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Pre-service teacher perception of inclusive education plays a critical role in the field of K-12 education, ensuring that students with disabilities receive the best possible instruction in the least restrictive environment. This qualitative case study used one-to-one interviews and focus groups to gather data from 16 pre-service teachers enrolled in an Urban teacher preparation program in a major city in Texas, United States. The data analysis highlighted the pre-service teachers' understanding of differentiation instruction for students with disabilities. Furthermore, the pre-service teachers felt positive about meeting the needs of the special education students in the general education classrooms. However, they expressed concerns related to limited coursework that helps them acquire teaching strategies to meet the needs of the special education students in the general education classrooms. The research findings offer valuable insights into the factors behind pre-service teachers' perceptions of inclusion, underscoring the importance of coursework specifically targeting their preparedness for inclusive education. [ABSTRACT FROM AUTHOR]

Objective: Taking advantage of the broad coverage of Wireless Application Protocol (WAP), we developed a Content Management System (CMS)-programmed mobile learning application. This application can help the undergraduate to obtain a comprehensive understanding of concepts in Cleft lip and palate Phenotype, and Embryonic development (CPE). The present study aims to evaluate the feasibility and efficacy of the concept acquisition teaching model on the basis of WAP in a practical undergraduate course of CPE. Design: The concept acquisition teaching model based on WAP was programmed by CMS, covering definitions of various cleft lip and palate, the mechanisms underlying the phenotypes, practical medical cases, as well as corresponding tests after learning. Setting: The CPE concept acquisition teaching model was distributed to a total of 524 undergraduate students and 46 tutors participated in CPE teaching from seven highly ranked schools of stomatology in China since April 2022. Participants: 524 undergraduate students and 46 tutors from seven highly ranked schools of stomatology in China. Interventions: The CPE concept acquisition teaching model. Main outcome measures: The effectiveness of the CPE teaching model. Results: The response rate to the survey was 100%. The grading of the questionnaires indicated that the students were satisfied with the usability, practicality, and outcome, whereas the tutors were more positive with the contents, cooperation, and outcome. Conclusions: The present study demonstrated the feasibility and efficacy of the WAP-based concept acquisition teaching model of CPE and a high level of satisfaction among undergraduate students and tutors who major in Stomatology. [ABSTRACT FROM AUTHOR]

Young people with impaired functioning and/or disability do not receive as much education or as high an education as fully functioning young people, thus limiting their job opportunities. Therefore, the aim of this study was to investigate perspectives of young people with neuromuscular diseases regarding their choice of educational programs and possibilities to complete program requirements to gain knowledge for use in future counselling and the development of a national questionnaire survey. The design for this study was qualitative using the interpretive description methodology and Anthony Giddens' theory on modernity and self-identity. Data were generated through two focus group interviews with seven people between 18 and 30 years of age. Beginning and completing an education was influenced by the creation of identity: the importance of experiencing demands and expectations, the meaning of social relations when learning, and the consequences of accessibility for educational opportunities. The participants' sense of self-identity was built by testing boundaries and developing images through social relations with peers, parents, and teachers. How they acted and behaved in the social arena of school and education influenced their choices and chances of completing educational programs. [ABSTRACT FROM AUTHOR]

Introduction: Physical activity is critical for health promotion and the prevention of noncommunicable illnesses, especially among teenagers. However, teenagers' active participation in physical exercise may be hampered by perceived impediments to physical activity. Objective: This study aimed to identify the external and internal barriers to physical activities among adolescents, as well as any differences in these barriers between males and females. Methods: A cross-sectional study was carried out among 600 adolescent students (aged 11–16) from a public school in Jordan. A self-administered questionnaire with 12 items assessed barriers to physical activity. Internal and external barriers were identified, and statistical analyses were performed using SPSS. Results: Male adolescents reported more perceived hurdles to physical exercise than female adolescents, with lack of time and lack of self-confidence being the most significant impediments. External impediments were more prominent than internal barriers, particularly a lack of resources. The total score for external barriers was significantly higher than that for internal barriers. "Lack of resources" was the most important external barrier (mean = 3.49), and "lack of self-confidence" was the most significant internal barrier (mean = 3.47). Male and female teenagers differed in the obstacles of "lack of self-confidence" (p =.045) and "lack of time" (p =.040). The most significant perceived hurdles included a lack of awareness of the health benefits of exercise, concerns about appearance while exercising, limited access to fitness centers, lack of exercise equipment at home, and insufficient spare time due to a packed class schedule. Conclusion: It is critical to implement interventions that address the identified barriers to physical activity, particularly among female adolescents, such as improving opportunities for physical activity and providing social support for participation. [ABSTRACT FROM AUTHOR]

This paper takes on and explores the disturbing and perhaps counter-intuitive notion that the university is the place where the intellect goes to die. This idea is explored alongside Georges Bataille's suggestion that the death of thought might actually be a worthy pursuit and only thought which seeks its own limits is worth striving for. The deleterious effects of the university upon thought are nonetheless contrasted to Bataille's own attempts to take thought to the point of its expiration. The key difference between the 'teaching of death' that Bataille has in mind, and the enactment of the death of thinking that the university achieves is this: Bataille seeks, however impossibly, to bring death "into the field of vision". Academic knowledge production, by contrast, with its systematism, its rigor, its proceduralism and its subsumption by work, merely abandons the thinking subject to the inevitable result, which for Bataille, is unthinking servility, a premature, utterly suppressed, and domesticated, death-in-life. [ABSTRACT FROM AUTHOR]

It is not known how school closure affected child maltreatment. We conducted a retrospective cohort, linear mixed-models study of 133 counties (comprising 8,582,479 children) in Virginia between 2018 and 2021. Exposure was the opening of schools at least 2 days a week. Outcomes were referrals and incidence of child maltreatment reported to the Department of Social Services. In 2020-2021, there were descriptively more referrals (in-person: 50.9 per 10,000 [95% CI: 47.9, 54.0]; virtual: 45.8 per 10,000 [95% CI: 40.7, 50.9]) and incidence (in-person: 3.7 per 10,000 [95% CI: 3.3, 4.2]; virtual: 2.9 per 10,000 [95% CI: 2.3, 3.5]) of child maltreatment in counties with in-person schooling, though these differences did not reach statistical significance. The referral rate variations (between pandemic and pre-pandemic eras) of counties with in-person schooling was significantly greater than rate changes in counties with virtual schooling during the summer period. There were no differences in incidence in any quarter. Higher poverty within a county was associated with both higher referrals and incidence. Our findings suggest that child maltreatment is driven primarily by underlying differences in counties (namely, poverty) rather than the type of schooling children receive. [ABSTRACT FROM AUTHOR]

