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Early STEM (Science, Technology, Engineering, and Mathematics) education plays a pivotal role in shaping children's science and visual literacy skills. However, in South Africa, there are notable challenges such as delayed initiation of science education and inadequate emphasis on visual literacy. This study aims to investigate the influence of early STEM education on science and visual literacy in South African educational contexts. Drawing upon the post-positivist paradigm and Mayer's cognitive theory of multimedia learning, this research employed a mixed-method approach combining quantitative and qualitative analyses, integrating autoethnography to engage with lived experiences during my master's and doctoral studies. The findings suggest that children exposed to STEM education demonstrate higher levels of science and visual literacy. These findings have implications for curriculum design and educational practice, urging stakeholders to integrate STEM principles early in children's educational journey and to prioritize visual literacy to enhance communication and comprehension of scientific concepts. Recommendations are provided for educational institutions and policymakers to facilitate the implementation of effective strategies addressing these challenges and fostering a generation of learners equipped with essential skills for success in the modern world.

The school reliance on exclusionary discipline drives behavioral inequities and sustains the marginalization of youth in schools. The narratives of punishment often extend beyond the walls of the school system and may be reinforced by news media discourse. Never-the-less, the relationship between news media discourse and the school disciplinary structure is an understudied area of research. Using critical discourse techniques--with a theoretical framework of critical race and news framing theories--we analyze news coverage of exclusionary discipline across (N = 64) newspaper articles. Our findings underscore news discourse with a hyper-focus on youth deficits, stigmatizing portrayals of violence and blame, and teacher resistance to discipline alternatives and reform. Discursive absence included a lack of youth and family voices and perspectives, and a disconnection from the systemic mechanisms that shape the disciplinary structure. We conclude with implications for educators, policymakers, and scholars--as we advocate for a re-invigorated focus to-ward the equitable support and inclusion of youth.

Background: The teachers in one sub-district in the North West province lacked technological knowledge and skills thus did not adopt a blended learning approach in their daily teaching. A partnership between the University of South Africa (Unisa) and schools in the district was forged to train teachers to acquire technological knowledge and skills. Objectives: To identify which online tools Unisa imparted to teachers, investigate how the acquired skills and knowledge helped teachers to adopt a blended learning approach and find out challenges that go with the application of technology. Method: Data were obtained through observation, one-on-one individual interviews and focus group discussions. Results: The Unisa training helped develop teachers' knowledge and skills in the use of TEAMS, Emails, WhatsApp, YouTube and the electronic content material. Teachers gave learners the electronic content (presentation slides and You-videos, question banks) for revision purposes. During the outbreak of coronavirus disease 2019 (COVID-19) learners were given work to do while at home using WhatsApp. Conclusion: The article concludes by indicating that partnerships between schools and institutions of higher learning are a necessity to empower teachers on the use of technology which will lead to the use of a blended learning approach. Contribution: The article adds to the body of knowledge by indicating the need for retraining of teachers especially on technological skills to prepare them for 4th Industrial Revolution and meet the needs of the new cohort of learners-born after technology.

This article provides a review of existing research on youth transitions within regional, remote and rural communities. Results were organised according to the Systems Theory Framework of Career Development, highlighting the importance of geographical location as an environmental influence within the career decision-making process. By deploying a scoping review methodology it was determined that educational institutions, the employment market, socioeconomic status and families are the most significant influences on the career decision-making processes for young people in regional, remote and rural communities. Future research in this area would involve an examination of these four areas.

As institutions, schools hold a place of significant value for their stakeholders. Selznick (1957/1984) recognised that institutions require a particular type of leadership that is concerned with the promotion and protection of values. Although not a new theory, institutional leadership has not received much attention by both researchers and practitioners since its formation, which has given way to the more familiar concepts of transactional and transformational leadership. A systematic literature review was carried out to survey what enactments of institutional leadership are taking place in different institutions and what impact Selznick's theories still have on leadership practice. A thematic analysis of the literature found institutional leaders acting in five areas: (1) managing institutional identity, (2) leading followers, (3) managing the external environment, (4) organisational management, and (5) management of the self. The findings could be useful to school leaders who seek to adopt a leadership style that ensures the survival of their institutions.

Over the last several decades, the opioid crisis has had an increasing impact on the educational environment of schools. The role that principals and superintendents have in leading schools that have been affected by opioids has been mostly overlooked in the research. The present study was conducted in Ohio, a state with areas that have some of the highest death rates due to opioid-related incidents in the nation. Purpose: This study collected data on the perspectives and perceptions of school leaders in Ohio to better understand how principals and superintendents frame their decisions regarding the opioid crisis. Design: We analyze data collected from a survey of 217 Ohio school leaders (n = 164 principals and n = 53 superintendents). The survey required principals and superintendents to rate their perception of the opioid crisis in their schools based on their socioeconomic status, school typology as rural or non-rural, and school location within or outside the Appalachian region. Results: Findings emphasize that opioids remain a factor negatively impacting schools of varying typologies, economic levels, and geographical locations.

Schools are considered knowledge-creating organisations that find it difficult to develop and implement innovations on their own. Knowledge mobilisation is seen as the key to overcoming this problem. In particular, the use of external sources of knowledge is regarded as an important lever for change. However, there is a lack of concepts and empirical studies in educational research on the extent to which external knowledge is used for innovation in schools. Based on a sample of N = 411 schools, this article explores whether the concept of open innovation can be used in the context of education. Originating from the field of innovation research, open innovation regimes are seen as imperative if organisations are to create and benefit from technology. Multinomial logistic regression analyses show that mobilising external knowledge significantly increases the likelihood of implementing innovations in schools. A machine-learning approach reveals that it is necessary to tailor open innovation regimes to the specific conditions of any given school. In particular, with regard to the use of new technologies and innovations in the field of digitalisation, open innovation can be a lever for change.

