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The present study examined the profiles of parental perceptions of their child's school adjustment in terms of learning loss and school well-being during the COVID-19 pandemic in Finland. Furthermore, the extent to which the profiles differed with respect to the different children and their family characteristics, as well as their parents' stress about their child's schooling, were examined. Parents (N = 26,313) completed a questionnaire in spring 2021 concerning parental stress and their children's schooling. The five-profile solution was identified using latent profile analysis: (1) slightly-higher-than-average-school-adjustment (n = 8198, 31.2%); (2) high-school-adjustment (n = 3017, 11.5%); (3) slightly-lower-than-average-school-adjustment (n = 5025, 19.1%); (4) low-school-adjustment (n = 6777, 25.7%); and (5) mixed-school-adjustment (n = 3296, 12.5%). The low-school-adjustment profile was overrepresented among parents of boys, older children, and children with special education needs as well as among parents with lower education levels, higher numbers of children, and in single-parent households. In addition, the results showed that parental stress about their child's schooling was associated with their perceptions of their child's school adjustment during the COVID-19 pandemic. Overall, the results demonstrate that parents' views of their children's school adjustment varied widely during the COVID-19 pandemic. At schools, particular attention should be given to at-risk families (e.g., families with low education levels and children with special education needs) in which children may be prone to learning loss and low well-being due to the COVID-19 pandemic.

The present study aimed to investigate elementary school principals' work from the ecological systems perspective and which elements of their work are experienced as demands or resources. Semi-structured interviews were conducted with 22 principals. Qualitative content analysis was used to analyse the data. The results show that the way principals experience their work is individual and influenced by several internal and external factors. Some of the most extensive demands appear to be related to interaction with different stakeholders in situations where principals have the role of mediator in solving conflicting situations. Challenges also seem to arise in dealing with elements or issues that principals cannot influence or have no control over. Principals' current perception is influenced by their education, work and personal histories and future vision. The results also indicate that principals need in-service training concerning social interaction and human resource management, such as how to act in conflicting situations, interact with different personalities and get the entire school community to develop and work for common goals. In addition, our findings suggest that offering support to principals through, for example, mentoring programmes during their first years could reduce the pressures they face and help them concentrate more fully on relevant tasks.

This cross-lagged study examined the classroom-level associations between the reading performance of first-grade students (N = 537) and observed literacy instruction activities in classrooms (N = 30) in the autumn and spring terms. The multilevel analyses indicated that lower average word reading skills in the classrooms (i.e., there were more students who were learning to read) in the autumn were associated with higher amount of activities supporting consolidation of reading and spelling skills in the spring. In contrast, higher average word reading skills in the classrooms in the autumn were associated with higher amount of independent meaning-focused activities in the spring. Higher extent of whole-group meaning-focused activities in the autumn was positively associated with reading comprehension at classroom level in the spring, whereas independent phonological recoding practice in the autumn was negatively associated with reading comprehension in the spring. The study provides novel understanding of the associations between students' reading performance and literacy instruction especially showing how students' reading skills at classroom level may inform instruction in the classroom. This information may guide teachers to adapt their instruction at classroom level but also to identify the students needing differentiation. The results also acknowledge the affordances and limitations students' skills may set for the instruction.

LBGTQ+ students often miss the support and information they need in the school nursing, but little is known about junior high school (JHS) nurses' work with LGBTQ+ students. 15 JHS nurses were interviewed in focus groups about their perceptions of supporting LGBTQ+ students. Four interconnected themes were identified with inductive thematic analysis: (1) JHS nurses' professional identity and practice; (2) Recognition of sexual and gender diversity in school; (3) Family acceptance process; and (4) LGBTQ+ students as school nursing clients. JHS nurses self-identified as accepting professionals, but having limited skills, knowledge, and education needed in supporting LGBTQ+ students. Supporting LGBTQ+ students is a complex phenomenon, and to enhance JHS nurses' competence in providing care for these students, sexual and gender diversity needs to be included in evidence-based nursing information sources, covered in nursing education, and the school needs to be secured as LGBTQ+ safe place.