To provide inclusive education to autistic students, it is important that teachers possess knowledge about autism, feel competent in teaching autistic students, and have a positive attitude toward the inclusion of autistic students. In this study, we explored knowledge, self-efficacy, and attitude concerning autism among N = 887 teachers in Germany. The results showed that knowledge about autism was only moderate and teachers held some typical misconceptions about autism. Moreover, teachers did not possess overwhelmingly high self-efficacy beliefs whereas their attitude toward inclusion of autistic students was rather positive. Experience with teaching autistic students was associated with more knowledge and higher self-efficacy. Also, female teachers were more knowledgeable about autism and felt more competent in teaching autistic students than male teachers. However, the type of school where teachers were working made hardly any difference in their knowledge, self-efficacy, and attitude. Overall, the results suggest that teachers in Germany need more autism training to increase their knowledge about autism and their self-efficacy beliefs in teaching autistic students. Nowadays, autistic students are often enrolled in mainstream schools. To successfully include autistic students in general education, teachers need to possess knowledge about autism, feel competent in teaching autistic students, and have a positive attitude toward their inclusion. However, in Germany, little is known about the knowledge, the self-efficacy, and the attitude concerning autism among teachers working at mainstream schools. Therefore, we conducted a study in which we used items to assess knowledge, self-efficacy, and attitude. A total of 887 general education teachers participated in the study. The results showed that the level of knowledge about autism was moderate among teachers. Similarly, teachers did not hold overwhelmingly high self-efficacy beliefs. However, their attitude toward inclusion of autistic students was rather positive. At the same time, teachers who had experience with teaching autistic students possessed more knowledge and higher self-efficacy than teachers who had no experience with teaching autistic students. In addition, female teachers were more knowledgeable about autism and felt more competent in teaching autistic students than male teachers. In contrast, knowledge, self-efficacy, and attitude were rather similar among teachers from different types of schools. The findings suggest that teachers in Germany should possess more knowledge about autism and feel more competent in teaching autistic students. Therefore, it is important to systematically include autism trainings in teacher education programs. [ABSTRACT FROM AUTHOR]

Firearms are the leading cause of pediatric deaths. Few studies have identified protective factors that reduce the risk of firearm violence. Interpersonal factors, including school connectedness and social support, protect against multiple health-affecting risk behaviors. Therefore, this study examines associations of school connectedness and social support with firearm and weapon violence involvement. Data were gathered through an anonymous survey conducted across 13 high schools within an urban school district in 2018 (n = 2,604) modeled on the Centers for Disease Control and Prevention Youth Risk Behavior Surveillance Survey. Separate hierarchical logistic regression models examined associations between school connectedness and social support, and the outcomes of firearm carrying and engaging in violence with a weapon on school property in the past 12 months. Models were adjusted for age, race, and covariates representing basic needs, education, and mental health. The mean age was 15.7 years, and 57.5% of youth were female. 5.8% of youth had carried firearms and 5.5% engaged in violence with a weapon on school property in the past 12 months. School connectedness was significantly inversely associated with engaging in violence with a weapon on school property (odds ratio [OR] 0.225, 95% confidence interval [CI] [0.080, 0.632] and high levels of social support were significantly inversely associated with firearm carrying (OR 0.522, 95% CI [0.313, 0.870]). School connectedness and social support may be important in protecting youth from firearm and weapon-related violence. Interventions that strengthen safe and supportive interpersonal relationships within school environments and broader support systems across contexts may help reduce firearm and weapon violence involvement. [ABSTRACT FROM AUTHOR]

The number of school-aged students with diverse linguistic and cultural backgrounds is increasing across the United States. This survey identifies strategies school nurses use for communicating to families with limited English proficiency and describes recommendations to improve language needs. The online survey was completed by K–12 school nurses and data were analyzed using descriptive statistics. Among the 52 participants, only 23% (n = 12) indicated that resources they were currently using to interpret health information always met their language needs, with the most common resource described as school personnel who can speak the language needed for interpretation. To improve communication, most (73%; n = 38) participants described preferences for in-person resources and estimated that if on-demand interpreter resources were readily available, they would use on-demand resources for approximately 3.6 hours per week. By improving linguistic and cultural competencies among students and families with limited English proficiency, school nurses can improve student health outcomes. [ABSTRACT FROM AUTHOR]

Objectives: Overweight and obesity among school-aged children pose a threat to both their academic performance and public health. The Healthy Primary School of the Future (HPSF) initiative was established to address this issue. Our objective was to explore the conditions that make HPSF sustainable based on the perspectives of relevant stakeholders. Design: The study utilised Group Concept Mapping, a structured methodology for conducting mixed-methods participative research, combining qualitative data collection with quantitative data analysis measures. Method: Participants included parents, teachers, school directors, politicians, labour unions, educational, nutrition and health scientists and policymakers. They were asked to respond to the prompt, 'A necessary condition to make the HPSF sustainable is...'. The statements generated were then assessed for their importance and feasibility. Using multidimensional scaling and hierarchical cluster analyses, we identified the shared vision among the stakeholders. Results: A total of 106 unique statements were generated and grouped statistically into 10 clusters. The most significant clusters were identified as Financing; Accessibility for everyone; and Content/Lifestyle/School Programme. The clusters that were deemed most feasible included Content/Lifestyle/School Programme; Accessibility for everyone; and Evaluation. Conclusion: Achieving sustainability for the HPSF requires a comprehensive approach that addresses the conditions outlined in all 10 clusters. Based on the ratings of feasibility and importance, our recommendation is to prioritise implementation of Content/Lifestyle/School Programme and Accessibility for everyone. Subsequently, efforts should be directed towards realising the less feasible but crucial conditions, such as Financing and Evaluation, followed by the remaining six clusters of conditions as identified. [ABSTRACT FROM AUTHOR]