This paper presents ethnographic work conducted to investigate how notions of culinary capital have the potential to shape the everyday experiences of children during mealtime in school. Children's early experiences with mealtimes and food are critical determinants for eating behaviour over the life course. The paper presents an account of conceptual debates based on longstanding ethnographic work on school food with a particular focus on a case study of Maple Field Academy to frame the research. Research methods used included semi-structured interviews, fieldnotes and photographs with the aim of capturing a rich picture of the school. This paper introduces Laird's sensory theory to frame the discussion. This research calls for the need to recognise the social good that can be realised from participating in mealtimes and school is a microcosm of society, which means it can function as a driver for social change. The paper calls for more engagement with social theorising on studies which focus on researching food in school.

The 1988 Education Reform Act (ERA) changed the direction of statutory education in England by introducing a culture of competition between schools. A market in education was created that placed school against school in neighbouring communities with the aim of the 'fittest' ones surviving while the weaker ones failed and closed. By the end of the 20th century, the epidemic of neoliberalism served to shift all of our public services through creation of these quasi-markets towards competition. While schools led the way, other essential services we rely on such as water, energy and transport fell foul of marketisation. We all became consumers ostensibly to improve efficiency and the quality of the final 'product'. Over recent years this approach has become discredited as transport and other services return to democratic control, whereas schools remain locked in a straitjacket of competition. During the COVID-19 pandemic of 2020, schools become much more than a competitive education service, they rapidly transformed into an essential mainstay of our communities, indeed of our society. This article will utilise the learning from research across three diverse secondary schools that provided accounts of their experiences prior, through and post pandemic. We use an understanding of their experiences to help reshape English schooling and through this argue for a repositioning of school as an essential community resource that is well placed to respond to the growing needs of communities if it is given adequate resourcing, freedom from competition and a new cooperative environment to do so.

This article examines alternative and supplementary ways in which theorists and researchers have sought to account for bullying behavior among students in schools. Contemporary explanations acknowledge the variety, complexity, and interactivity of both person and environmental factors in determining acts of bullying in schools. Two explanatory models or frameworks are described: (i) an adaptation of the theory of planned behavior proposed by Ajzen (Organizational Behavior and Human Decision Processes 50:179-211, 1991); and (ii) the comprehensive model of bullying (CMB) by Rigby (Multiperspectivity in school bullying, page 64. Routlege, 2021b). The strengths and limitations of these models are discussed, together with applications in addressing school bullying.

To afford school middle leaders meaningful opportunities to initiate change, we must provide them with the space and flexibility to engage with agentic and creative responses to policy and practice. Whilst we argue that the tensions identified in Bennett's seminal reviews persist, there may, nonetheless, be opportunities for school middle leaders to creatively influence educational agendas. Through engaging in a critical interpretative synthesis of school middle leadership literature, we consider how the subjectivities of such leaders are discursively constructed. We argue that a culture of performativity has diminished opportunities for middle leaders in English schools to develop a strong sense of agency, educational ideology and authentic professional responsibility. However, a current governmental focus on subject knowledge may have opened spaces for a collegial agency, despite the prevailing neo-conservative policy discourse. We thus identify, the potential for movement beyond a discursive position to one where school middle leaders take greater responsibility for developing practice to align more closely with their educational values. Utilising a dialogic theoretical perspective we examine how middle leadership in English schools is currently practiced and mediated in relation to the changing political landscape, and suggest that seemingly contradictory positions provide a fruitful site for new research.

Dual language education programs have become increasingly popular among elementary schools across the country. These programs are touted to represent a promise of a more equitable education for children whose parents are immigrants or whose first languages are not English. Nonetheless, these programs are also known to have appeal to monolingual English speaking families who would like their children to learn another language. Schools across the United States are starting dual language programs and recruiting teachers that have credentials to teach in these newly developed classes. However, less attention has been paid to how parents and teachers react when a new bilingual program is implemented in their schools and classrooms. In this article, we address the perceptions of teachers and parents in a newly established dual language program where the majority of students were of Brazilian origin and spoke Portuguese.

The South African education system is considered one of the most unequal in the world. Providing learners with quality education and equipping them with the digital skills required for the Fourth Industrial Revolution is essential. To achieve this, plans are in place to incorporate educational technology in schools. However, it is important to understand the factors and conditions which have had the greatest impact on this process. This systematic review outlines 5 aspects that have been found to influence the use of educational technology in South African schools: access to technical resources; skills, training and competence; efficacy and efficiency beliefs; pedagogical compatibility; and a supportive leadership and management structure. Recommendations based on these findings are provided which can inform policy and practice.

Purpose: The role of formal education is currently viewed as central in preventing violent radicalisation and extremism (VRE), however educators' understanding or competencies have not been developed accordingly. Therefore, this study investigates Finnish educators' perceptions of presumed manifestations of VRE among their students. Findings: Finnish educators confront ideologically and morally challenging situations, some of which include extremist features. They do, however, have difficulties in distinguishing VRE from other types of motives for hostile or violent rhetoric or behaviour, especially if students from societal minority groups are involved. Practical implications: False labelling may have negative consequences on students. Educators need VRE-related in-service training that focuses on increasing educators' knowledge and reflection on their VRE-related preconceptions and intuitive responses to these. Research limitations: We acknowledge the possible skewness of the survey data as responding may have felt appealing to those educators who have encountered VRE or who are interested or worried about VRE.

