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26% of the students in Swedish compulsory school have an immigrant background. To support the simultaneous development of their language proficiency as well as their academic skills and knowledge, several measures may be implemented by schools. This study focuses on one of those measures, namely multilingual study guidance, and illustrates the perspectives of multilingual study guidance tutors regarding their pedagogical collaboration with mainstream teachers for multilingual support. A purposeful sampling with a maximum variation was chosen to obtain the highest possible representativeness. Thereafter, twelve individual, thematical interviews were conducted. To discuss the categories arising from the abductive analysis, in 2003, Bronstein's model on the influences of interdisciplinary collaboration, focusing on the professional role, was used. The study forms part of a wider research project which aims to get a more in-depth view of multilingual support in Swedish compulsory schools. In this paper, however, only results concerning multilingual study guidance tutors and their views on their pedagogical collaboration with mainstream teachers as well as their professional role and work responsibilities are presented. The results show that multilingual study guidance tutors struggle with professional identity issues. The pedagogical collaboration therefore depends heavily on educational and individual aspects. The findings suggest that in order to increase and improve pedagogical collaboration a more uniform educational path is required, which includes general subject education as well as official steering documents, and a final diploma. [ABSTRACT FROM AUTHOR]

This article examines how trauma and affective injustice permeate the school life trajectory of a female student (Sofia) in Argentina. The study is theoretically grounded in the field of trauma studies in education and contributes to this literature by attending to affective injustice, a concept that has not received much attention yet. This study foregrounds Sofia's experience of affective injustice and demonstrates that this concept is crucial in further understanding students' experiences of affective trauma in school. Assembling rich materials (report cards, interviews, psychologists' reports, social media posts, autobiographical texts) that span over a period of 17 years, the study uses qualitative perspectives to show how Sofia understands and experiences affective injustice in various phases of her school life. In particular, these experiences are presented in the form of an assemblage of expressions showing how Sofia communicates her claims of affective injustice using varied means and resources ranging from linguistic, behavioural, biographical, creative, emotional, bodily, and artistic expression. The paper concludes with a discussion of the educational implications of the study. [ABSTRACT FROM AUTHOR]

Recent scholarship has attempted to amplify the voices and intentions of Black fathers to establish a healthy presence in the academic and school-based lives of their children. However, schools as mesolevel instantiations of civil society and culture often preclude Black fathers from carrying out this prosocial role. The basis for this, we argue, resides in the logic of antiblack misandry. In this article, we demonstrate how a sample of Black fathers perceive how they—and Black men at large—are viewed as inherent outsiders within their children's school and the ways they respond to these perceptions and subsequent treatment. Analysis produced three overarching themes–perceptions and experiences, counterfactual experiences, and attitudes and actions. Findings affirm a stereotyped pattern of Black fathers being seen and treated as absent, dangerous, or unimportant to their children's schooling lives. [ABSTRACT FROM AUTHOR]

Historically, state-regulated compulsory schooling has been a staging ground for the subjection of learners into categories of differential worth: race, gender, intellectual ability, class, and beyond. Yet, what might it look like to consider learning without subjection and subjugation? Here, Keenan draws from trans studies to consider how trans pedagogies contribute to the project of envisioning education beyond subjection. Presenting data from 11 one-on-one interviews with educators and artists from within or close to trans communities whose work takes place primarily beyond schools, Keenan argues that trans pedagogies resist the creation of a calcified subject, "sliding away from deteriminancy" (Aizura et al., p. 128) by emphasizing dialogic and relational approaches to learning, artistic expression, and attention to the carceral structures that govern gender in the Global North. [ABSTRACT FROM AUTHOR]

Background: Integrated science is a ubiquitous school subject that is an amalgamation of science disciplines; its teaching allows topics to be sequenced in any order and given various degrees of coverage and emphasis in the classroom. Ensuring canonical coherence, which is the logical organization of subject matter for effective instruction is therefore necessary for meaningful student learning to occur. Purpose: We examine the coherence as well as closely related ideas of coverage and emphasis of the integrated science curriculum and textbooks from Singapore. Such an analysis has not been attempted before, which might shed light on strong student achievement reported from this region in this subject. Methods: Coherence was determined by finding buttress topics and upper triangular patterns based on a list of standard science topics––these inter-related curricular features aid in conceptual learning of a subject. We also investigated questions about coverage and emphasis from the number of learning outcomes, topics in curriculum and textbooks, and page surface area of textbooks following past TIMSS research. Results: Three buttress topics and two upper triangular patterns in life and physical science disciplines were found, but not among earth science topics. Two topics were strongly emphasised in the curriculum and textbooks––organs, tissues and physical properties of matter––and there was a close alignment between topics in the curriculum and textbooks. Integrated science here was relatively restricted compared to three other high-performing East-Asian regions, but there was a common strong emphasis on physical science topics. Conclusions: Integrated science in Singapore has shown some evidence of coherence in its curriculum and textbooks that have also emphasised physical science topics. Because learning outcomes here were intentionally trimmed due to past general educational reforms, the findings lend tentative support to arguments stating that a reduced, but well-designed science curriculum has benefits for learners. [ABSTRACT FROM AUTHOR]

