 participants, including 668 students and 69 staff at High School A, was designed to describe the epidemiological characteristics of this large COVID-19 outbreak. Logistic regression analysis was performed to calculate relative risks (odds ratios [ORs]) and 95% confidence intervals (CIs). Results: There were 190 confirmed cases (174 students, 16 staff), with an attack rate of 25.8%. Small outbreaks were decreasing before the field trip, but this trend reversed after the trip, leading to larger outbreaks. Logistic regression showed an OR of 2.39 (95% CI, 1.66-3.43; p<0.05) for COVID-19 infection among field trip participants. Among them, 11th graders had an OR of 2.32 (95% CI, 1.53-3.52; p<0.05) compared to 10th graders, while no significant risk difference was found within same-grade teams. Conclusion: There was a high risk for COVID-19 transmission during extracurricular activities with a large number of participants, such as field trips, even after the nationwide Omicron variant epidemic subsided. Even when students are separated into teams and follow different routes, it is challenging to design routes that entirely prevent contact between teams. Thus, programs should be designed carefully, and students with symptoms should be identified before and during the program to isolate them promptly. [ABSTRACT FROM AUTHOR]

OBJECTIVE: Environmental pollution is an emerging global public health problem across the world and causes serious threats to ecosystems, human health, and the planet. This study is designed to explore the impact of environmental pollution particulate matter PM2.5, PM10, carbon monoxide (CO), nitrogen dioxide (NO2), sulfur dioxide (SO2), and ozone (O3) on cognitive functions in students from schools located in or away from air-polluted areas. SUBJECTS AND METHODS: In this study, two schools were selected: one was located near a traffic-polluted area (school #1), and the second was in an area away from the traffic-polluted area (school #2). In this study, a total of 300 students were recruited: 150 (75 male and 75 female) students from school #1 located in a traffic-polluted area, and 150 students (75 male and 75 female) from school #2 located away from a traffic-polluted area. The overall average age of students was 13.53±1.20 years. The students were selected based on age, gender, health status, height, weight, BMI, ethnicity, and homogenous socio-economic and educational status. The pollutants PM2.5, PM10, CO, NO2, O3, and SO2 were recorded in the surrounding environment. The overall mean concentration of environmental pollutants in school #1 was 35.00±0.65 and in school #2 was 29.95±0.32. The levels of airborne particles were measured, and the cognitive functions were recorded using the Cambridge Neuropsychological Test Automated Battery (CANTAB). The students performed the cognitive functions tasks, including the attention switching task (AST), choice reaction time (CRT), and motor screening task (MOT). RESULTS: The results revealed that the AST-Mean 928.34±182.23 vs. 483.79±146.73 (p=0.001), AST-mean congruent 889.12±197.12 vs. 473.30±120.11 (p=0.001), AST-mean in-congruent 988.98±201.27 vs. 483.87±144.57 (p=0.001), CRTMean 721.36±251.72 vs. 418.17±89.71 ( p=0.001), and MOT-Mean 995.07±394.37 vs. 526.03±57.83 (p=0.001) were significantly delayed among the students who studied in school located in the traffic polluted area compared to students who studied in school which was located away from the traffic-polluted area. CONCLUSIONS: Environmental pollution was significantly higher in motor vehicle-congested areas. Cognitive functions were impaired among the students who were studying in a school located in a polluted area. The results further revealed that the students studying in schools located in environmentally polluted areas have attention, thinking and decision-making abilities related to cognitive function impairment. [ABSTRACT FROM AUTHOR]

Copyright of Procesos Historicos is the property of Universidad de Los Andes (Venezuela) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Comunicação, Mídia e Consumo is the property of Escola Superior de Propaganda e Marketing and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Horizonte Médico is the property of Universidad de San Martin de Porres and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study is an attempt to bridge the gap between the understanding of strengths and challenges of people with autism to operationalize a strength-based approach to serve people with autism effectively. By virtue of being based on firsthand accounts by parents and practitioners the people who spend prolonged periods with people with autism in natural settings, and are privy to direct observation of abilities and challenges, the study yields in-depth information that addresses a continued gap in the existing literature on the subject. Twenty participants (13 parents and seven practitioners) took part in the study through a semi-structured questionnaire and face-to-face interviews. Data were analyzed following qualitative thematic analysis methodology. Strengths and related challenges experienced were extracted as the broad themes, based on which support needs were derived and future directions recommended. The paper recommends strategic home–school collaborations with crucial, concurrent roles played by parents and practitioners. [ABSTRACT FROM AUTHOR]