Belonging is a critical factor for supporting student success and well-being in school. Unfortunately, the work of fostering belonging at school for all students continues to face significant challenges. One reason is that the field of education is working from a limited conception of school belonging, based mainly in the discipline of psychology. Belonging is more than just a psychological sense--it is also a social, cultural, and even political process. In this article, Paul Kuttner explores six aspects of belonging that are underemphasized in the school belonging literature, arguing that we should think of school belonging as agentic, intersectional, systemic, political, place-based, and a right. Kuttner proposes a definition of belonging that encompasses these aspects and uses it to suggest future directions for research and practice.

This research aims to examine the relationship between school leadership, social motivation and social justice based on perceptions of the teachers at public schools and to reveal whether the perceived social motivation of the teachers have a mediating role in this relationship. 1222 teachers at public schools in Pendik district of Istanbul province in 2022-2023 academic year who were selected using the stratified sampling method based on the number of teachers per school grades participated in the study. In this quantitative study, School Leadership Scale for measuring teachers' perceptions regarding school principals' leadership behaviors, Social Motivation Scale for measuring participants' perceptions regarding social motivation, and Social Justice Scale for measuring participants' perceptions regarding social justice were used. Pearson correlation analysis, Independent sample t-test and structural equation model were used for descriptive analyses. Finally, whether the direct and indirect effects obtained in the structural equation model are significant was examined by bootstrapping analysis. The results of the research showed significant relationships between teachers' perceptions of school leadership, social motivation, social justice besides social motivation's mediating role on the relationship between school leadership and social justice. Finally, the findings obtained in the research were discussed in line with the relevant literature and suggestions were presented.

The dual capacity-building framework created by Mapp and her colleagues (i.e., Mapp & Bergman, 2019; Mapp & Kuttner, 2013) lays a foundation for an extended partnership beyond families and schools. In this article, we explore how to extend the value of the dual capacity-building framework to a larger partnership that includes communities and universities. Our analyses are centered on the four essential components of the capacity-building framework--challenges, opportunity conditions, policies and program goals, and capacity outcomes--in the context of quadruple partnerships. Adding examples of successful university--community partnerships to the existing dual capacity-building framework will better support families' and schools' efforts to promote students' academic success. Because the capacity-building framework is grounded in rigorous research and thoughtful analyses, higher education outreach and engagement programs can adopt it to foster more effective partnerships with families, schools, and communities, and positively transform K-12 education.

In recent years, the South African basic and higher education departments have been besieged by egregious forms of violence. Although this has been a worrisome phenomenon dating back to time immemorial, of late, violence is at a very concerning and alarming level. The profusion of violence serves as an indictment to various stakeholders including the sitting government, which seems to have done very little, if not nothing, to mitigate the issue. Several media houses and numerous media platforms have, on a daily basis, tracked bullying which has advanced to the gruesome murder of learners and teachers alike. Very often, societies wake up to new and traumatising experiences that have since endorsed schools and higher education institutions as war zones where bloodbaths have become commonplace. This article drew its data from extensive reviews of news items, scholarly articles, and social media news. The study sought to highlight how much violence has ravaged schools, colleges, and universities. After tracing different versions of violence experienced in the aforementioned institutions, the study established that institutions had experienced a deluge of violent incidents. Several institutions have lost educators, principals, ancillary staff, and students through violent death. The study further suggested ways through which violence may be mitigated in the institutions. Active stakeholder involvement, re-skilling of teachers in handling 21st-century learners/students and introduction of modules on teachers' soft skills in dealing with recalcitrant learners are some of the recommendations that resulted from the findings of this study.

Much research has been conducted "on" young people as a population rather than "with" them. Traditionally, porn research has focused on effects--on the assumption that people, especially young people, are impacted by the sexual media they consume, which leads to negative outcomes such as violence and addiction. In this sense, porn is framed as risky and children and young people become especially 'at risk'. Sex, sexuality and sexual media are then portrayed as a threat from which young people should be protected. Nevertheless, for many young people watching porn is a normal activity and engaging with porn online is a part of everyday life for some teenagers. Scholars have indicated that many young people perceive porn as ubiquitous, as part of society, and difficult to avoid. In this reflexive article I will interrogate the need for such research, even if it is considered as a form of 'dirty work', within an alarmist and sensationalist media-driven culture. By examining my experiences of the ethics review process, access to participants, and the fieldwork itself, I hope to demonstrate moments of texture and detail throughout the process which future sex, sexuality and porn researchers can draw upon.

From 2017 to 2021, the Youth Action Research Revolution (YARR) team documented the institutional histories of young people experiencing homelessness in Canada. Interviews with youth focused on educational, child welfare, health care, and criminal justice institutions. Situated at the intersections of critical adult education (CAE), participatory action research (PAR), and institutional ethnography (IE), we outline our mobilization of IE to ground learning and action in our team. We document the different phases of learning that we undertook to illustrate how CAE, PAR, and IE can be mutually supportive frameworks for praxis and activist learning. We highlight our use of IE to illuminate and resist the institutionalizing processes at work in post-secondary contexts and reflect on the importance of mutual aid as essential to realizing the social justice potential of participatory research. We suggest that co-creating IE research with young adults with lived experiences of homelessness constitutes a unique opportunity to mobilize CAE values and tangibly support community research that seeks to positively influence the lives of those implicated by the problems we study together.