Background: Recognizing the declining interest of school students in Physics, this study sought to explore the situation in England, Hong Kong and Singapore. Purpose: To ascertain students' views about various aspects of physics. Sample: A total of 2719 students participated in this study. Design and methods: A survey approach was used to ascertain the views of students. It was earlier validated in one of the countries. The Rasch model was used to treat the survey data. Results: On the utilitarian factor, the students from Hong Kong and Singapore held significantly negative attitudes towards career prospects for physics graduates. To them, obtaining a degree in physics would not, as compared to other subjects, appreciably assist them vocationally, which was in contrast to the view held by the students in England. On the intrinsic factor, while the students from all three countries found physics to be interesting, it did not appear to significantly motivate them to want to continue with physics at tertiary level. Nevertheless, they asserted that good grades do motivate them to study physics. On the social aspect, the students from the three countries endorsed significantly positively on the influence of their physics teachers in inspiring them to study physics, with the students from Singapore and Hong Kong endorsing slightly higher agreement. The former group also reported that their close friends generally think that physics is 'uncool' while those from England felt otherwise. Students' views were similar in terms of parental influence, with parents significantly discouraging them from studying physics at tertiary level. They did not exhibit significantly different views on subject matter. Enrichment activities and laboratory work were important to them in nurturing and maintaining interest in physics Conclusion: The survey data has provided useful insights on students' views of various aspects of Physics in the three countries. [ABSTRACT FROM AUTHOR]

Recent years have witnessed growing acceptance of gender and sexuality diversity in Australia; yet, its inclusion in the school curriculum remains contentious. Despite evidence to the contrary, there is a commonly held belief that parents consider the inclusion of such topics inappropriate. In the light of this, this paper focuses on an analysis of three qualitative items from an Australian national survey of parents of children attending government-funded schools. Informed by the responses to these questions, we sought to better understand the concept of age-appropriateness present in the discourses deployed by a (minority) number of Australian parents who did not support gender and sexuality diversity-inclusivity in the curriculum. Thematic data analysis identified three key themes used by parents to warrant gender and sexuality diversity curriculum exclusion based on age inappropriateness: namely, inclusion is 'confusing'; children are too 'immature'; and children are too 'easily influenced'. [ABSTRACT FROM AUTHOR]

This paper illuminates how teachers are influenced by age, gender and sexuality in teaching about sex and relationships. In this analysis grounded in feminist theory, age, gender and sexuality are considered to be enacted as doings. Six interviews with teachers working with sexuality education in K-12 schools in Sweden were chosen from of a larger body of material consisting of 21 interviews with professionals engaged in school-based sexuality education. The six interviewees were selected because they explicitly addressed how teachers' age, gender and/or sexuality come to matter in the classroom. Findings show how male and female teachers organise their teaching in relation to normative expectations of age, gender and sexuality. In sexuality education, the diverse life-courses of (hetero)sexual women offer a wide range of pedagogic possibilities for female teachers to address issues of sexuality, consent and relationships whereas male teachers are constrained to doing safe(r) forms of masculinity by directing attention away from their bodies and experiences. In understanding these results, I argue that the figure of the tant has been key in forming the pedagogic backdrop to Swedish sexuality education, hence embedding a normative 'who' in the 'how' to teach sexuality education. [ABSTRACT FROM AUTHOR]

Based on our definition, social participation as a central dimension in inclusive education implies knowing whether students, especially the most vulnerable, "form part" of the group by relating in a positive and beneficial way with their peers and, consequently, can "feel part", which will be reflected in their well-being. This study aims to evaluate the social participation through of peer support and peer victimisation (taken as positive and negative indicator respectively), and its relationship with the perceived well-being of students belonging to schools where there are schoolmates with ASD enrolled throughout different educational stages. To this end, 404 students from Primary Education to Baccalaureate participated in this study. To collect the information, three questionnaires were adapted and used. The results show that the frequency of social support is higher than average in all courses although more girls than boys care about their peers. The frequency of peer abuse is in line with that found in similar studies, but social exclusion is higher in groups with students with ASD of Year 11, coinciding in this course a lower well-being perceived. This underlines the need to pay special attention to the secondary stage and go beyond seeking the acceptance of the other. [ABSTRACT FROM AUTHOR]

The sudden closure of educational institutions amid the pandemic compelled school administrators to manage the crisis with little reaction time. Despite the stringent and exigent predicament, school principals had to amend and modify their leadership technique by adapting to varying levels of academic, technological, operational, and personal relationship support. Through this approach, a robust pledge and coalition with the education community have been reinforced, but there is also an increasing anxiety concerning the widening education gap among the underprivileged. This research aims to investigate the development of digital leadership during the lockdown, the specific training school principals received in digital and comprehensive education, as well as their training demands in this regard. This study focuses exclusively on data from school principals in Spain, although it is part of a larger international project. The results of this study emphasised the school principals in Spain, revealing a significant divergence in the crisis leadership development during the lockdown, inadequate previous training concerning diversity inclusion in schools, pedagogical leadership, particularly digital leadership. Additionally, it was found that the most vulnerable students were even more susceptible during the lockdown. Finally, the study concludes with a series of suggestions for leadership training in digital and inclusive practices. [ABSTRACT FROM AUTHOR]

This study aimed to assess the content, concurrent validity, test-retest, and intra-rater reliability of the Persian version of the Functional Mobility Scale (FMS) for evaluating functional mobility in children and adolescents with cerebral palsy (CP). Following international standards for measurement translation, we developed a Persian version of the FMS. A total of 160 participants took part in this study. Concurrent validity was assessed using Spearman's coefficient to correlate with the Gross Motor Function Classification System (GMFCS). Test-retest (n = 30) and intra-rater (n = 30) reliability of the FMS were also examined by Cohen's weighted kappa coefficient. Concurrent validity ranged from −0.912 to −0.941 for children and −0.912 to −0.936 for adolescents. Test-retest ranged from 0.902 to 1. Intra-rater ranged from 0.933 to 0.987. The Persian version of the FMS demonstrates very strong validity and almost perfect reliability for assessing and classifying functional mobility in children and adolescents with CP. These findings suggest that this tool could be a useful addition to clinical practice and research for the Persian-speaking population. [ABSTRACT FROM AUTHOR]