BACKGROUND: In recent decades, the survival of children with congenital anomalies and paediatric cancer has improved dramatically such that there has been a steady shift towards understanding their lifelong health outcomes. Paediatric surgeons will actively manage such conditions in childhood and adolescence, however, adult surgeons must later care for these grown-ups in adulthood. This article aims to highlight some of those rare disorders encountered by paediatric surgeons requiring long-term follow-up, their management in childhood and their survivorship impact, in order that the adult specialist may be better equipped with skills and knowledge to manage these patients into adulthood. METHODS: A comprehensive literature review was performed to identify relevant publications. Research studies, review articles and guidelines were sought, focusing on the paediatric management and long-term outcomes of surgical conditions of childhood. The article has been written for adult surgeon readership. RESULTS: This article describes the aforementioned conditions, their management in childhood and their lifelong implications, including: oesophageal atresia, tracheo-oesophageal fistula, malrotation, short bowel syndrome, duodenal atresia, gastroschisis, exomphalos, choledochal malformations, biliary atresia, Hirschsprung disease, anorectal malformations, congenital diaphragmatic hernia, congenital lung lesions and paediatric cancer. CONCLUSION: The increasing survivorship of children affected by surgical conditions will translate into a growing population of adults with lifelong conditions and specialist healthcare needs. The importance of transition from childhood to adulthood is becoming realized. It is hoped that this timely review will enthuse the readership to offer care for such vulnerable patients, and to collaborate with paediatric surgeons in providing successful and seamless transitional care.

Teacher self-reports were used to investigate patterns of their self-efficacy and attitudes toward inclusive education in association with teacher emotional support, collective teacher efficacy, and collegial collaboration. Data included a sample of 100 Norwegian upper secondary school teachers from a mixed-methods cluster randomised controlled trial study. Latent profile analysis identified four subgroups: "Low Self-Efficacy", "Mid Attitudes" (n = 19); "High in All" (n = 15); "Mid Self-Efficacy", "Low Attitudes" (n = 36); and "High Self-Efficacy", "Mid Attitudes" (n = 30). Teachers in the High in All profile reported being the most emotionally supportive, while the highest levels of collective efficacy and collegial collaboration were reported by teachers belonging to the "High Self-Efficacy", "Mid Attitudes" profile. Teachers in the "Low Self-Efficacy", "Mid Attitudes" profile reported the lowest levels of emotional support, collective efficacy, and collegial collaboration. The results provide a deeper understanding of the association between teachers' self-efficacy and attitudes toward inclusive education by investigating distinct teacher profiles with diverse self-efficacy and attitude characteristics, leading to more targeted and effective strategies in inclusive education research, practice, and policy.

This descriptive case study examined how teaching practices were evidenced in Grade 1 classrooms in two different cultural and educational contexts, Finland and Japan. Teachers' teaching practices were video-recorded in 53 classrooms in Finland and six classrooms in Japan and rated with the Early Childhood Classroom Observation Measure by trained investigators. Four Finnish teachers and two Japanese teachers having the highest scores in either child-centered or teacher-directed practices were selected for a descriptive case study to take a closer look at how teaching practices in terms of management, climate, and instruction are evidenced in authentic classroom situations. The analysis revealed some similarities and disparities in how teacher-directed and child-centered practices are reflected in classroom situations in the two countries. For example, in Japan, teachers favoring child-centered practices asked more open-ended questions and encouraged brainstorming and group discussions, whereas the Finnish teachers emphasized socio-emotional skills. The results suggest that cultural values may play a role in how teachers create a positive climate, implement instruction, and organize activities in the classroom.

Teacher-student relationship and students' social competence were investigated in relation to the quality of educational dialogue. The data consisted of 151 video-recorded Grade 2 lessons. The teachers (N = 50) also rated their students' (N = 664) social competence and the teacher-student relationship. In terms of teacher-student relationships, closeness associated positively while conflict associated negatively with high quality dialogue. Regarding students' social competence, cooperation skills and empathy linked positively while disruptiveness linked negatively with high quality dialogue. The findings provide new knowledge on how different student-related factors may support or prevent the building of educational dialogue.

This study examined the amount and quality of educational dialogue in relation to student math performance in Grade 2. Domains of teacher occupational stress were considered predicting variables for dialogue and math performance. Video-recorded lessons (N = 151) of 50 teachers were analysed in terms of dialogic episodes to determine the amount (length and number of episodes) and quality (four patterns) of dialogue. Multilevel modelling showed that the amount of educational dialogue associated positively with student math performance. In addition, teacher cynicism was related to math performance via the amount of educational dialogue. Regarding dialogue quality, moderate-quality dialogue linked positively with student math performance, but no indirect associations were found when considering teacher cynicism. The findings provide important new knowledge by investigating the effect of educational dialogue on young students' achievement and by mapping indirect associations between teacher occupational stress, dialogue, and student math performance.