The library and information services of the twenty first century are rapidly changing education learning patterns because of the rapid development of electronic publishing libraries. However, the literature reveals the considerable unpredictability in experience, challenges, and awareness about E-resources among college students during and after the COVID-19 Pandemic scenario. In the aftermath of the pandemic, everyone has been forced to learn and teach E-resources in educational institutions worldwide. Along with their academic demands, college students are confronted by a lack of knowledge of handling e-learning resources and low network connectivity in remote regions. In this aspect, this study commenced to describe the experience, challenges, and awareness about e-learning resources. A descriptive and diagnostic research design was adopted and primary data was collected from college students through Google Forms with participant consent. The basic information about respondents, experience, challenges, and awareness of E-resources are tools of the study. The statistical analysis is to be carried out based on the study's objective. This analysis was used to identify influential factors and to explore the relationships between e-learning experience, and resource awareness. Subsequently, the analysis is used to discuss recommendations for enhancing the utilization of e-learning resources based on the study's findings.

School counselling is a well-established means of supporting the mental health of children. Counsellors are most effective when they collaborate with parents, so it is important that parents have a good understanding of and access to school counselling services. Despite this, little is known about parents' perceptions of counselling in Hong Kong schools. We interviewed 27 parents in Hong Kong to investigate how they perceived the counselling services provided by their children's local and international schools, and analysed the data thematically. International school parents recognised the potential of school counselling as a means of support for their children and wanted to work more closely with counsellors to a greater extent than local school parents. Parents were confused about the roles of counsellors and experienced stigma and concerns about confidentiality which inhibited them from engaging with counselling services. Our findings suggest that school principals should work with counsellors to establish and communicate roles more clearly. Greater recognition of counsellors' professionalism, and clearer role differentiation between counsellors and other mental health and educational professionals may improve parental engagement with and support for school counselling.

Background: The opioid epidemic has created unprecedented challenges in the United States (US), including hundreds of thousands of lives lost to overdose in the past five years. Expansion of prevention and treatment for opioid use disorder (OUD) is urgently needed, as evidence-based strategies exist but many remain unable to access life-saving services. Purpose: To inform school health and mental health providers, educators and school administrators about the causes and consequences of the US opioid epidemic and to provide practical solutions for engineering multi-tiered systems of support for children and families affected by the epidemic, including through opioid misuse, OUD, and opioid overdose. Methods: We review the literature on the history of and current challenges associated with the opioid epidemic in the US. Results: The collateral damage of OUD is pervasive, impacting children and families across the US. We found no health education programs focusing on this topic in US schools, underscoring a critical need and cogent practice/policy avenue. Discussion: Schools are uniquely positioned to respond to the opioid epidemic, but school health and mental health providers, educators, and other professionals who work in schools must have accurate knowledge of the opioid epidemic, understand the challenges it is causing for children and families, and be familiar with best practices in prevention and treatment. Translation to Health Education Practice: This review provides a succinct overview of the history of the opioid epidemic, examines its impacts on children and families, and provides a call to action for schools to partner in our national response.

Objective: To review the physical activity promotion efforts of Power 5 conference institutions' summer transition programs. Methods: The websites of Power 5 Conference and affiliate member institutions (N = 78) were systematically reviewed and information on summer transition programs pertaining to health were extracted. Results: Most (n = 45, 57.7%) institutions had a summer transition program of some kind. Among those who had summer transition programs, 14 (31.1%) had a nonphysical activity health course (i.e. health and/or nutrition), while courses that incorporated a physical activity component were uncommon (n = 6, 13.3%). Only two institutions covered physical activity, nutrition, and health in at least one offered course. Conclusions: There is an opportunity for tertiary institution-level summer transitional programs to expand coverage to address a currently unmet need for physical activity promotion while avoiding perpetuation of existing inequities.

School exclusion reduction in Scotland--and especially in the city of Glasgow--has received substantial media and policy attention in recent years. In London in particular, multiple governmental agencies have explicitly expressed a desire to replicate the exclusion reduction which recently occurred in Glasgow, often citing the connection between school exclusion and violence as a key motivating factor. In this paper, after presenting the statistical trends in school exclusions in Scotland, England, Glasgow and London, we mobilise original interview data to (1) explain how school exclusion reduction occurred so rapidly in Glasgow between 2007 and 2019, and (2) explore whether a similar reduction in exclusions could occur in contemporary London. We apply a theoretical framework to these issues which derives from Peters' work on policy coordination, allowing us to compare the conditions in Glasgow and London for well-coordinated pan-city exclusion reduction. Building on previous research which has contrasted national school exclusion policies in Scotland and England, we conclude that policy conditions surrounding school exclusion in the two cities differ substantially. There are substantial barriers to significant exclusion reduction in London, relating to both city- and national-level factors. There barriers include competition between different agencies working in relevant policy spaces; the fragmentation of the city's education system; the need for better incentivisation of inclusion by Ofsted and the Department for Education; and particular challenges to reframing the issue of school exclusion in London.