The important role of schools in supporting children experiencing bereavement is established, yet less is known about how school curricula include death as part of life and this limits our understanding of the systemic structures that shape children's knowledge and experience of death. To address this gap, this paper discusses an analysis of the Scottish curriculum to explore the extent to which death features in compulsory education for children aged 3 to 15 years. The findings show that whilst death is present across the curricula, certain types of 'knowing' death are promoted, largely situated across religious teaching, which may limit children's engagement with the multiple and complex ways in which death features across individual, social, physical, and relational domains. By integrating the concepts of death systems and death ambivalence, the paper develops new knowledge on the interplay between curricula and sense making around death in children's lives that has practical utility. [ABSTRACT FROM AUTHOR]

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

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

Background: While research suggests that both negative affect and alcohol use are impacted by exposure to harassment (i.e., sexual harassment, generalized harassment or bullying), less is known about the effect of harassment on negative affect subsequently leading to alcohol consumption, particularly in young adults. We examined the mediating role of negative affect on the relationships between sexual and generalized harassment at school and alcohol misuse. Methods: Participants were 2899 incoming freshmen in fall of 2011 who completed a Web-based survey assessing demographics (T0), sexual and generalized harassment at school (T0-T2), negative affect (T3), and problems associated with drinking, binge drinking, and drinking to intoxication (T0, T4, T5). Separate hybrid path models were fitted in Mplus v.8.8 for generalized harassment and sexual harassment and each outcome. Results: Mediation analyses showed a small but significant indirect effect for the sexual harassment model (beta = 0.05, S.E. = 0.01, p < 0.001) and generalized harassment (beta = 0.03, S.E. = 0.01, p < 0.01), indicating that negative affect partially mediated the associations between harassment early in students' college experience and later problems associated with drinking. No significant indirect effects were found for the binge drinking or intoxication models. Conclusions: High levels of negative affect associated with harassment may contribute to longer term impact on problematic use of alcohol in young adults, providing evidence that the effects of harassment on drinking may partly stem from harassment's lingering effects on negative affective pathways. [ABSTRACT FROM AUTHOR]

The Church of England's vision for education is generous and seeks to allow the riches of Christian life to overflow throughout schools. The vision is captured by the strapline 'Deeply Christian, serving the common good'. The present study assesses the contribution made to service this vision by the 43 Anglican cathedrals within England and the Isle of Man. Drawing on a careful analysis of information presented by the websites of these cathedrals, the study concluded that all 43 Anglican cathedrals dedicated considerable space on their websites to a regular programme of teaching and learning provision across the age range from early years foundation stage to sixth-form, relevant to a range of curriculum areas, and giving attention to pupils' personal development and well-being. [ABSTRACT FROM AUTHOR]

Traditionally, students' overall satisfaction with their educational experience was typically measured using a single question or a straightforward 'yes' or 'no' response. However, this approach might not capture their complete assessment of other aspects of satisfaction. The design of School Courtyard is expected to be one of these aspects, and it will be the subject of this quantitative research. To gather the data, a self-administered survey was made available to a sample of secondary school students from two private schools. To investigate and validate the connection between School Courtyard Design, Courtyard Suitability and Courtyard Attractiveness with Students' Satisfaction, three hypotheses were developed. To evaluate the viability of the developed hypotheses, software namely SPSS (Statistical Package for Science Software) was used to carry out several tests, including regression analysis and correlation coefficient. The results showed a high relationship significance between the School Courtyard Design and Students' Satisfaction with a chance of 37.5%. Student satisfaction can be predicted also by Courtyard Suitability with a 22.9% chance. Finally, Students' Satisfaction can be additionally predicted by the Courtyard Attractiveness with a 24.7% chance. The research reveals the courtyard design needs, enhancing student satisfaction and academic performance, benefiting architects, experts, and practitioners. [ABSTRACT FROM AUTHOR]

This article examines the changing architectural environments of deaf education in the nineteenth century, taking the national institutes in Paris and Bordeaux as its main focus. Founded in the late eighteenth century and initially housed in government-expropriated properties, both schools underwent comprehensive renovation and reconstruction projects in the nineteenth century to emerge as modern educational spaces. Although these projects remain overlooked in the history of modern architecture, they were closely tied to contemporary discourses on education, hygiene, and citizenship. The renovation of the Paris Institute for Deaf-Mutes during the 1820s–30s engaged pressing questions about hygiene and social progress in the postrevolutionary era of national reconstruction. The architectural transformation of the Bordeaux Institute for Deaf-Mute Girls from the 1860s not only reflected the changing pedagogical focus from sign language to oralism; it was also imbricated in broader debates about laïcité and educational standardisation as France transitioned from empire to republic. Far from being marginal, these institutions functioned as key sites for working through notions of citizenship and national identity. Their histories reveal how architectural and material frameworks could serve to impose ideology on the one hand, and provide important grounds for the formation of a minority community on the other. [ABSTRACT FROM AUTHOR]