To curb the spread of the coronavirus, almost all countries implemented nationwide school closures. Suddenly, students experienced a serious disruption to their school and social lives. In this article, we argue that psychological research offers crucial insights for guiding policy about school closures during crises. To this end, we review the existing literature on the impact of school closures during the COVID-19 pandemic on children's learning and mental health. We find that the unprecedented scale and length of school closures resulted in a substantial deficit in children's learning and a deterioration in children's mental health. We then provide policy recommendations on how to ensure children's learning and psychosocial development in the future. Specifically, we recommend that more attention should be paid to students from marginalized groups who are most in need of intervention, evidence-informed and personality-tailored mental-health and social- and emotional-learning programs should be implemented in schools, and generational labels should be avoided. [ABSTRACT FROM AUTHOR]

The role of principal supervisor has been shifting from a focus on management to one that emphasizes support for principals. External partners can sometimes help with redesigning the role and other aspects of district organization. However, most research focuses on large urban districts with role conceptions and organizational structures that are not easily applied to midsized districts. In this study, we leverage contingency theory as a way to consider how contextual difference might matter in the use of principal supervisors to support and develop principals of underperforming schools. We interviewed district superintendents, principal supervisors, and principals in five mid-sized districts partnered with USSP, an in-service educational systems leadership provider with research evidence of impact on student achievement outcomes. We found that mid-sized districts commonly prioritized characteristics and traits regularly associated with good principal supervisors, but they were limited by district size and context in how they could initiate change. Despite some differences in how districts established the principal supervisor role, participants across levels described how principal supervisors were supported and, in turn, supported principals in intensive ways. Study results suggest that reorienting the principal supervisor's role, even in mid-sized districts, can build leadership capacity of principals leading underperforming schools. [ABSTRACT FROM AUTHOR]

University leaders are increasingly focused on management tasks and metrics, and distributed leadership has been broadly adopted as a way for leaders to navigate corporate management demands while also maintaining the collegial and communitarian character of the academy. This article discusses the findings of an indicative case study within a Faculty of an Australian University exploring the experiences of academic leaders in adopting distributed leadership. The findings highlight how a lack of agreed definitions, aims, and goals of distributed leadership constrained its adoption. The case study also contributes to understanding the roles of trust and hierarchy in how distributed leadership is experienced and their role in enabling or constraining distributed leadership. In the Faculty, academic leaders within Schools experienced distributed leadership as an exercise in delegating duties. In contrast, Faculty leaders were likely to perceive leadership as distributed although with varying degrees of success, with trust playing a key role in both groups. In highlighting the importance of clarity, hierarchy, and trust, the case study shows that there must be clarity around what distributed leadership is, what is being distributed, how it will be distributed, and trust in the implementation process and colleagues. [ABSTRACT FROM AUTHOR]

This article reviews the literature for tools that measure the knowledge of basic palliative care concepts in teenagers as set forth by the World Health Organization who challenged Health Promoting Schools to provide health literacy and to increase knowledge of palliative care concepts. Teenagers constitute an underrepresented population in terms of understanding palliative care, despite often possessing the ability to make medical decisions. The aim of this article is to examine instruments that may be utilized to measure high school students' knowledge of basic palliative care concepts, even if they may require modification. A Google Scholar and PubMed search resulted in finding that with modifications the Palliative Care Knowledge Scale and Palliative Care Quiz for Nurses can be utilized for measuring knowledge of palliative care concepts in teenagers', which serves as a first step in meeting this population where they are in understanding and improving their heath literacy for future access and utilization of palliative care resources. [ABSTRACT FROM AUTHOR]

The involvement of left-behind children (LBC) in school bullying has raised concern in China. However, the susceptibility of LBC to engage in bullying is controversial, and comprehensive, representative studies covering the entire country are lacking. The purpose of this study was to evaluate the prevalence and severity of school bullying among LBC. The Chinese National Knowledge Network, WanFang, VIP, PubMed, Web of Science, EMBASE, and EBSCO databases were searched for literature on being left-behind and bullying before April 2022. The effect size was measured by odds ratio (ORs), standard mean difference (SMD), and 95% confidence interval (CI). Random-effects or fixed-effects models were selected for meta-analysis, and subgroup analysis was used to explore the sources of heterogeneity. The meta-analysis included 25 studies of school bullying among LBC and non-LBC (NLBC). The prevalence of bullying perpetration and victimization among LBC were 18.58% (95% CI [3.72%, 33.44%], p <.05) and 40.62% (95% CI [25.47%, 55.78%], p <.05), respectively. Compared with NLBC, the risk of bullying perpetration and victimization among LBC increased 1.97 times (OR = 1.97, 95% CI [1.77, 2.20], p <.05) and 2.17 times (OR = 2.17, 95% CI [1.43, 3.29], p <.05), respectively. The severity of bullying experienced by LBC was higher than that of NLBC (SMD = 0.49, 95% CI [0.20, 0.79], p <.05). The prevalence and severity of school bullying were higher in LBC than in NLBC, and left-behindness was positively associated with school bullying. LBC are a crucial population to protect when developing bullying interventions. [ABSTRACT FROM AUTHOR]

Background and aims: Autistic pupils have the right to be heard in matters concerning their education and to be active agents in shaping their school experiences. Despite this, educational policies and research have rarely included the voices of autistic children, failing to identify what they consider to be beneficial and meaningful in their own education. This study aimed to (i) summarise existing literature exploring autistic pupils' experiences at school from their own perspectives and (ii) identify gaps for future research through a consultation with autistic pupils. Methods: A scoping review was conducted to identify studies exploring first-person accounts of autistic pupils' school experiences (primary and secondary; aged 4–18 years) published between 2005 and 2023. Thematic analysis was conducted to identify overarching thematic categories across the included studies. Review findings were discussed through a consultation with a Child and Youth Advisory Group (CYAG) comprised of autistic pupils in Ireland (N = 3), to seek feedback and inform a future research agenda. Main contribution: Thirty-six studies were included in the review and six themes were identified: Experiences of feeling misunderstood, of bullying and masking, of feeling excluded, of anxiety, of sensory needs in school, and of being overwhelmed during transitions. Consultation with the CYAG highlighted that these six themes were consistent with autistic pupils' experiences but that reports of positive experiences were missing in the literature. Conclusions: This study identified several gaps in the literature on the school experiences of autistic pupils, based on both the scoping review and consultation with the CYAG. While the CYAG validated the themes identified in existing literature, there is a need for greater diversity in the samples included and increased focus on the potential positive aspects of the school experience. Implications. These findings have important research implications. In particular, further studies are needed with autistic pupils at primary school level, including those who are minimally or non-speaking, as well as ensuring pupils with positive school experiences are also represented. Findings also highlight the need for continued collaboration with autistic pupils themselves in matters concerning their education. [ABSTRACT FROM AUTHOR]