Background: The whole school, whole community, whole child (WSCC) model suggests wellness councils, ongoing review of wellness policy, and a plan for evaluating set objectives are some of the key features needed to support school wellness infrastructure. This study explored the relationship between implementation of these infrastructure features and overall school wellness environment assessment scores among a sampling of Pennsylvania schools. Methods: The Healthy Champions program provides Pennsylvania schools an opportunity to self-assess their wellness environments across several school wellness topics. Staff enrolled their school in the program by completing a self-report electronic assessment. Enrollment data from the 2020/2021 program year were analyzed using the Kruskal-Wallis test and linear fixed model to identify the impact of varied implementation levels across 3 wellness infrastructure activities. Interactions between these variables and overall assessment score were also analyzed. Results: Of the 645 Pennsylvania schools enrolled and analyzed, we observed higher mean wellness environment assessment scores ([delta] 0.74 95% CI 0.40-1.07; p < 0.001) among schools that reported some frequency of all 3 wellness infrastructure activities, compared to schools that reported no frequency for the activities. Implications: Schools with existing policies and practices related to the 3 wellness infrastructure activities should consider the degree of implementation to best support overall wellness in their school setting. Additional research to explore implementation barriers and supports is needed. Conclusions: Analyses indicated that overall wellness environment assessment scores are impacted by implementation thresholds for wellness council meeting frequency, revision of wellness policy, and review of student health promotion objectives.

Purpose: School climate strikes are opening spaces of appearance, becoming differently active forms of public pedagogy where new and previously unthought collective climate action is possible. This inquiry contributes to understanding school climate strikes as important forms of climate justice activism by exploring how they work as public pedagogy. Design/methodology/approach: The inquiry process involved poetic inquiry to produce an affective poetic witness statement to an event of school climate strikes, and then a performative enactment of diffractive reading using the poem created. The diffractive reading is used to conceptualise school climate strikes as public pedagogy and move towards an understanding of how school climate strikes work as public pedagogy. Diffused throughout is the question of where the more-than-human fits in public pedagogy and youth climate justice activism. Findings: School climate strikes are dynamic and differently acting (diffracting) public pedagogies that work by open spaces of appearance that enable capacities for collective action in heterogeneous political spaces. Consideration of entanglements and intra-actions between learner, place, knowledge and climate change are productive in understanding how phenomena work as public pedagogy. Originality/value: This inquiry extends on important considerations in both climate change education and public pedagogy scholarship. It diffuses consideration of the more-than-human throughout the inquiry and enacts a move beyond the humanist limits of existing public pedagogy scholarship by introducing climate intra-action, heterogeneous political spaces and non-conforming learning to an understanding of activist public pedagogies and the educative agent.

Understanding general education teachers' experiences with and goals for school-based consultation is warranted to address class-wide and individual student concerns. In a sample of 66 general education teachers, we described their experiences with: (1) informal consultation with colleagues; (2) school team meeting consultation; and (3) ongoing, structured consultation. Results indicated teachers received consultation most often for challenging individual student behavior and individual student academics (rather than for class-wide behavior management or academic instruction) and received consultation from teachers and administrators (rather than from school psychologists or behavioral consultants). Teachers reported higher satisfaction during informal consultations than in team meetings. When teachers received ongoing, structured consultation, most reported three or more sessions with one to two observations. Implications for assessing and improving school-based teacher consultation are discussed.

This paper has two aims. One is to draw a distinction between two types of trust. The other is to argue for its applicability in academic discourse on educational policies. One of the two types of trust is "ethical trust" that rests on beliefs about others' ethical virtues. The other is "institutional trust" that typically depends on law enforcement and economic incentives. Ideas about a social order based primarily on institutional trust have haunted political thought since the time of Thomas Hobbes. Such ideas may seem realistic if we focus on business relations, where conformity to contractual terms suffices to meet the needs of all concerned. Intimate relationships rely more on ethical trust. In the first half of the paper the difference between these two types of trust is explained. In the final sections it is argued that successful schoolwork depends on ethical trust and that measures to make schools more reliable in the institutional sense, through supervision and accountability, need to be applied with caution. Such measures can undermine ethical trust because they, at least implicitly, question the moral integrity of teachers and school-heads.

Objective: The purpose of this systematic review is to synthesise the available evidence of the impact of therapy dog-assisted interventions on the social and emotional wellbeing of students in mainstream school settings through the use of the biopsychosocial framework. Method: The PRISMA 2020 guidelines were followed, and the inclusion criteria included primary outcomes related to social and emotional wellbeing, such as social competencies and mental health. The studies included were conducted in mainstream educational settings, incorporated a therapy dog, provided a comparison or control group and were in English. The quality of the evidence was assessed with the Evidence Project Risk of Bias tool. Results: Of 405 studies identified, seven studies with sufficient rigour met the inclusion criteria of evidence to support the use of therapy dog-assisted interventions to improve social and emotional wellbeing within a school setting. Outcomes consisted of psychological, biological, and social variables contributing to overall wellbeing, such as improved self-perceptions, decreased cortisol levels and improvement in social behaviour and empathy. Conclusions: Findings suggest that therapy dog-assisted interventions can have a positive impact on social behaviours and reducing stress in a school setting; however, there is a need for more rigorous and current research investigating therapy dog-assisted social and emotional wellbeing interventions in mainstream educational settings.

The paper contributes to current debates about decolonising curriculum and advancing corresponding 'humanness pedagogies' in South Africa by developing a capabilitarian approach and foregrounding epistemic justice capabilities. This is aligned with and to fostering a shared African ethic for individual transformation-in-context and for building universities which benefit communities and societies. It is proposed that epistemic justice capabilities are foundational to decolonising curriculum and foundational for pedagogies which mediate disciplinary content and the dismantling of comparative inequalities among students in order to foster humanness. The capabilitarian framework seeks to secure the expanded wellbeing, co-flourishing and agency of all, in this case in and through higher education and a quality, decolonising curriculum oriented to an ecology of knowledges and a generous, inclusive humanity. The paper concludes with suggestions regarding a way forward to dismantle an exclusionary 'epistemic line' and associated oppressions.