Although recent literature has emphasized the value of African-centered schools among Black youth, little is known about the factors that make Afrocentric schools successful. The current study examined experienced educators' perceptions of their PK − 8 Afrocentric schools using a qualitative focus group interview (n = 7). Drawing from care ethics and the Integrative Model for the Study of Stress in Black American Families, researchers identified three key themes: (1) the formative Influence of upbringing experiences inspiring many educators to work at Afrocentric schools; (2) educators' understanding of the utility of Afrocentric education as foundational to student development and building a community of care; and (3) the dual and synergistic influence of both racial and cultural socialization on educators' outlook of students' character development. Recommendations for future research and practice are discussed. [ABSTRACT FROM AUTHOR]

This paper problematizes the experience of temporality in school education and explores its potentialities, examining the implications for educational justice in and for qualitative research. In a first stage, we develop a pars destruens of how the experience of temporality takes place as a transversal dimension of school activities. Using phenomenological perspective as theoretical and critical lens, we show that the objective of this approach is to organize time and experience in a standardized, contradictory, and tense manner; at the same time, we describe a pars construens of the experience of temporality, endowed with a horizon of possibilities: the school as free time that contributes to questioning certain aspects in relation to temporality as a project of progress in education, without failures, without different rhythms. These approaches propose a link between experience of temporality and educational justice that we discuss in the conclusion. [ABSTRACT FROM AUTHOR]

This qualitative research study examines the effects of parental historical trauma on the educational aspirations and outcomes of second-generation Cambodian Americans. Twenty second-generation Cambodian Americans whose parents survived the Cambodian Genocide (1975–1979) participated. The conceptual framework of historical trauma addressed the research questions for this study which were to what extent were children of Cambodian genocide survivors affected by the trauma their parents experienced and what form did this inherited trauma take? The data were analyzed using qualitative methods and NVivo software. Three key themes were found. The first theme was denial of historical trauma, the second was unresolved grief among parents and children, the third theme was overprotection. It was common behavior among parents who survived the genocide to want to shield their children from any unforeseen circumstances. Building on the findings of this study, it is recommended that schools with large Cambodian American populations should educate later generations about Cambodian history including the genocide and provide dual immersion language classes. This would help to interrupt intergenerational trauma, reduce the language barrier, and allow students and their parents to find purpose and peace. Future research should explore the experiences of survivors, including survivors who lived through the genocide but did not suffer persecution. Such research could lead to truth and reconciliation. [ABSTRACT FROM AUTHOR]

How do we teach for human dignity in a context where life is, generally speaking, not treated as precious? How do we carve spaces for humanity amidst inhumane contexts? In this paper, five experienced teachers share how they work from the cracks to expand spaces for human dignity in their schools. They write and act as teacher-philosophers, dually considering it means to teach for human dignity and practically speaking how it can be done. [ABSTRACT FROM AUTHOR]

Research on experiences of gender and racial discrimination among young, racialized college women in Europe is scarce, particularly in Spain where Black women have traditionally had a minority presence in universities. As a result of processes of social mobility, these women are now occupying higher education spaces to an unprecedented extent, where they are becoming increasingly visible. These women's experiences of gender and racial discrimination throughout the education cycle are invisible. The aim of this article is to explore the personal experiences of racialization and discrimination among Black female college students in southern Spain. Twelve in-depth interviews were conducted and analysed to shed light on the experiences of young Black female students in predominantly white educational institutions. The stories of these women show that gender and race intersect and are constructed simultaneously through interactions with their mostly white peers. These women display responses of significant resilience. [ABSTRACT FROM AUTHOR]

Outdoor environmental education aims to immerse students in environmental spaces and create opportunities for classroom learning to be applied in the field. However, students from Black, Indigenous, and People of Color (BIPOC) and low-income communities often have less access to these educational opportunities. This study examined the environmental education programs of nine community organizations in the San Francisco (SF) Bay Area. Through twenty-one interviews with program educators, we assessed two areas: (1) place-based learning being used as a connective tool for students and the community, and (2) ways in which access barriers to programming were addressed. Findings showed that community spaces, like gardens, brought students and the community together to reinforce the mission of place-based learning. Additionally, the findings contribute to the field of outdoor environmental education and place-based education by addressing how local organizations strategized to support equitable access through tactics like financial support and multilingual programming and materials. [ABSTRACT FROM AUTHOR]

Despite sedentary behavior being ubiquitous in students and detrimental to health, interventions specifically targeting it are mostly restricted to leisure time screen time reduction. With six weekly sessions alongside a poster campaign and an additional teacher intervention, the Let's Move It trial delivered environmental and psychological strategies to increase physical activity (PA) and reduce sedentary behavior (SB) in vocational schools, an understudied environment for behavioral interventions. Participants in the intervention arm considerably reduced sedentary time post-intervention. To investigate how social cognitions about restricting SB, as defined by the Reasoned Action Approach, change in intervention and control arms, self-reported data on social cognitions was collected as part of a cluster-randomized controlled trial from 1166 students (59% female, mage = 18.7 years, range: 16–49) in six vocational schools before, post-intervention, and 14 months post-baseline. Data were analyzed using mixed between-within repeated measures ANOVA. We found greater improvements in intention (F(1, 833) = 9.69; η2p = 0.01; p =.018) and descriptive norms (F(1, 831) = 13.25; η2p = 0.016; p <.001) in the intervention than control arm, but these effects depended on the included control variables. Generally, intervention effects leveled off from post-intervention to follow-up. The Let's Move It intervention for SB reduction showed modest, short-lived effects on social cognitions, indicating that changes in behavior are likely due to other factors like changes to the classroom environment. Optimally, SB reduction interventions should not only change behavior but produce robust changes in conscious intentions to restrict one's sitting, so that positive effects generalize to other contexts. [ABSTRACT FROM AUTHOR]