In this article, we describe the exploration of the content and quality of annual goals included in the Individualized Education Programs (IEPs) of students with disabilities in one rural U.S. school district. We utilized content analysis to understand the district's service delivery model comprehensively. Findings revealed disparities between inclusive placements and special education service delivery, suggesting that, despite high rates of inclusive placements noted on IEPs, most services occurred outside general education classrooms, especially for students with intellectual and developmental disabilities (IDD). We evaluated the quality and rigor of 546 annual goals using a rubric adapted from Kurth et al. Only 37.7% of goals were rated as rigorous, highlighting a need for clearer, more specific, and applicable goals. Notably, communication goals for students with IDD were largely absent, raising concerns about support for meaningful participation in general education settings. In addition, special factors related to communication and assistive technology were not consistently addressed in IEPs. We discuss implications for improving educational experiences for students who qualify for special education services under IDD in rural schools and highlight the value of further research and actions in this area. [ABSTRACT FROM AUTHOR]

The present study empirically investigates how school-based bullying victimization affects students' learning outcomes, taking into consideration international and gender perspectives. The main objective of the present research is to provide a better understanding of the consequences of bullying victimization in the learning process of adolescents. We estimate a statistical function that empirically establishes the relationship between the students' outcomes in mathematics, reading, and science (output) and a wide set of explanatory variables (educational factors), one of which is that of being bullied. The present study uses a large sample of 612,004 students between 15 and 16 years old, attending 21,903 schools in 79 countries. The data come from the 2018 round of the Programme for International Student Assessment. The results indicate that bullying victimization is associated with decreases in academic achievement in mathematics, reading, and science. In addition, no relevant differences by gender are observed in reading and science but, other factors being equal, bullied males score less than bullied females in mathematics. [ABSTRACT FROM AUTHOR]

With 7.3% of children under the age of 18 experiencing the death of a parent and more who experience a loss of a loved one bereavement is a common experience in the lives of children and youth. The current study sought to evaluate the effectiveness of an 8-week, school-based grief group treatment program in reducing symptoms of grief, dysregulation, and improving social support. A total of 296 children and youth (age 11–18) participated in the grief programming provided by a local hospice agency. With a retention rate of 76% the researchers identified a significant reduction in grief symptomology, frequency of emotion dysregulation, and a significant increase in perceived social support from pre- to post-8-week school-based grief programming. A reduction in intensity of dysregulation was not significant. Implications for school personnel and parental support of children and youth experiencing loss are discussed. [ABSTRACT FROM AUTHOR]

Argumentation is a fundamental communicative ability that children develop over time through formal schooling and daily practice with peers and family members. Literature on children's argumentation appears to have focused on their social interactions out of school, clinical environment, or informal pedagogic contexts. Even though there are research inquiries into children's argumentation in formal academic learning, many have been focused on argumentative writing in math or science classes. Much less is known about teacher-led argumentation and the youngest children's emerging argumentation in language art classes, where argumentation is formally and systematically introduced and learned. This paper reports a year-long ethnographic study on argumentation in a first-grade English language art classroom in the United States. Ethnographic discourse analysis was conducted to analyze two key literacy events from the daily reader's and writer's workshop. It is supplemented with qualitative analysis of the researchers' field notes and the students' artifacts. Our findings highlight the inherent intertextual nature of children's argumentation and a critical role the teacher played in eliciting and steering the children's argumentation construction through strategic instructional conversations (especially accountable talk). Our findings also revealed teacher-led children's intertextual argumentation as a powerful heuristic process and tool to enrich students' learning. The paper concludes some classroom argumentation teaching practices based on the research findings. [ABSTRACT FROM AUTHOR]

The more-than-human turn in early childhood education has highlighted the relevance of children's intra-actions with their environment, as well as the multiple ways in which worlds and literacies emerge in them. The rejection of representationalism as the single source of knowledge leads to the consideration of affect, embodiment, memories, sound and movement as ways of knowing. The ways in which they manifest in a school context deserve close attention to the tiny details of literacy events. Our research presents a diffractive reading of an event in a school classroom, aiming to understand human and more-than-human intra-actions in this context, the re-configurations of time, space and matter, and the ways in which children articulate entanglements with texts and bodies. We focus on the intra-actions of a seven-year old child with a photo of his favourite videogame and the ways in which affect and memory emerge. The child's sounds and movements, the researcher, the photo and the space become entangled to re-configure time, space and matter. Our analysis provides an insight into an event often occurring in schools. We offer some clues to understand it as part of the language and literacy practices of children, and pose the necessity of reconsidering the usual concept of literacy in school. [ABSTRACT FROM AUTHOR]

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

School nurses are uniquely positioned to support lesbian, gay, bisexual, transgender, and questioning/queer (LGBTQ) students. One approach is involvement in Gender and Sexuality Alliances (GSAs). GSAs have been found to improve outcomes for LGBTQ students. The purposes of this quality improvement project were to build infrastructure for GSAs by implementing a GSA Support Plan including a digital resource binder, GSA advisor trainings, and establishment of an Advisor Leadership Committee and increase the number of schools with a GSA. The binder was distributed electronically to 95 advisors. Forty-nine participants attending virtual trainings. A statistically significant increase in all measures of participant confidence occurred between the pre- and post-training surveys. The Advisor Leadership Committee was established. This paper adds to the literature by showing that support for GSAs is important to aiding LGBTQ students. Further, authors suggest ways in which school nurses can harness their expertise to be involved with GSAs. [ABSTRACT FROM AUTHOR]