Trauma-informed Care (TIC), Restorative Justice (RJ), and Multicultural Education (MCE) are three approaches to school reform widely being discussed and promoted within schools. The authors of this paper, representing the fields of psychology, social work, and education, present an integrated framework that acknowledges the commonalities these three models share, as well as the ways that they complement one another by focusing our attention on different aspects of urban education. We argue that the concept of healing offers a powerful heuristic for systemic school reform -- a guide for rethinking how we address pedagogical, disciplinary, curricular, and policy decisions. We are calling for the creation of "healing schools," arguing that, 1) Schools can play a valuable role in promoting healing and well-being among the students and families with whom they engage and 2) Many of our urban schools themselves need healing because they have become systems of toxic environments for adults and youth alike. To address the need for healing in schools, we present a framework promoting four key values: relationships, safety, belonging, and agency. These values are embedded within an ecological perspective, exploring how they manifest at the internal, student, school, and community/society levels.

This study investigates common features of a set of diverse schools' responses to the initial school lockdown period during the pandemic in 2020, with a focus on practices supporting learning, inclusion and wellbeing. It comprises a collective case study of four Australian schools that were selected based on their reputation for impactful support of students and teachers during the emergency remote teaching period. Methods included interviews and focus groups with school leaders, teachers and students. The schools had widely differing contexts, technology access and student needs. Despite these varied contexts, the findings provided important insights into common practices supporting effective remote teaching. Emerging principles of effective practice illuminate ways forward to mitigate the significant risks accompanying emergency remote teaching, and guide practices in a variety of school contexts.

The concept of agency has become widely used in education, social sciences, psychology, and more. This article explores the concept of agency and provides a critical review from two main bodies of work: The social cognitive theory and the structure agency theory. The two are not the same. Structure agency theory was used to illuminate agency from an organizational perspective. Social-cognitive theory was used to better understand leader agency from a social perspective. In order to understand the relationship between structure agency and leader agency, both of these theories are reviewed through the same lens: agency within the workplace, mainly in school structure and school leadership. Conclusions are drawn to a better understanding of how to develop a school leadership agency. We can summarize that the implications of agency in school are the key to effective school leadership.

"Introduction:" The authors examine the agencies of socialisation and attempt to reveal a pattern among these agents. They differentiate social elements and agencies of socialisation, and they endow the latter with three conditions: the requirements of scope, time and intensity and specific set of rules. "Purpose:" The purpose of the paper is to examine which factors satisfy this triple set of requirements. "Methods:" Explanatory method to expose the issue, based on desk research and secondary analysis was used. "Results:" Near the family and the school, the free time space meets the three conditions of the socialization environment (scope, time-intensity, specific set of rules). "Discussion:" The authors believe that these three conditions are not met by any other socialization area. "Conclusions:" All this means that in postmodern society, the institution of the family, which has been with us since pre-modernity, and the institution of the school, which has been with us since modernity, is accompanied by a third socialization macro-agency.

Purpose: First, to analyze the relationships between school effectiveness, as expressed in the improvement gained in academic achievements, and school structure; and second, to analyze the relationships between school effectiveness and school features (e.g. ethnicity, SES, rural vs. central location, class size, prior achievements, and per-student allocation) and to measure their contribution to the explained variation in school effectiveness. Design/methodology/approach: Research on school effectiveness emphasizes the examination of school characteristics that have been found to contribute more to promoting school outcomes. Therefore, by using regression models the purpose of the research is twofold. Findings: The research findings reveal positive significant relationships between school effectiveness, and students' prior achievements, and SES. However, school effectiveness is less related to school structure. Research limitations/implications: Future research in the field of school effectiveness should extend beyond solely focusing on academic achievements and include the evaluation of broader aspects of students' development, such as values and self-esteem. Recognizing the multifaceted nature of schools, it is crucial to incorporate additional variables into ongoing research efforts to provide a more comprehensive understanding of overall school effectiveness. Moreover, considering the diverse stakeholders involved in the educational process, including parents, teachers, principals, and the community, future studies should strive to examine the collective impact of these factors on school effectiveness. However, it is important to acknowledge the limitations of our study. Our research is constrained by a specific sample size, which may limit the generalizability of our findings. We assert that future studies with larger and more diverse sample sizes would strengthen the validity and significance of our results, allowing for broader implications and insights into enhancing school effectiveness. Originality/value: This research holds significant importance in understanding the relationships between school effectiveness, school structure, and various school features in the context of Israeli primary schools. By examining the impact of school structure on academic achievements and exploring the contributions of other school-related factors, this study provides insights into the dynamics of educational effectiveness for educational stakeholders.

In this paper we respond to this special issue's critical focus on mental health in education by considering the medicalised and homogenising approaches to the mental health of young people and the severely negative consequences for young people. Our argument is underpinned by the need to destabilise the hegemony of the current dominant discourses and practices of mental health used in education. The problem with these discourses and practices, informed by particular forms of psychiatry and psychology, is precisely their dominance and their popularised proxy take-up of these. We firstly outline this problem, explore the emergence and saturation of a 'damaged self' in education and consider the impact on young people. We offer counter-narratives that involve a reframing of the self in relation to ethics, politics, capability and the arts and can assist in countering the psy-dominance in education. The paper concludes with some reflections on how teachers might work against the damaging effects of the psy-disciplines and instead support young people in finding their counter-narrative selves.