Copyright of Economía, Sociedad y Territorio is the property of El Colegio Mexiquense and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

School-based health centers (SBHCs) may mitigate barriers to health care access and improve students' academic outcomes, but few studies test this hypothesis. We examined whether school attendance improved after students received care at an SBHC. We conducted a secondary analysis of data from 17 SBHCs affiliated with a single large urban school district and demographic and attendance data from SBHC users (N = 14,030) and nonusers (N = 230,046) from August 2015–February 2020. We examined the percent of full school days present each month for three years before and after students' first SBHC visit and a proxy visit date for SBHC nonusers. Propensity weighted linear regression models tested whether visiting an SBHC was associated with a change in the attendance trajectory compared to a matched sample of SBHC nonusers. Among SBHC users, attendance trajectories declined more steeply prior to their first SBHC visit than after the first visit (preslope −0.71%, postslope −0.05%), whereas SBHC nonusers had a similar attendance trajectory over the entire period (preslope −0.18%, postslope −0.17%), with difference-in-difference 0.65. Changes in trajectories were more pronounced for students with a mental health encounter. Prior to the first SBHC mental health visit, SBHC users displayed a marked decline in monthly attendance (preslope −1.02%). After the first mental health visit, attendance increased (postslope 1.44%), with difference-in-difference 2.33. SBHC utilization was associated with improved school attendance over time, particularly for students with a mental health diagnosis. Investing in SBHCs may reduce school absenteeism and support student health. [ABSTRACT FROM AUTHOR]

Disasters can result in poor psychosocial outcomes for adolescents. One pathway to mitigate these risks and foster resilience is via schools, where teachers can offer students support. However, existing research lacks consideration of the role schools and teachers play from the perspective of students, particularly those from marginalized populations. Therefore, this study examines adolescents' representations of the role of schools and teachers after a major disaster in Indonesia using a free association interview technique. Thematic analysis of adolescents' interviews (N = 46) yielded two salient themes: 'the school as a place of recovery' and 'the school as a place of risk'. While the school and teachers were conceptualized positively in that they promoted students' recovery, students also identified aspects of the post-disaster school environment that produced uncertainty, loss and discomfort thereby heightening their sense of risk. The paper concludes with recommendations for resilience-building, such as ensuring teachers receive relevant training. [ABSTRACT FROM AUTHOR]

Children with Type 1 Diabetes (T1D) spend a large amount of time at school. Subsequently, school staff often need education around T1D management to optimise related outcomes. Education is particularly essential in primary school settings, due to lack of independence. With no published review summarising the provision of diabetes education to schools, this integrative literature review aimed to investigate and present available literature regarding T1D education to school staff. This included studies published after 2013 in English, examining education provided to primary schools who support students with T1D. Systematic reviews, other non-empirical articles and records only containing abstracts were excluded. Overall , 15 relevant studies were identified. Quality appraisal was undertaken using Joanna Briggs Critical Appraisal tools. There was wide variation in the number of school staff that had received training in the management of T1D. Studies reported that even schools with glucagon available had no trained staff to administer; while many studies did not differentiate results based on geographical location such as metropolitan or rural settings. There is wide variation in the provision of education around T1D management in school settings. There is need for further research into differences in the provision of diabetes education across different geographical and rural areas. For children living with T1D to receive optimal management at school there needs to be improved access to ongoing support, training and awareness for school staff and a more standardised approach to the provision of diabetes education from health professionals. • Current, recommendations for the management of Type 1 Diabetes (T1D) includes the use of intensive insulin therapy. • During school hours the management of a child's T1D can be largely reliant upon school staff. • Global variations in diabetes support to schools are reported from health professionals, school staff and parents. • Further research is needed to explore the differences between different geographical and rural areas. [ABSTRACT FROM AUTHOR]

The objective of this study was to evaluate the impact of Break Free from Depression (BFFD), a school-based depression awareness curriculum, in comparison to a wait list control group. A total of 13 eighth grade classrooms participated in either an intervention or control group and completed pre-, post-, and three-month follow-up surveys. Students participating in BFFD (N = 6 classrooms, 166 students) demonstrated enhanced knowledge of and more adaptive attitudes towards depression compared to the control group (N = 7 classrooms, 155 students). Participants in the BFFD intervention also demonstrated increases in their confidence in knowing how to seek help for depression and in their intent to seek this help if needed. Slight decreases were found at a three-month follow-up in all scales except for intent to seek help. BFFD was effective regardless of gender, ethnicity, or identification as a member of the LGBTQ community. There was a delayed effect on measured constructs for Black students with gains apparent at three-month follow-up. The findings demonstrated that BFFD had a small but significant positive impact on students' knowledge, skills, and attitudes in seeking support for themselves and for others when faced with signs of depression. The implementation of depression awareness curricula in schools hold promise in promoting student mental health, and it is important to consider factors that might have an impact on outcomes. [ABSTRACT FROM AUTHOR]