Menarche can be a difficult transition for young people. With appropriate education, youth can feel more positively about the menstrual experience. Since many elementary teachers are not equipped with menstrual health knowledge, the education falls to the school nurse. However, it is unknown if school nurses feel comfortable communicating about menstruation with young people. The purpose of this study was to explore school nurses' perceptions regarding menstrual health education in elementary schools (grades K-5). An online mixed-methods survey was established using Qualtrics. Through snowball sampling, 30 elementary school nurses responded. Using the Integrated Behavioral Model (IBM) as a framework, a deductive semantic thematic analysis was used to identify themes for each question. Data suggested that elementary school nurses would participate in professional development regarding menstrual health and hygiene. School health nurses are receiving limited knowledge/skills surrounding pedagogy and are not familiar with cultural differences when it comes to menstrual health. [ABSTRACT FROM AUTHOR]

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Introduction: This study assessed the availability of resources and school supports for students with visual impairments who were mainstreamed in local primary and secondary schools of Addis Ababa, Ethiopia. Methods: A qualitative research approach was used where a semi-structured interview was the tool for gathering primary data from students with visual impairments and special needs education specialists at inclusive education resource centers at the sampled schools. A total of 13 students (5 male, 8 female) with visual impairments were drawn from 2 primary and 4 secondary schools. To ensure the credibility of the study findings, a triangulation of sources and member checks were used. Results: Establishment of inclusive education resource centers and deployment of special needs education specialists were considered promising practices in improving the quality of inclusive education at local schools. Some efforts, like pairing students with visual impairments with sighted peers and administering examinations by subject teachers, need to be strengthened at schools. Multiple challenges were also identified including shortage of resources like textbooks and reference books in braille, braille writing materials, and audio materials. Students with visual impairments encountered challenges during examinations and assignments. The level of support provided by inclusive education resource centers was also found to be below expectations. Discussion: The findings of the current study support previous research in the area, in which students with visual impairments were found to face challenges in accessing resources and appropriate supports. In contrast to earlier findings, however, the current study documented relatively better support for students with visual impairment from sighted peers. Implications for Practice: Policymakers need to closely follow up and check the implementation of various policies and working documents prepared to promote quality inclusive education. Educators and families of students with visual impairments can also use these findings to advocate for improved services. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

Over the last decade, there has been a growing interest in mental health literacy (MHL) in health promotion, largely motivated by increased awareness of MHL as a modifiable determinant of mental health. Accordingly, MHL has been associated with the health-promoting school approach emerging over the last 20 years. To succeed in promoting MHL, it is of vast importance to evaluate working strategies and interventions to address MHL using validated instruments. The current study describes the revision and psychometric testing of a modified version of the 10-item adolescents' positive MHL measure, the MHPK-10, the only identified instrument measuring adolescents' positive MHL. The MHPK-10 was adjusted to address the previously documented ceiling effects and was further optimized for use in schools by reworking it to measure learning rather than self-reported knowledge, becoming the new nine-item Mental Health Learning Scale (MHLS-9). The MHLS-9 was tested on a national sample of N = 2,012 Norwegian ninth graders. Data were analyzed by confirmatory factor analysis (CFA) and tests of reliability and validity. The revised CFA model for the MHLS-9 showed an improved fit over the original CFA model for the MHPK-10. The MHLS-9s' CFA model revealed excellent factor determinacy (.95) and scale reliability (ω =.91). Thus, the MHLS-9 is an improved measure for the positive component of MHL for use in school settings, enabling researchers and practitioners to evaluate and focus positive MHL interventions in schools using a short, reliable, and valid measure for adolescents' learning about the factors promoting good mental health. [ABSTRACT FROM AUTHOR]

Objectives: Reports of unsafe school drinking water in the United States highlight the importance of ensuring school water is safe for consumption. Our objectives were to describe (1) results from our recent school drinking water sampling of 5 common contaminants, (2) school-level factors associated with exceedances of various water quality standards, and (3) recommendations. Methods: We collected and analyzed drinking water samples from at least 3 sources in 83 schools from a representative sample of California public schools from 2017 through 2022. We used multivariate logistic regression to examine school-level factors associated with lead in drinking water exceedances at the American Academy of Pediatrics (AAP) recommendation level (1 part per billion [ppb]) and state action-level exceedances of other contaminants (lead, copper, arsenic, nitrate, and hexavalent chromium). Results: No schools had state action-level violations for arsenic or nitrate; however, 4% had ≥1 tap that exceeded either the proposed 10 ppb action level for hexavalent chromium or the 1300 ppb action level for copper. Of first-draw lead samples, 4% of schools had ≥1 tap that exceeded the California action level of 15 ppb, 18% exceeded the US Food and Drug Administration (FDA) bottled water standard of 5 ppb, and 75% exceeded the AAP 1 ppb recommendation. After turning on the tap and flushing water for 45 seconds, 2%, 10%, and 33% of schools exceeded the same standards, respectively. We found no significant differences in demographic characteristics between schools with and without FDA or AAP exceedances. Conclusions: Enforcing stricter lead action levels (<5 ppb) will markedly increase remediation costs. Continued sampling, testing, and remediation efforts are necessary to ensure drinking water meets safety standards in US schools. [ABSTRACT FROM AUTHOR]

Students with visual impairments (VI) and multiple disabilities (MD) often exhibit challenging behavior, yet school staff's use of evidence-based practices in behavior management is reportedly low. In this article, we share the results of a collaborative professional development (PD) aimed at increasing school staff buy-in and use of individualized positive behavior interventions and supports (I-PBIS) with students with VI and MD. Ten staff, including teachers, paraeducators, and related services, working in a self-contained school for students with VI participated in four weekly, collaborative small group modules on research-based I-PBIS strategies. The Covid-19 pandemic occurred mid-study, which affected implementation of the program and collection of outcome data; however, pre- to post-PD participants' supportive beliefs regarding I-PBIS increased significantly. Participant-reported knowledge and use of I-PBIS also increased but did not reach significance. In addition, participants found the PD highly acceptable and useful in their work with students with VI and MD who engage in challenging behavior. Implications for increasing school staff support for and use of I-PBIS with students with VI and MD are discussed. [ABSTRACT FROM AUTHOR]