AbstractAlthough environmental education (EE) scholars celebrate the diversity of organizations that engage in this work, the challenge remains how to bring these organizations together. Over the last decade, scholars have called for building bridges, but we still know very little about organizational networking and integration processes in EE. In this paper, I analyzed a case study of the first local education office (LEO) to manage an EE network in California. Drawing on institutional theory, I found that the LEO cultivated a local EE organizational field through three complementary strategies of relational work: enabling connections, aligning the field, and holding space. These three strategic tools enabled EE organizations to connect, develop a shared meaning system, and grow their capacity to serve schools. Based on my findings, I propose a model for managing local EE networks, as well as theoretical constructs for understanding organizational processes within the evolving EE landscape. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic has caused an inevitable impact on the health and well-being of young adults. This study aims to gather the literature on how the pandemic impacted the occupation considering the mental health experiences of anxiety and depression of young adult students. A scoping review with thematic analysis was conducted in three electronic databases OVID Medline, PubMed, and CINAHL and the Journal of Occupational Science. Included articles (a) were in the English language, (b) explained the impact of the COVID-19 pandemic on doing occupations or activities, (c) explained the impact of the COVID-19 pandemic on mental health, including anxiety and/or depression, and (d) have participants who are all or mostly are students aged 18–25 years old. Findings show that the pandemic has disrupted several occupations, such as school, work, sleep, leisure, physical activity, and social participation, leading to adaptation. The studies reviewed indicated a positive and negative correlation between mental health and occupation. Findings imply the benefit for occupational therapists to understand the impact of the pandemic on occupation and mental health. Considering the findings, more peer-reviewed and rigorous studies are needed to evaluate further how the pandemic influences individuals' overall health and well-being. This will prepare society to overcome future health predicaments. [ABSTRACT FROM AUTHOR]

Among the different sectors affected by the COVID-19 pandemic, educational institutions had vast changes in terms of implementing instructional programs via a distance mode to ensure continuous teaching and learning. While studies documenting adjustments during the pandemic highlight challenges such as material constraints, lack of training among teachers, and recalibration of teaching and assessment techniques, several opportunities have also opened up for educational innovations. This study presents the use of E-sports with physical exercise in college Physical Education (PE) during the COVID-19 pandemic based on the online learning module's quality, usability, and effectiveness. It further argues that employing a mobile gaming approach in PE opens opportunities for incorporating existing technologies that appeal to learners and can help achieve intended learning outcomes. Utilizing a mixed method design, responses from the 18 volunteers were collected through an online questionnaire and interview. The findings reveal that students strongly agree that E-sports is a viable teaching tool for PE-Teams online classes. The findings also show that student respondents realize the importance of E-sports in developing soft skills like teamwork, good communication, and problem-solving skills. [ABSTRACT FROM AUTHOR]

This paper reports the findings of a mixed-methods study which investigates the socio-cultural impacts of UK gendered school sport uniform and the role uniform plays in shaping female school sport experiences. Drawing on an extensive analytical survey with over 400 women of all-ages and 8 interviews with women aged 18–24, it explores how school sport uniform directly impacts female sporting experiences and participation in physical activity, and how uniform policy could be changed to promote greater female sport participation. Gendered school sport uniform continues to operate as a socio-spatial mechanism that names, frames and positions young people in heteronormative school sport spaces. This paper assesses how gendered school sport uniform contributes to the disciplining of the 'ideal feminine body' in schoolgirls and the construction of behavioural gender binaries in sport. The data reveal gendered sport uniform influences the development of a 'fear of masculinisation' in sport and common athletic-feminine identity tensions in teenage girls. The research finds gendered school sport uniform plays a major role in the high drop-out rates of teenage girls in school sport and offers practical insight into how policy could be changed to promote inclusivity, comfort and greater female sport participation. This paper proposes redesigning traditional gendered school sport policy to focus on 'enabling' participation has huge potential to transform female embodied and psychological experiences of school sport and increase school sport participation and enjoyment. [ABSTRACT FROM AUTHOR]

This study highlights effective components of restorative practice programming from the perspective of teachers involved in piloting a restorative practices initiative. Data were collected through 10 qualitative interviews at the study site - an under-resourced, urban school. Findings capture teacher perceptions of how two elements of the program design that are very often missing from restorative practice implementation made distinct contributions to an overall positive impact: (1) a full-time restorative practices coordinator; one that focuses exclusively on restorative practice implementation and does not also hold another role at the school; and (2) a student leadership program that trains and empowers students in restorative practices and relational climate building. Drawing on Relational-Cultural Theory, the discussion emphasizes that strengthening relational bonds has potential to enhance school climates for marginalized youth, which is critical to improving outcomes in under-resourced schools. [ABSTRACT FROM AUTHOR]

We examined the consequences of the Coronavirus pandemic on the psychosocial, behavioral, and cognitive functions of Arab Israeli children aged 3–12 years. The findings of an online cross-sectional survey indicated that, as reported by the parents (N = 267), during the Coronavirus pandemic, most of the children expressed more behavioral and concentration problems. Almost 85% of the children felt more bored, and more than 50% were sadder, more reluctant, more frustrated, and felt lonely. Moreover, almost half of the children had sleep difficulties and tended to eat more than before. Boys and elementary school children were more vulnerable. The findings highlight the susceptibility of the children to the psychosocial consequences of Coronavirus and underline the need for interventions. [ABSTRACT FROM AUTHOR]

The article examines how California's community college system allocates categorical funding and the processes involved in redesigning these funding formulas to better support underserved student populations. It highlights the complexities and tensions in ensuring that categorical programs are funded equitably, considering factors like program goals, student needs, and institutional challenges. It emphasizes the importance of involving practitioners and researchers in the review process.