The article focuses on the impact of author visits on school literacy initiatives, and it highlights student engagement and representation. Topics include the process of selecting authors to align with student diversity and interests, the logistical planning involved in organizing visits, and the transformative effects on student learning and teacher instruction. It reports that purposeful author selection boosts student engagement and inspires teaching activities.

Gifted education policies vary across the United States. Previous studies have demonstrated a disconnect between these policies at state and district levels, but alignment of school-level practices with state and/or district policies is unknown. To further examine these relationships, we examined via qualitative document analysis state and district-level gifted policies and district and school-level reported practices in two states' gifted services. Although state and district policies reflected fairly close alignment with recommended practices, district and school reported practices reflected only partial alignment. We discuss implications of these findings for gifted programs and policy at the state and local levels. [ABSTRACT FROM AUTHOR]

Background: Adolescents on the autism spectrum often experience challenges participating socially in inclusive education. The majority of school-based social supports focuses on social skills training, although research shows that students on the spectrum prefer activity-based social groups over social instructions. Thus, activity-based school clubs incorporating student interests may support social participation. Method: This mixed-methods study explored the preliminary social participation outcomes of adolescents on the spectrum in an inclusive Maker Club at three public schools. The quantitative phase examined longitudinal social behavior rates throughout the school club among students (n = 12). The qualitative phase interviewed six teachers in three schools (n = 6) to explore teacher perceptions of student social outcomes compared to general classrooms and program outcomes associated with the programs. Results: Mixed-effects modeling revealed increased social response rates and social reciprocity over time in both students on the spectrum and non-autistic peers without any group differences. Teachers reported that students on the spectrum engaged more socially than in general classrooms and attributed the positive outcomes to activities encouraging shared interests and the flexible social environment. Conclusions: Inclusive school clubs incorporating shared interests and joint activities among students may socially support students on the spectrum in inclusive education. [ABSTRACT FROM AUTHOR]

This paper is aimed at starting a debate on disability and the inclusion of children with disabilities in the public school system under the Primary Education Development Programme 4 in Bangladesh. The analysis is based on a strategic Design Note developed by USAID, with the author as consultant, and is guided by the rights perspective of the Convention on the Rights of Persons with Disabilities (CRPD, 2006), notably Article 24 on inclusive education, and the Sustainable Development Goals (SDG4) (UN, 2015). Extensive consultations were carried out in the course of developing the Design Note. Discussions and workshops were conducted with government agencies and stakeholders, notably civil society, organisations of persons with disabilities, the donor community and human rights organisations. Mainstreaming disability into public schooling requires a reform in the primary education system. It is necessary in order to identify, enrol, maintain and retain learners with disabilities throughout the primary cycle. Key actions entail creating an enabling environment and focusing on overcoming attitudinal barriers in the local community and school authority; improving school infrastructure; strengthening inclusion practises, notably with adapted pedagogy, as well as consolidating policy framework, coordination and governance, in addition to empowering users. These steps will enhance targeting and screening of a wide range of children with disabilities in school as well as out of school. By contributing to improved learning outcomes, fulfilling the right to education (Article 24 of CRPD) and achieving Sustainable Development Goals (SDG4), this could be a model of good practice for other countries in the region. [ABSTRACT FROM AUTHOR]

Fifteen percent of adolescents lose a peer to suicide. Suicide exposure elevates an adolescent’s risk of depression, anxiety, posttraumatic stress disorder, and suicidality. After a death, schools are faced with the task of supporting students’ grief while simultaneously preventing adverse outcomes, including suicide. Although social media is an integral component of modern adolescent life, little is known about its impact on suicide loss survivors. This mixed-methods study (N = 34) explored adolescents’ perspectives on the role of social media following a peer’s suicide death. Thematic analysis identified four themes related to social media: communication about the death, commemoration of the deceased, support and comfort, and the cause of additional challenges. Implications for schools and clinicians include the need for safe messaging, responsive communication, and education about suicide grief and self-care. [ABSTRACT FROM AUTHOR]