This study investigated the relation between teachers' occupational well-being and the quality of teacher-student interactions in lower secondary schools in Finland. Teachers (N = 48) self-rated their occupational well-being in terms of engagement, stress, job demands, and emotional exhaustion. Teacher-student interactions in classrooms were video-recorded and coded with the Classroom Assessment Scoring System. The results of multivariate regression analyses showed that teachers who reported higher work-related stress were observed with a lower quality of emotional support, classroom organization, and instructional support when controlling for background factors. It is proposed that the observed quality of teacher-student interactions is related to teachers' work-related stress in lower secondary schools.

This study investigated associations between quality of the teacher-student relationship (closeness and conflict) and teachers' (N = 48) visual focus of attention in Grade 1 classrooms in fall and spring, and it explored to what extent students' (N = 650) gender and task-avoidant behaviour moderated the associations. Results showed first that teacher-student closeness was positively associated with teachers' visual focus of attention in the fall and spring, whereas teacher-student conflict was positively associated with teachers' visual focus of attention only in the spring. In addition, the results of multigroup analysis showed that students' task-avoidant behaviour had a moderating effect on the association between the quality of the teacher-student relationship and teachers' visual focus of attention in the spring, but gender did not.

The present study compares the feedback themes that groups of teachers (n = 5) and student teachers (n = 15) discussed in a professional development programme concerning teachers' classroom interaction and formative assessment, and the agents they assigned the feedback to. The results of the thematic analysis show little variation with the conversation themes between the groups, but they did show more with the appointed agents of feedback themes. The teachers assigned feedback themes to the teacher and the students, as student teachers assigned them to the teacher and the learning environment. By referring to feedback as the shared responsibility of the teacher and students, the teachers demonstrated more modern views of feedback than the student teachers. Ignoring students' part limits the understanding of feedback as a shared process between teacher and student. Teacher education should ensure that attention is also paid to students' role in the feedback process.

The unstable N=42 nucleus 72Zn has been studied using multiple safe Coulomb excitation in inverse kinematics. The experiment was performed at the REX-ISOLDE facility at CERN making first use of the silicon detector array C-REX in combination with the γ-ray spectrometer Miniball. The high angular coverage of C-REX allowed to determine the reduced transition strengths for the decay of the yrast 01+, 21+ and 41+ as well as of the 02+ and 22+ states in 72Zn. The quadrupole moments of the 21+, 41+ and 22+ states were extracted. Using model independent quadrupole invariants, the ground state of 72Zn was found to have an average deformation in the γ degree of freedom close to maximum triaxiality. In comparison to experimental data in zinc isotopes with N

Student-teacher relationships are crucial for adolescents' adjustment in the school context. The aim of the present study was to examine the role of teacher closeness in academic emotions and achievement among adolescents with and without learning difficulties during the first year in lower secondary school. Students' learning difficulties (LDs) were identified based on tested reading and math skills. In addition, students evaluated their teacher relationships and rated academic emotions in literacy and math domains. The results indicated that higher teacher closeness was related to increasing positive emotions and increasing literacy achievement during seventh grade, whereas lower levels of teacher closeness were associated with increasing learning-related anger and boredom. The results were mostly similar for students with and without LDs, which indicates that students in general benefit from close teacher relationships during the first year in lower secondary school.

The present study aimed to investigate elementary school principals' self-reported causes of work-related stress, their coping strategies to deal with stress and the support they need for their leadership. Seventy-six principals filled in the questionnaire, which included open-ended questions. Qualitative content analysis was used to analyse the data. The results showed that the main sources of stress were workload, interpersonal conflicts, a lack of resources and internal pressures. Moreover, principals used emotion-focused, problem-focused and social coping to deal with stress. Additionally, principals reported a need for problem-focused support and social support for their leadership. The results revealed the importance of social support and coping for principals' occupational wellbeing. A more intimate approach to principals' perceptions about the causes of occupational stress, their coping strategies and the support they need provides opportunities to consider diverse personal requirements, which may be fundamental in promoting principals' occupational wellbeing.