This study investigated the different activities and distinctive roles undertaken by the 67 schools for the blind across Japan. A qualitative content analysis based on primary sources, including annual reports published by the Association of Principals of Schools for the Blind from 2011 to 2020 was conducted. From the identified activities, two themes: "activities targeted to individuals with visual impairment" and "activities targeted to environment of individuals with visual impairment," with nine total categories emerged. Several findings of this study corroborated those from previous research. However, this research elucidates how Japanese schools for the blind approach crucial elements needed in ensuring equal access to education and social participation for all students with visual impairment (VI) including those in mainstream classrooms. The findings highlight the complexity of the debate surrounding segregated schools in this era of inclusion and calls on policy makers and school administrators to adopt a more nuanced understanding of the roles these schools play in supporting inclusive education. [ABSTRACT FROM AUTHOR]

Representative bureaucracy theory posits that the demographic makeup of a bureaucracy can affect how policy is implemented, especially when bureaucrats engage in "active representation" or behavior that directly advances the interests of a particular group in society. It is often assumed that active representation is motivated by the unique beliefs, convictions, or affinities experienced by bureaucrats holding particular social identities. But few studies of representative bureaucracy have attempted to directly measure the attitudes of bureaucrats, and even fewer studies examine whether such attitudes are meaningfully linked to policy outcomes. This study examines the social identities, self-perceived roles, and political preferences of local school administrators in Texas. The results confirm a link between bureaucratic managers' social identities and distributional policy outcomes, while also suggesting that distinctive bureaucratic attitudes (as observed here) can offer at best a partial explanation for why the social identities of bureaucrats are linked to policy outcomes. [ABSTRACT FROM AUTHOR]

The disruption of school operations and routines caused by the COVID-19 pandemic affected students' physical and emotional well-being. Providing physical activity opportunities in schools can encourage students to positively engage with each other. Using a nationally representative sample of U.S. high school students from the Adolescent Behaviors and Experiences Survey (January to June 2021), we examined the association between physical activity behaviors and feeling close to people at school using sex-stratified and race/ethnicity-stratified multiple linear regressions models. Participating in team sports, being more physically active, and attending physical education (PE) during an average week were all associated with higher levels of feeling close to people at school, with variation by sex and race/ethnicity. These associations were also significant when the physical activity behavior variables were categorized to reflect national recommendations. Daily physical activity (i.e., ≥60 minutes all 7 days), daily PE (i.e., attended all 5 days), and the number of Comprehensive School Physical Activity Program (CSPAP) components implemented were associated with higher levels of feeling close to people at school. These findings suggest that opportunities for physical activity before, during, and after school are associated with increased levels of feeling close to people at school during crises like COVID-19. [ABSTRACT FROM AUTHOR]

Background: Adolescents newly diagnosed with cancer must navigate medical, psychosocial, and educational issues when confronting this life-threatening illness. Frequent hospitalizations and intense therapy disrupt attendance at school and social events. Research supports that school connectedness is a protective factor associated with improved adolescent health, psychological, and academic outcomes. However, this phenomenon is understudied in adolescents newly diagnosed with cancer. Method: This qualitative inquiry used a dimensional analysis method to uncover the nature of school connectedness in adolescents newly diagnosed with cancer prior to school reentry. Semistructured interviews with 19 adolescents explored school relationships and experiences at the time of cancer diagnosis. Data collection and inductive analysis occurred simultaneously. Results: Analysis revealed four key dimensions: "School Days and Ways," "The Boom," "The Pause," and "Connection Reconciliation: Me, You, and Learning." Additionally, "Social Scenes," "Shared Experiences," and "Seeing and Being With" emerged as subdimensions of "School Days and Ways." All adolescents in this study described being negatively impacted by the cancer experience with universal disruption in school relationships and diminished school connections. However, the desire to restore unraveled or broken relationships and reconcile connections with self, others from the school, and learning were highly salient. Discussion: This research uncovers the meaning and context of school connectedness prior to and following a cancer diagnosis, illuminating a deeper understanding of the impact of a cancer diagnosis on adolescents, school relationships, and learning. The findings provide direction in supporting adolescents as they confront the physical, psychosocial, and educational disruptions caused by their cancer. [ABSTRACT FROM AUTHOR]

This study uses latent transitional analysis to examine the longitudinal association between racial discrimination and academic self-efficacy in teacher–student interactions. Two levels of teacher–student interactions are examined: low-risk, in which students perceive no probability of racial discrimination, and high-risk, in which students perceive probability of racial discrimination. Participants were drawn from the Maryland Adolescent Development in Context Study (N = 574: 202 White and 372 Black, mean age = 13.64 [ SD =.42]). Findings revealed that students perceiving no racial discrimination, regardless of sociodemographic factors, showed consistently strong positive academic self-efficacy as they transitioned from lower to higher grade levels compared with those perceiving racial discrimination. Accounting for racial discrimination, there were no differences in academic self-efficacy beliefs between Black and White students. Students' perceived racial discrimination in teacher–student interactions impacted negatively on academic self-efficacy. [ABSTRACT FROM AUTHOR]

According to United Nations International Children's Emergency Fund (UNICEF), the devastation caused by the global COVID-19 pandemic has elevated the teacher turnover crisis to one of the most harrowing issues facing our society. Stress and burnout among school professionals have reached new highs, resulting in a need to better understand the individual and contextual factors that can ameliorate stress and improve well-being and resilience. Using a relationship-based framework of resilience, this study shifts our gaze from burnout toward understanding the resilience factors associated with lower stress to inform the field's pathway toward addressing the workforce crisis while better supporting the resilience of educators, students, families, professionals, and educational systems during the pandemic and beyond. Findings from a logistic regression model show a significant decrease in the likelihood of intention to leave as relationship-based resilience factors increased. Implications discuss the importance of opportunities that increase family–school–community support, social-emotional well-being and safety, and other strategies that build relationships, foster resilience, and improve retention of the school-based workforce. [ABSTRACT FROM AUTHOR]