Considerations around teacher attrition, supply and demand, and retention are incomplete without including teacher mobility. The problem, as it currently stands, finds SBAE ill-equipped, at the professional level, to support mobile teachers. Providing support, however, starts with understanding the population; in this case, mobile teachers. The purpose of our study was to quantitatively describe teacher mobility in Minnesota over the last 20 years (1999-2021). To describe SBAE teacher mobility in our state, we utilized teacher retention data compiled from state teacher directories over the last 20 years (1999-2021). We corroborated previous findings noting heightened attrition after year one in a new school, and school retention of mobile teachers to average about three years. These findings bear implications for our pre-service preparation, induction level support, and mid-career advice and support relative to the suggested reduction of frequency in mobility with additional teaching experience.

The goal of equity in education in England is damaged by regional disparities in outcomes and a marked social gradient in school exclusion. The most vulnerable groups are disproportionately represented in in-year transfers. Drawing on 24 interviews with school leaders and education decision-makers in a socioeconomically deprived area, this study examined institutional strategies to promote inclusion by reducing pupil mobility in an area-based initiative. The analysis highlights the interaction of administrative, professional and market logics, and the significance of the "middle tier" in mediating inter-local tensions. Further research is needed on "hidden" pupil moves and diverse forms of within-school segregation-reintegration.

In Zimbabwe, a range of actors are involved in education due to ongoing challenges of resourcing and funding schools. There are complex socio-political arrangements that result from private-public partnerships in the education system. Some schools are created and funded by individuals, and little is known about the tensions these funding structures create for school leaders and teachers. This qualitative study examined one school in Matabeleland North, using semi-structured interviews and observations across one term. It argues there are complexities created through the position of being a school 'founder' that shape a school's administration and leadership structures. Using the example of the school principal's role and two tensions that result from relationships between the principal and school founders, this paper argues that more attention needs to be made towards the arrangements of school funding and the conflicts and tensions that result from complex relationships of power between school founders and teachers.

Background: From a range of perspectives, scholars have demonstrated the value of school-based health centers (SBHCs) in recent decades, but few studies have examined the logistics of establishing SBHCs. Methods: Semi-structured interviews were conducted with 9 hospital and 6 school employees involved in a network of SBHCs. After common themes were identified, cluster analysis was performed. Finally, quotes were identified within each thematic cluster for further qualitative analysis. Results: The most prominent themes were (1) differences in physical space (between schools and clinical settings), (2) collaboration and communication, and (3) privacy and compliance. Implications For School Health Policy, Practice, and Equity: This study points to several high yield considerations for the practice of SBHCs. First, we identified three distinct needs: (1) clear funding streams for construction costs for health services on school grounds, (2) improved understanding of SBHC space needs, and (3) blueprints for collaborating within SBHCs. Second, this study points to a future in which new-build and renovated schools should include space for SBHCs. Conclusions: This qualitative thematic analysis provides a picture of health and educational professionals engaged in creative, collaborative, and adaptive work to meet children's health care needs within SBHCs, but also highlights the challenges of navigating physical space, compliance, and collaboration within SBHCs.

Background: In April 2016, the City of Chicago implemented an ordinance restricting the sale of all flavored (including menthol) tobacco products (FTPs), including electronic cigarettes, at retailers located within 500 feet of any public, private, or alternative elementary, middle ("primary"), or high ("secondary") school. We examined changes in retail availability of FTPs from before to after policy implementation among policy-affected retailers compared with retailers not subject to the policy. Method: Observational data were collected in June to September 2015 (Wave 1; pre-policy) and November to December 2016 (Wave 2; post-policy) from a panel of 194 randomly selected policy-area stores (located within 500 feet of a school), and a panel of 199 randomly selected comparison-area stores (located more than 500 feet from a school). Using generalized estimation equation regression, we assessed differences in FTP availability changes across study areas. Results: We observed a statistically significant policy effect on FTP availability (Area × Wave interaction, p<0.05); however, more than half of policy-area retailers continued to display at least one FTP after policy implementation (87.11% at Wave 1, 57.73% at Wave 2, p<0.05). Similar reductions were seen for the availability of flavored cigarillos/little cigars and menthol cigarettes, while policy effects varied across store types. Discussion: FTP availability reductions appear to be associated with policy implementation, but FTPs remained readily available at retailers subject to the policy. This study contributes to the evidence base indicating that policies with exclusions or exemptions for certain flavors, products, store types, or retailer locations have a limited effect on retail availability of FTPs.

The aim of the study reported on here was to evaluate the roles of supervisors in the implementation of the Integrated Quality Management System (IQMS) in South African schools. The supervisors are the School Management Teams (SMTs), namely principals, deputy principals, or heads of department (HoD), circuit managers, and district coordinators. We followed a qualitative approach to evaluate the implementation of the IQMS based on supervisors' perspectives. A case study research design was used with an interpretive paradigm to evaluate the day-to-day practices of the IQMS. The population in this study consisted of 38 supervisors (circuit managers, principals, deputy principals and HoDs). Purposive sampling was used to select 12 participants who have been supervisors in the past 10 years. Data were collected through individual semi-structured interviews and document analysis. Kolb's learning theory was used as a theoretical lens to evaluate how the IQMS was applied in the circuit under study. Thematic analysis was used to analyse the data. The study revealed that there was no proper implementation of the IQMS in schools. Teachers conducted the IQMS for monetary reward instead of quality assurance. We conclude that the roles and responsibilities of supervisors are crucial during the implementation of the IQMS in schools, and that a huge discrepancy existed between the perceptions of supervisors and educators. We recommend that continuous training for both supervisors and educators is necessary for better implementation.