Background: Teachers' self-reported stress is related to the quality of teacher-student interactions and students' learning outcomes. However, it is unclear if teachers' physiological stress is related to child-centred teaching practices in the classroom and whether teaching practices mediate the link between teachers' stress and students' learning outcomes. Aims: We studied the effect of teachers' physiological stress and self-reported stress on their teaching practices and thereby on students' learning outcomes in math. Sample: A total of 53 classroom teachers and 866 Grade 1 students participated in the study. Methods: Salivary cortisol in the middle of the school day and cortisol slope from morning peak to evening were used as indicators of teachers' physiological stress, in addition to self-reported teaching-related stress. Teaching practices were observed with the ECCOM instrument. Students' math skills controlled for gender and previous skills were used as a measure of learning outcomes. Data were analysed with a two-level SEM. Results: Teachers' physiological stress did not have an effect on teaching practices or students' math skills. Teachers reporting less stress used relatively more child-centred teaching practices compared with teacher-directed ones. These practices had a marginal effect on classroom-level differences in the gain of students' math skills in Grade 1. There was neither a direct nor indirect effect from teachers' stress on students' math skills. Altogether, our model explained 77% of classroom-level variance in math skills. Conclusions: Teachers' self-reported stress has an effect on their teaching practices, which, in turn, have a marginal effect on students' learning outcomes.

Background: Teachers' stress, affect and general occupational well-being influence their teaching and their students. However, how teachers' daily physiological stress and positive affect are related in the classroom is unknown. To reduce teachers' stress and enhance their positive affect, it is crucial to understand how occupational well-being relates to stress and affect. Aim: The aim of the study was to examine the relationships between teachers' daily physiological stress and positive affect in authentic classroom settings and the roles played by teachers' self-efficacy beliefs, perceptions of school climate and burnout symptoms in daily stress and affect. Sample: The sample consisted of 45 classroom teachers. Method: Daily physiological stress was assessed by measuring salivary cortisol levels three times in two days. Positive affect was reported by experience sampling at the same time that cortisol was collected. Questionnaires were used to assess self-efficacy beliefs, perceptions of school climate and burnout symptoms. Three-level modelling with random intercepts and slopes was used to analyse the relationships between daily stress and affect and the effect of teachers' general occupational well-being on stress and affect. Results: No relationships were evident between teachers' physiological stress and positive affect or between daily changes of stress and affect. Self-efficacy beliefs were related to lower stress and higher affect in the middle of the school day. Having sufficient school resources were related to higher positive affect. Teachers' burnout symptoms were associated with lower positive affect. Conclusions: We emphasize the potential for self-efficacy and perceptions of school resources as targets for intervening in teachers' stress and affect.

This study quantified the possible learning losses in reading and math skills among a sample of Finnish Grade 3 children (n = 198) who spent 8 weeks in distance learning during the first wave of the COVID-19 pandemic in spring 2020. We compared their reading and math skill development trajectories across Grades 1, 2, and 4 to a pre-COVID sample (N = 378). We also examined if gender, parental education, maternal homework involvement, and child's task-avoidant behavior predict children's academic skills at Grade 4 differently in the pre-COVID sample compared with the COVID sample. Children's reading and math skills were tested, mothers reported their education and homework involvement, and teachers rated children's task-avoidant behavior. The results showed, on average, lower reading skills in the COVID sample than in the pre-COVID sample but there were no differences in math skills. Although the COVID sample had lower levels in reading, their developmental trajectories in reading and math skills were not different from the pre-COVID sample before the pandemic in Grades 1 and 2. From Grade 2 to 4, however, the development was slower in reading fluency and comprehension in the COVID sample, but not in math. The predictors of change from Grade 2 to 4 in reading and math skills were not different in the samples. The results showed that the development of reading skills in particular may have been affected by the COVID-19 pandemic.

Research Findings: The aim of the present study was to identify profiles of kindergarten teachers based on the observed quality of interactions with the children in their classrooms and to explore possible differences between the profiles in terms of teachers' occupational well-being and teacher and classroom characteristics. Participants were 54 Finnish kindergarten teachers whose interactions with children were observed with the Classroom Assessment Scoring System (CLASS Pre-K). The teachers also completed a questionnaire about their occupational well-being. Four interaction profiles were identified: Highest Quality, Moderate Quality, Lower Quality with Limited Negativity, and Lower Quality with Moderate Negativity. Differences between the profiles were found in teachers' teaching-related stress, general stress, and depressive symptoms. Furthermore, the profiles differed, albeit marginally significantly, in terms of teachers' emotional exhaustion. Overall, teachers in the Moderate Quality profile reported the most favorable occupational well-being, whereas teachers in the Highest Quality and the two lower quality profiles reported challenges to their occupational well-being. The profiles did not differ in terms of teacher and classroom characteristics. Practice or Policy: Results suggest that teachers' professional development opportunities should focus on both improving the quality of classroom interactions and enhancing teachers' occupational well-being by reducing their stress.