Mindfulness is increasingly offered in schools around the UK, as well as internationally. Previous research has focused on the efficacy, the implementation, and the wider meaning of mindfulness in education, rather than sociological interests, such as matters of equality and social justice. This article draws on qualitative data from the 'Mapping Mindfulness in the UK' study, to investigate how mindfulness practitioners discuss and address issues of equality and diversity in relation to school-based mindfulness. Lynch and Baker's key dimensions of equality are used to analyse participants' accounts, including on adjustments to curriculum and pedagogy to accommodate diversity, practitioners' responses to socio-emotional vulnerability, and the dynamics of choice and compulsion in the classroom. By highlighting several issues of concern in these areas, the research makes original contributions to sociological understandings of mindfulness and other similar initiatives in schools, whilst offering new insights on theories of equality in education more broadly. [ABSTRACT FROM AUTHOR]

The emergency of switching to an online learning model due to the COVID pandemic impacted the educational process in of schools world wide. We conducted an anonymous survey at the elite high schools in Serbia whose students won 45 medals at international Olympiads in mathematics, physics, and computer sciences in the last 4-year period (2019–2022). The impact of switching from in-person to online learning on the achievement of the gifted students was analyzed. The results of the research revealed a downward trend in the final grades and achievements in international Olympiads, which persists even after returning to the face-to-face educational model. This trend is confirmed by calculation of the Pearson correlation coefficient (−0.62) between school years and achievements in international mathematical Olympiads, international physics Olympiads, and international Olympiads in informatics. Gifted students' satisfaction with online learning during the COVID pandemic was also analyzed using content analysis of open-ended questions. The surveyed gifted students showed a high level of self-criticism and maturity by expressing their opinion about online learning. In the group of gifted students, there is a higher level of agreement about harmful consequences of online learning on the level of their education and work habits than in other research conducted on similar topics. Moreover, the level of agreement is in a positive correlation with students' achievements and final grades. [ABSTRACT FROM AUTHOR]

The quality of sex education varies. In England from 2020, the government attempted to improve provision by making lessons a statutory requirement. We assessed implementation in 25 secondary schools in 2022–23, framed by May’s general theory of implementation. This identifies processes of sense-making, cognitive participation, collective action and reflexive monitoring, influenced by an intervention’s capability, stakeholder potential (individual and collective commitment), and institutional capacity (norms, and material and cognitive resources). Interview data from staff leading relationships and sex education (RSE) were coded thematically informed by May’s concepts. Those leading implementation ‘made sense’ of statutory guidance, finding it relevant and clear. ‘Cognitive participation’ among participants was strong, promoted by individual support for RSE but undermined by social norms prioritising academic attainment, limited skills among non-specialist teachers, and lack of ‘collective commitment’ among some staff and students. ‘Collective action’ varied across schools, influenced by availability of material resources and specialist staff. Schools undertook internal the ‘reflexive monitoring’ of provision, supported by school leaders’ awareness work would be assessed by government inspectors. On its own, statutory status is likely insufficient to achieve a step-change in RSE implementation. Other forms of support may be needed including training and offering support to more specialist teachers. [ABSTRACT FROM AUTHOR]

Using concepts of power and resistance, this article explores how cisnormativity is (re)produced in schools through everyday practices and how such practices are resisted. The research draws on ethnographic interviews with seven 16–18-year-old racially diverse school attending transgender and non-binary youth. In schools where cisnormativity is ubiquitous and unquestioned, the participant's identification as transgender or non-binary is itself a significant act of resistance against cisnormative power structures. The article argues that they are in charge of their gender identities, expression (and bodies) and are resistant actors as opposed to simply being targets of their peers and educational staff's cisgenderist narratives. The transgender and nonbinary youth recognize the prevailing cisgenderist scripts and, at the same time, assert a knowing script of who they are. As resilient agents, they talk back, sometimes even masking their defiance through hidden transcripts. The article concludes with implications for how schools can meet the needs of trans and gender diverse learners. [ABSTRACT FROM AUTHOR]

Objectives: Examines whether a personality characteristic, need for approval, moderates the relationship between harassment exposure and alcohol misuse over time in a college sample, and compare the results between genders. Participants: Six waves of data (fall 2011 to fall 2015) were collected from 1,240 study participants sampled from eight colleges and universities in the Midwestern United States. Methods: Two-level mixed modeling was conducted separately for exposure to sexual and generalized harassment and modeled separately for women and men. Results: In men only, need for approval significantly moderated the relationship between generalized harassment and binge drinking over time, where a higher need for approval put male students at increased risk. Conclusions: Harassment is a risk factor contributing to high levels of drinking among college students. School counseling centers and mental health professionals should take this factor into consideration, as well as individual personality characteristics when addressing student health and wellness. [ABSTRACT FROM AUTHOR]

Over the years, scholars have argued that there are similarities and differences between bullying and hate crimes within Americas' schools. However, no known study has tested the claims that bullying and hate-related victimization are more similar (or different) and whether they share similar protective and/or risk factors. Utilizing the 2019 NCVS School Crime Supplement, the present study draws on several theoretical traditions to examine the protective and risk factors associated with bullying and hate-related victimization in schools. Skewed logistic regression models find that while there are some similarities between the protective and risk factors among bullying and hate-related victimization, there are also some noticeable and distinct differences. The findings fill important theoretical and empirical gaps in the bullying and hate crime literature. Further, the findings offer important policy implications as it relates to detection and prevention of bullying and hate-related victimization within schools. [ABSTRACT FROM AUTHOR]