The need for social-emotional learning for adults has emerged due to accountability stressors and the COVID-19 pandemic. While many school leaders believe in SEL for adults, major disconnects exist between their understanding and belief in SEL and their plans to implement it. The main problem this research sought to address integrated two ideas in the affective world of school leaders: First, research literature today does not describe what competencies from the most commonly used framework for SEL, CASEL, mean concerning school leadership. Second, research literature today does not describe how school leaders explicitly develop SEL skills and operationalize these competencies to influence teachers' SEL. Considering the phenomenon of this study was school leaders' understanding and use of SEL skills, the overarching purpose for this study was to explore how school leaders in schools known for their SEL focus make sense of and use SEL skills for their leadership and with their staff and students. This study utilized a more modern form of grounded theory research called Constructivist Grounded Theory and used semi-structured interviews to collect data. Using the CASEL competencies as sensitizing concepts, five categories and 13 subcategories emerged from the data along with a separate but related category with three subcategories. The analysis of these findings suggests eight challenges school leaders face when trying to support the SEL of their teachers.

Family engagement frameworks identify communication as a critical component in creating partnerships with families. However, schools create various barriers to engagement, often starting with a lack of communication, that unequally impact racialized and minoritized families. In addition, the association between communication and family engagement is likely to differ across the content of communication and types of family engagement. This study examines the relationship between school communication content and different types of family engagement and how this relationship differs for racialized subgroups. The findings show positive associations between informative school communication and school-, home-, and community-based family engagement, while negative communications were not associated with any type of family engagement. Analyses also indicated that the relationship between informative communication and family engagement was stronger for Latino families for school- and home-based engagement.

The COVID-19 pandemic has profoundly changed the practice of school leadership, requiring greater flexibility, creativity, and innovation. Guided by institutional theory, this paper suggests that leadership adaptations are influenced by environmental pressures such as coercive (e.g., from governmental or regulatory agencies), mimetic (e.g., attempts to emulate best practices from other schools), and normative pressures (e.g., professional standards endorsed by professional societies or unions). By using a qualitative co-constructed autoethnographic approach (See Kempster & Iszatt-White, 2012), the paper presents the Covid-19 timeline in Manitoba, identifying stakeholders and associated environmental pressures. It also features the personal leadership adaptations experienced by a school principal (Susan). The findings suggest that coercive pressures are mostly associated with creativity and inventive leadership practices. Mimetic pressures may lead to copying behaviours, and normative pressures are associated with enhanced foundational knowledges, all depending on contextual factors. The findings also highlight the significant emotional and physical toll the pandemic has taken on school principals.

School-law enforcement partnerships benefit from well-written memorandums of understandings (MOUs) that have been collaboratively developed with input from school law enforcement agencies and school divisions. While many school-law enforcement partnerships report having MOUs, little is known about what information the MOUs provide. We conducted a content analysis of 73 MOUs from school-law enforcement partnerships in Virginia. We coded the MOUs to obtain information about MOU structure and format and the coverage of three topic areas: school resource officer (SRO) roles, SRO training, and SRO role in school discipline. Our analysis revealed most MOUs cover the three topic areas, but what the MOUs said about these topics varied tremendously. The findings suggest all those involved in MOU development might benefit from easily accessible, streamlined resources that outline what specific issues need to be addressed when creating MOUs and how to navigate nuanced discussions about the roles and training of SROs.

Positive school climates are associated with numerous benefits for students and school staff. Although there is some evidence that the implementation of school-wide positive behavioral interventions and supports (SWPBIS) impacts features of school climate, such as organizational health, the specific aspects of SWPBIS that contribute to climate have yet to be investigated. In this study, we examined how different components of SWPBIS predicted 490 school staff members' perceptions of school climate. After controlling for race and time in the profession, aspects of staff members' school climate perceptions were positively predicted by the teaching of behavioral expectations and having well-defined corrective consequence systems, and they were negatively predicted by district support for the SWPBIS initiative and having strong school-wide reward systems. These results have implications for which components of SWPBIS schools should prioritize for training and development to have the strongest impact on their staff members' perceptions of school climate.

This study examines the characteristics of school shootings and investigates the relationship between perpetrators' race and how shootings are reported by the media. Findings, utilizing data from the Center for Homeland Defense and Security, demonstrate differences by race in the characteristics of school shootings and media reporting of school shootings. Inaccurate and incomplete portrayals of school gun violence in data repositories and the media may lead to public perceptions and policy responses that do not adequately address root causes of violence. In addition, these inaccurate depictions shroud the reality of gun violence in K-12 schools. Accurate information regarding the circumstances of gun violence in schools is a necessary component of preventing future violence.

Scientific literacy is still being identified and recognised as one of the main goals of science education. However, this concept has multiple interpretations and its definition changes continuously depending on its social, cultural, and political contexts. In this paper, scientific literacy is conceptualised through "visions I, II and III." The first one is focused on the content and scientific processes for its subsequent application; the second, with a focus on understanding the usefulness of scientific knowledge in life and society; and the third one seeks to move towards a politicised scientific education to dialogic emancipation, attending social and eco-justice dimensions. The latter is also called critical scientific literacy. The research aimed at analysing how scientific literacy and these three visions are expressed in school curricula of Bolivia and Chile. Using a qualitative approach and thematic analysis, it is established that the Bolivian curriculum presents mainly a "critical scientific literacy" approach and the Chilean science curriculum presents mainly a "vision II" of scientific literacy. Findings of contrasting both school curricula show science education as non-neutral and profoundly political field, and therefore, we can see relevant opportunities for transformation and emancipation, understanding science curriculum as a social practice.