The agency of primary school students has been studied increasingly in recent years; yet, we know relatively little about student agency in music educational settings or how students experience their participation in joint musical action. This study explores sixth-grade students' experiences of their agency in whole-class playing. Qualitative content analysis of 11 pair interviews identified vulnerability as an essential element of participating in whole-class playing, highlighting the intrinsically emotional nature of the process, the immediacy of the musically shared moment and the safe place of entrainment. This study elucidates the enactment of agency and the resources facilitating and limiting agency within the context of whole-class playing from the perspective of students themselves.

This study examined the occurrence and quality of educational dialogue in the preschool classrooms of teachers with low, moderate and high stress levels. Video-recordings of 21 preschool teachers were analysed based on episodes of educational dialogue and categorised with respect to patterns of dialogic teaching and shared knowledge building. The teachers' level of stress was determined based on their self-reporting of work-related stress and well-being. The findings showed that moderately stressed teachers conducted educational dialogue the most, whereas teachers with low stress conducted dialogue the least. Patterns of teacher-initiated dialogue of a high quality and patterns involving factual knowledge sharing prevailed in the sample. The study contributes to knowledge on teacher stress levels and the occurrence of educational dialogue in preschool.

When classroom observations are increasingly used for accountability and evaluation purposes, a deeper understanding of the psychometric properties of such measurement tools is needed. The present study took a unique approach to examine the psychometric properties of a commonly used classroom observation measure by testing the reliability of indicators for higher-order constructs (i.e. dimensions). We investigated the reliability of indicator ratings of the Classroom Assessment Scoring System (CLASS) Pre-K instrument in Finnish kindergarten and first grade classrooms. Twenty-one observer pairs rated 838 segments identified from the 413 lessons of 48 teachers. Variance components models were specified to investigate variance proportions of each indicator and dimension. The results showed that most observer disagreement was found for the instructional support domain. Observers disagreed relatively more depending on the teacher they observed. There is a clear need for additional understanding on how observers process information on the complex elements of classroom interaction in order to improve training programmes and the reliability and accuracy of the assessment procedure.

This study examines primary-school children's beliefs about their school performance at the end of their first school year in Finland and feedback that they have received, and furthermore possible gender differences between these beliefs. Children from Grade 1 (N = 544), approximately 7 years old, were interviewed. The data were assessed using problem-driven content analysis and inductive reasoning. The analysis revealed ten categories of children's beliefs regarding their school success and failure. The results showed that more than one-third of the children believed that they were succeeding well at school. More boys than girls mentioned that they succeeded in mathematics, and more girls than boys mentioned that they succeeded in literacy. Based on the interviews, teachers rarely gave feedback. Even less feedback was reportedly given by teachers when the children believed that they were performing poorly. Therefore, different modes of giving feedback and the way feedback is provided should be carefully considered.

The present study investigated bidirectional associations between teachers' sense of inadequacy and self-efficacy and factors related to them across one academic year. Teachers (N = 52) rated their sense of inadequacy and self-efficacy in fall and spring, and reported the number of students in need of support in spring. The results of cross-lagged path models showed that teachers' sense of inadequacy in fall negatively predicted their subsequent self-efficacy, especially in the dimensions of student engagement and classroom management. In addition, teachers' work experience and number of students with need of support in terms of social and behavioral problems were related to teacher self-efficacy (TSE). Based on these findings, the number of students in need of support in the classroom is a critical factor that influences TSE; therefore, teachers may need support to manage students with needs in terms of social and behavioral problems to maintain their sense of high self-efficacy.

An awareness of school-related antecedents of children's physiological stress at the beginning of school helps educators to prevent and mitigate children's stress, the one of the major obstacles to their well-being and academic progress. We aimed to study the effect of reading skills and social competence on first-grade students' salivary cortisol levels in natural settings. Based on previous results of the effects of everyday situations on children's stress according to gender, we expected that both academic and social skills would affect girls' physiological stress more, compared to boys. Our sample consisted of 277 students (7-8 years old, 50.2% girls). We used the highest salivary cortisol level of three morning samples and a cortisol level from the middle of the school day as physiological stress indicators. Reading skills were assessed by group-administered tests and social competence by teacher ratings. We found that lower reading comprehension skills and lower disruptiveness were related to higher cortisol levels for girls but not for boys. Higher empathy and lower disruptiveness moderated the effect of better reading comprehension on higher psychological stress in the middle of the school day only for girls. By recognizing the antecedents of children's stress and supporting their academic and social skills, children's, especially girls', physiological self-regulation and coping skills in the primary grades will benefit.