While research consistently finds that increases in a school's SRO/police presence correspond with increases in the rate of school referrals of student disciplinary incidents to law enforcement agencies, direct evidence of distributional concerns across various student subgroups is scant. Drawing on data from the 2017–2018 School Survey on Crime and Safety (SSOCS), this study explores the possibility that student racial effects might indirectly inform school law enforcement reporting activity. While results from a generalized structural equation modeling strategy (SEM) do not preclude the possibility, direct evidence of indirect student race effects on school police reports is mixed, at best. [ABSTRACT FROM AUTHOR]

Bullying, once considered a "rite of passage" among school children, is increasingly recognized as a serious public health issue. Schools are tasked to both prevent and intervene effectively in bullying; however, the problem does not appear to be decreasing. We know that if teachers see bullying among students and do nothing, then bullying is likely to increase. Teachers are influenced by a number of factors to intervene or not. We discuss these factors, such as teachers' ability to recognize bullying, judgments about how serious a bullying incident is, normative beliefs about bullying, the gender and popularity of the students involved, their own self-efficacy, their empathy, their own stress, the lack of time to effectively intervene and the support of the school leadership. We argue that teacher professional development, including pre-service education, needs to be more nuanced for teachers to take into account these factors to reduce bullying in schools. [ABSTRACT FROM AUTHOR]

Sexual and gender-based violence (SGBV) in schools in England is a pressing concern, especially since the 'Everyone's Invited' movement laid bare the extent of the problem across the country. This article analyses the national policy context, asserting that SGBV is a systemic problem rooted in young people's school and online peer cultures that requires transformative solutions, involving active youth participation. We introduce and explore the utility of the concept of postdigital sexual citizenship. We contrast this approach with the prevailing behavioural science 'nudge' philosophy of government policy making and societal discussions on youth sexuality and rights currently shaping Relationships and Sex Education (RSE) discourse and policy in England. Challenging adult-centric, top-down methods and instead empowering young people as post-digital sexual citizens entitled to comprehensive RSE is vital. While our focus is on England, the arguments apply globally to jurisdictions tackling SGBV in schools. [ABSTRACT FROM AUTHOR]

Starting from observed gender differences in educational effort and because research considers motivation to be a personal student feature, this study had two aims. First, it examined whether autonomous and controlled motivation are shared by students within a school and whether such a motivation culture is associated with the school's student composition. Second, the study examined whether students', and specifically boys', class engagement and disruptive behaviour are associated with the motivation culture in their school. The main findings of analyses of data from 5162 eighth-grade students (average age 14) in 57 Flemish secondary schools are that (1) schools are characterized by an autonomous and controlled motivated culture that is related to schools' sex and migrant composition and schools' socioeconomic composition, respectively, and (2) boys' disruptive behaviour is related to the autonomous motivation culture, showing boys are more susceptible to their peers' motivation culture. Implications for research and practice are discussed. [ABSTRACT FROM AUTHOR]

School engagement is a luxury not often afforded to children involved in the child welfare system. Current definitions of school engagement largely center around three micro-level foci: behavioral, emotional, and cognitive. These definitions rely heavily on the student and their participation in school in prescribed ways that can exclude system-involved youth, leaving little room to consider how life experiences and developmental trajectories interface with how students show up in educational spaces. This perspective of school engagement also lacks socio-ecological considerations that may impact children in the child welfare system, such as frequent school moves, trauma reactions, systemic racism, and insufficient access to structural resources. Each of these influences may affect how a child engages with school and how a school engages with children and families. The purpose of this paper is to highlight the conceptual misalignments of the current approaches to measuring school engagement for youth involved in the child-welfare system and its subsequent implications for practice and research. We present recommendations that may lead to more inclusive and equitable measures of this important "determinant of life success." [ABSTRACT FROM AUTHOR]

We evaluated the psychometric properties of the Trauma Informed Practice Scales – School Counseling Programs Version scores using item response theory with a sample of 270 school counselors. Participants ranged in age from 24 to 69 years (M = 42.82, SD = 9.96). Participants identified as female (81.5%), male (14.1%) or unreported (4.4%,). Participants' racial and ethnic backgrounds were: White (79.3%), African American or Black (5.6%), Multiracial (5.2%), Latino/Hispanic/Spanish (4.8%), American Indian/Alaskan Native (0.4%), Other (0.4%), or unreported (4.4%). Participants from 14 states completed an online survey, which included demographics questions and the TIPS-SCP. After removing the poorly performing items, partial credit model estimates explained 58.63% of the variance in participant responses. We found psychometric evidence to support its ability to capture trauma informed practices in schools and school counseling programs. The TIPS-SCP is a brief instrument to provide school counselors with a self-assessment of their trauma informed practices. The TIPS-SCP can aid school counselors in making data-informed decisions about immediate and future incorporations of integrating trauma informed practices into their schools and school counseling programs. [ABSTRACT FROM AUTHOR]

Across Eastern Germany, many castles and stately homes were used as shops, schools or community buildings during the GDR. Since the 1990s, many of them have been turned into museums. This paper discusses the challenges of dealing with the history of socialist reuse in East-German heritage buildings comparing the former Prussian castles of Schönhausen (Berlin) and Rheinsberg (Northern Brandenburg). The comparison is based on five in-depth semi-structured interviews providing insights into the considerations of curatorial decision makers. It shows that there is still a high sense of uncertainty in how to address the GDR past, in particular when the role of the building was not clearly political. Personal recollections of the recent past lead to uneasiness in addressing this part of history. At the same time, the paper shows how attitudes have changed over time. Today, the GDR past is increasingly seen as an opportunity to connect to a wider audience and foster a more participatory and democratic memory culture. [ABSTRACT FROM AUTHOR]