Noise is sound of any kind that is undesirable and unwanted as part of the environment under consideration. It is one of the types of pollution that have great impact on our health and wellbeing. The occurrence of noise in our environment is increasing daily because of growing population and industrialization. Noise pollution have great consequences on our social and economic lives especially in teaching and learning environment, which is presumed to be in silent zone. It is worth investigating whether environment in which teaching and learning take place is in quiet condition? The aim of the study was to analyze the level of noise pollution at different locations in the University of Nigeria, Enugu Campus. The Nigeria Standard noise level for higher education institutions and hospitals should be 60 dB for day and 50 dBA for night. The Noise levels dBA was measured with the help of noise meter at 14 points and at a height of 1m above the ground level within the campus at three different times (6-8 am, 12-2 pm and 4-6 pm). The total Leq noise level in the University of Nigeria, Enugu Campus is 70.94 dBA which is above the level recommended for educational institutions. The period of intensity of noise was recorded during afternoon, morning and evening respectively. This rate of noise level during the day is high and unsuitable for teachinglearning process. Therefore, university management should take proactive measures to regulate noise pollution within the campus and indeed, other university campuses in Nigeria. [ABSTRACT FROM AUTHOR]

The present paper explores all the cultural references (CRs) and sensitive elements (SEs) found in the English and Arabic subtitles of the two films available on Netflix, entitled: "عسل أسود" (Bittersweet) and "Holidate," examining the subtitling strategies adopted for translating them and analyzing the translation issues associated with their translations. The paper uses a mixed method, conducting both quantitative and qualitative analyses. The paper claims that different CRs and SEs found in the two films under study have been translated, using diverse subtitling strategies. Their translations in both the two films have caused translation loss, particularly in the cultural references attached thereto. Such loss is mainly due to the inappropriate use of the subtitling strategies adopted for the translation of CRs and SEs. Certain translations of CRs and SEs are justifiable due to different factors, such as multimodality, time and space restrictions, cultural religious sensitivity, translator ethics, and so on. [ABSTRACT FROM AUTHOR]

Technology brings tremendous changes in education because it is a system that automates all educational institutions and academic performance. Therefore, the study examines the effect of technology's system, information and service quality on faculty, operational and university performance. To explore the more contextual factors, this study empirically and theoretically tested a proposed model by the D&M theory of IS among UAE universities. The study employed mixed-method research using a sequential explanatory research design. Using a designed survey questionnaire, the study targeted 512 faculty members and conducted 10 semi-structured face-to-face interviews with faculty members of 27 UAE universities. The results reported that system, information, and service quality significantly influenced faculty performance. In addition, system quality strongly affects faculty performance, which is the most necessary part of successful technology implementation. Faculty performance significantly influences operational and university performance; surprisingly, it has the strongest influence on operational performance. In turn, operating performance has a significant impact on university performance. The study further identified four contextual factors, that is, external, individual, organizational, and technical. The study put the novel ideas by contributing performance-level measures that support Delone and Mclean's IS success model to successfully operationalize the university's actual performance. The research uniquely extends the D&M IS success model to assess technology implementation success at individual, operational, and organizational levels within UAE universities, touching previously unexplored areas of post-implementation evaluation. University management in the UAE should prioritize enhancing service, system, and information quality to bolster faculty performance, leading to improved operational and overall organizational outcomes. [ABSTRACT FROM AUTHOR]

The Mystery Motivator intervention has been shown to increase prosocial behavior among school-age children by capitalizing on the anticipation afforded by reward concealment or randomization. Although numerous evaluations have supported the effectiveness of the Mystery Motivator, the overall status of this intervention is still unknown. The purpose of the current meta-analysis was to quantify the effects of the Mystery Motivator for improving behavior outcomes in school-age children and determine if participant, setting, and intervention components moderate intervention effects. A systematic review of academic databases was conducted that yielded a total of 24 studies. These studies were evaluated for methodological rigor and analyzed for effects using Tau-U. Results indicate a strong overall effect for this intervention (Tau-U =.77 (CI95 [.73 to.80]). The results discussed and practical issues are considered for future research on the use of the Mystery Motivator to promote the academic and social-emotional development of children and adolescents. [ABSTRACT FROM AUTHOR]

School climate has been identified as a critical systemic variable associated with many desirable academic and social-emotional outcomes. However, little research has been conducted regarding the students with disabilities' perceptions of school climate. This review aimed to investigate and synthesize the existing research on this topic to identify trends in the literature, guide future research, and inform intervention and reform. Following a systematic search of four major databases, 12 studies were determined to meet the inclusion criteria. Generally, students with disabilities reported more negative perceptions of school climate in comparison to peers without disabilities. However, when an intersectional lens was applied to discern this population's perspectives, a more nuanced understanding of school climate was able to be identified. This approach suggests evaluating school climate data in a disaggregated form may better inform decision-making in schools. Future research regarding students with disabilities' perceptions of school climate and related outcomes is needed. This should include both a wider and more specified sample of students, what school climate subdomains are impacted and how, how these variables relate to school-related outcomes, and how school climate interventions specifically impact students with disabilities. [ABSTRACT FROM AUTHOR]

Validity refers to the extent to which a given study reflects the dominant values of a research community regarding what constitutes "good" research. Methodological texts on qualitative research provide a wide range of criteria and strategies to help qualitative researchers validate their studies. Given the importance of these strategies to establish a study as trustworthy and legitimate, the objective of this study was to understand the strategies commonly used by school psychology researchers in qualitative research. We therefore reviewed qualitative research articles published in seven school psychology journals between 2006 and 2021. We found 15 strategies authors used to enhance the validity of their research. We also found that a strategy could be enacted in many different ways by different researchers depending on the context. We conclude by recommending four ways in which qualitative researchers in school psychology can improve their validation practices. [ABSTRACT FROM AUTHOR]