The existing literature has focused little on the health-promoting role of resources for sleep. Mainly risk factors have been highlighted regarding mental health in general. Moreover, for the vulnerable age group of adolescents, resources and their relation to sleep have hardly been explored. Therefore, this study aims to investigate the predictive role of personal/social resources for the likelihood of having chronic sleep problems in adolescents. A sample of n = 131 adolescents (M = 14.31 years, SD = 1.84) completed the Sleep Disturbance Scale for Children and the Questionnaire to Assess Resources for Children and Adolescents at two measurement points about 8 months apart. Binomial logistic regressions controlling for age and sex revealed that higher levels of personal and social resources were associated with a lower likelihood of having chronic sleep problems. Especially optimism and school integration were associated with not experiencing chronic sleep problems. For the first time, this study highlighted multiple resources and their health-promoting role in adolescent sleep. Both personal and social resources seem to be relevant for preventing adolescents from chronic sleep problems. Prevention and intervention programs for sleep disorders in teenagers should especially promote optimism and school integration. [ABSTRACT FROM AUTHOR]

Purpose: We investigated the collaborative practice between speech-language pathologists (SLPs) and teachers in two Australian states with different policies and legislations affecting SLP services in schools. Methods: Teachers from New South Wales (NSW) and Queensland (QLD) completed an online survey (N = 117). A mixed-method approach was used to analyse teachers' responses in the survey. Results: QLD teachers were significantly more likely to work with SLPs in multiple models of collaborative practice. NSW teachers were more than twice as likely to work with SLPs in the pull-out model as the single means of collaborative practice. While NSW and QLD teachers accessed SLP services differently, they perceived funding and lack of time to be influencing collaborative practices. A clear need was highlighted for SLPs and teachers to develop a greater depth of shared understanding for successful collaborative practices. Conclusion: This study provided preliminary insight into SLP-teacher collaborative practices in two Australian states with different policies and legislations affecting SLP services in schools. There is a need for evidence-based and student-centred guidelines to facilitate SLP-teacher collaborative practices in schools. [ABSTRACT FROM AUTHOR]

In contemporary discourse, sexuality is being presented as something fluid, with research persisting in framing sexuality as negotiable to some extent. This way of examining sexuality is problematic because as one discovers how identity changes, a certain terminology, such as 'trend' or 'phase' becomes prominent giving the illusion Lesbian Gay Bisexual Trans + (LGBT+) pupils with Special Educational Needs and Disabilities (SEND) are easily influenced and too immature to form LGBT+ identities because of their SEND. Educators viewing sexuality and gender identity as a phase/trend can result in providing limited support due to the misconception that information about LGBT+ concepts is unimportant for pupils with SEND or that one can simply stop being LGBT+. This paper discusses Special Educational Needs (SEN) teachers' views involving their pupils' ways of exploring their LGBT+ identities and examines how this links to the misconception of their sexuality and gender as a phase/a trend due to their SEND. The paper is framed by intersectionality which allows for a detailed analysis of how identities interact when used as an analytic tool. The paper calls for more nuanced thinking of sexuality and gender in the lives of LGBT+ pupils with SEND, which will help to decrease inequality. [ABSTRACT FROM AUTHOR]

Background: The health measures imposed by COVID-19 on workplaces created adverse communication settings. Our cross-sectional study aimed to document the nature and severity of the vocal difficulties experienced by educational professionals a few weeks after the implementation of health measures in schools and early childhood settings in Quebec, Canada while teaching in class. Methods: To this end, we conducted a self-report survey containing nine close-ended questions and one open-ended question regarding self-reported vocal difficulties and the implementation of health measures. The survey was answered by 194 educational professionals in October 2020. Results: Since the introduction of the health measures, respondents reported often or always: having difficulty making themselves heard (66.5%), needing to strain their voice (68.1%), having throat pain after work (38.1%), and being concerned about their vocal health (25.2%). 35.6% perceived that their voice changed moderately or a lot and 75.3% did not feel equipped to take care of their vocal health. Fisher's exact tests revealed the difficulties overall were more present in women (p < 0.05). Discussion: The qualitative analysis of open-ended question answers shows a circular process at play, where the vocal responses to the COVID-19-induced communication barriers contribute to creating more problematic communication settings, thus increasing the challenges for vocal health. Better equipping the professionals to take care of their vocal health by developing resources in their professional settings to help them face vocal challenges in both every day as well as extreme situations, should be a priority. [ABSTRACT FROM AUTHOR]

This paper aims to explore how social work students can support lesbian, gay, bisexual, transgender, queer or questioning (LGBTQ+) young people in schools. Drawing on the reflective practice portfolio documents of four students who worked with LGBTQ+ young people in a school as part of a social workers in school (SWIS) student placement project, the article uses thematic analysis to identify how the students were able to support young people identifying as LGBTQ+. The article subscribes to a poststructuralist theoretical framework which sees gender and sexual identities as multiple, fragmented and constructed in relation to others and within the systems of knowledge and power that exist in schools. The article demonstrates the benefit to schools of having social work students on practice placement. The students' own reflections critically contemplate the way in which they were able to spend more prolonged periods of time with young people than the teachers could, both with individuals and LGBTQ+ groups. The students' reflective portfolios show the value of the school placements to their own development of knowledge and skills [ABSTRACT FROM AUTHOR]