A plethora of scientific evidence has pinpointed that teaching English as a foreign or second language (EFL) is difficult, challenging, and emotionally burdensome. Nevertheless, most English language teachers remain committed to the teaching profession and actively engage in the instructional environment. This has inspired several scholars worldwide to explore what personal, emotional, and psychological factors motivate English language teachers to engage enthusiastically in their workplace. While a large body of studies have to date examined the personal, emotional, and psychological predictors of English language teachers' work engagement, to our knowledge, no inquiry has investigated the role of academic buoyancy and self-efficacy in predicting EFL teachers' work engagement. Furthermore, the potential impact of demographic variables on the interplay between EFL teachers' academic buoyancy, self-efficacy, and work engagement has been disregarded. To bridge this gap, we examined the interplay of these three constructs among Chinese EFL teachers. To do so, we administered three pre-designed questionnaires to 242 EFL teachers working in Chinese schools and universities. The collected data were then analyzed using structural equation modeling (SEM). The outcomes of SEM divulged positive and strong relationships between Chinese EFL teachers' academic buoyancy, self-efficacy, and work engagement. The SEM results also indicated that academic buoyancy and self-efficacy could strongly and favorably predict Chinese EFL teachers' work engagement. Additionally, the study outcomes disclosed that demographic variables, including gender, educational degree, and teaching experience, directly impacted the interplay between Chinese EFL teachers' academic buoyancy, self-efficacy, and work engagement. These results may have significant implications for English teachers, teacher trainers, and educational principals. [ABSTRACT FROM AUTHOR]

Most people start experimenting with and/or initiating health-compromising behaviors and establishing behavioral patterns during adolescence. Possible selves and episodic future thinking have been used to foster behavioral changes. In this study, we aimed to (1) develop a program incorporating possible selves and episodic future thinking to decrease the risks associated with health-compromising behaviors, and (2) examine the feasibility and fidelity of implementing this intervention among Taiwanese adolescents. A novel combination of existing intervention approaches tailored for the Taiwanese context was applied to develop a school-based intervention, which we named the Future Mapping Master program. This program contains four core units: exploring the self, setting goals, developing strategies and problem solving, and understanding the threats of health-compromising behaviors. It includes daily episodic future thinking visualization exercises. The feasibility evaluation was conducted with 88 adolescents aged 12–14 years. Feedback from teachers and students supported the proposed program's feasibility and revealed favorable reactions to the intervention. The Future Mapping Master program is feasible and offers promising strategies for implementation in Taiwanese school settings. [ABSTRACT FROM AUTHOR]

Participatory budgeting (PB) fosters community engagement in the allocation of public funds. Although its popularity has diminished in general-purpose governments, it is gaining traction in school districts. Yet research on PB's managerial implications remains scarce. This study analyzes a PB process in a New York school district, examining key stages, participants, and engagement dynamics using quantitative and qualitative data. Our findings underscore important implementation challenges that necessitate careful consideration before advocating the widespread adoption of school PB. [ABSTRACT FROM AUTHOR]

Interest in how to promote student wellbeing in schools is growing. Research shows that some drivers of wellbeing are universal, but others are country-specific. No prior study has investigated this question in the United Arab Emirates (UAE), where geographic, socio-demographic and school type differences in student wellbeing are substantial. We address this gap by using multilevel regression to analyse data from the PISA 2018 study. Our focus is on life satisfaction, positive affect, negative affect, meaning and purpose in life, and mental health symptoms of internalizing difficulties. We find large school effects on student wellbeing, the second largest school effects out of 56 countries. School resources are of little importance, whereas factors related to time use, social connections, health and body image, positive school climate, and feelings around school and education are important correlates. These factors help explain a substantial part of the wellbeing inequalities observed across types of schools in the UAE. [ABSTRACT FROM AUTHOR]

In this study, the authors explore a heretofore unappreciated benefit of managerial openness to employee voice: internal attraction. Previous work has shown that managers who are more open to listening to employees receive valuable information and their units have higher relative retention levels. The authors explain and empirically demonstrate that managers who are more open to employee voice also more effectively attract workers from other units in their organizations. They describe how and why managerial openness to voice likely shapes the information that employees in a focal organizational unit ("employee insiders") share with employees in other units ("employee outsiders"). They find that units with managers who are perceived as more open to voice are viewed as more attractive places to work. Conducting two field studies in separate US school districts, the authors find that managerial openness to voice positively predicts a work unit's attractiveness among employees who work in other areas of the organization. They discuss the implications of their findings for organizations in general and school districts specifically. [ABSTRACT FROM AUTHOR]

The shortage of teachers is amplified in rural areas where educators work with students with low-incidence disabilities (LID; visual or hearing impairment; significant cognitive impairment; any impairment for which a small number of personnel with highly specialized skills and knowledge are needed for children to receive early intervention services). This scarcity is closely linked to the lack of accessible knowledge for these teachers. Both a high attrition rate and lack of expertise negatively affect the educational outcomes of students with LID. We propose school–university partnerships (SUPs) to alleviate these challenges. This position paper presents the critical elements of a comprehensive SUP by synthesizing programs reported in the literature, including the following elements (a) instructional, assessment, and online resources; (b) mentorship; and (c) professional development. We specifically identify how these elements can improve outcomes of students with LID and alleviate the rural special education teacher shortage. Finally, we discuss the implications of this proposed SUP and implications for practices, policy, and research. [ABSTRACT FROM AUTHOR]

Students with autism spectrum disorder (ASD) often display serious problem behavior that hinders educational and social progress. Educators in public schools are often untrained in the use of intensive evidence-based positive behavior technologies. This study describes the preliminary investigation of a coaching and consulting model for increasing staff's ability within U.S. public schools to effectively reduce problem behavior in students with ASD. Public school practitioners who were enrolled in the Customized Behavior Application Training (CBAT) program during the 2020–2021 academic school year completed a survey regarding the social validity of the CBAT model and its impact on problem behavior in students with ASD. Initial findings indicate positive receptivity of CBAT as a useful training for helping school staff more confidently and independently address problem behavior in students with ASD in classroom settings. [ABSTRACT FROM AUTHOR]

A transition-aged youth with an individualized education program has the right to free, appropriate public education that includes postsecondary transition planning and services. The documented transition supports need to meet both procedural and substantive requirements. While many court cases have included transition components, few have been decided at the appellate court level. In Gibson v. Forest Hills (2016), Chloe Gibson, a transition-aged youth with intellectual and developmental disabilities, was provided inadequate postsecondary transition planning and services. According to the U.S. Court of Appeals for the Sixth Circuit, Chole's right to a free, appropriate public education was violated due to procedural errors related to inviting her to individualized education program (IEP) meetings, conducting age-appropriate transition assessments, and including programming leading to supported competitive employment in a community setting. This decision supports the federal requirements of including a transition-aged student's strengths, interests, preferences, and needs when planning their life after high school. [ABSTRACT FROM AUTHOR]