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AbstractFollowing efforts to diversify and decolonize University curricula, Oxford Brookes University student union reported that Black and BIPOC students wanted more diverse content. In response, the Library set up a group to embed Equality, Diversity, and Inclusion practices into collection development, teaching, and administrative and research support practices. Initiatives entailed book purchases of authors from historically marginalized backgrounds, curation of diversity reading lists, updating subject headings to reflect modern terminology, and promotion of Read & Publish agreements. Currently, we have been unsuccessful in determining if the requests of students for diverse content have been met. Further research would seek to explore this area. [ABSTRACT FROM AUTHOR]

This text is a personal reflection on the author's experiences with Michael Baker, a prominent figure in the field of marketing. The author describes Baker as a generous and gregarious individual who made valuable scholarly contributions. Despite not being one of Baker's top students, the author appreciates Baker's willingness to engage with troublemakers and bring some light-heartedness to academic life. The author concludes by expressing admiration for Baker and the impact he had on their own career. [Extracted from the article]

There is increasing attention to writing in the social work debate. However, in social work practice writing is often perceived as a bureaucratic burden that distracts from the ‘real work,’ and even social work education has dedicated little attention to the matter. This paper argues that critical report writing can play a crucial role in linking the theoretical and ethical dimensions of social work with its practical domain. According to a constructionist perspective, written texts both reflect and shape reality through the performative power of language. This makes writing a privileged tool for reflexively linking theory and practice, for supporting alternative discourses about situations and people’s stories, and, thus, for shaping reality. Based on the author’s experience as both a practitioner and a lecturer in Italy, this article reflects on the implementation of critical report writing in social work practice and education. By analyzing two experiences that involved both service users and social work students, the findings highlight the potential and challenges of critical writing underlining the importance of writing as an element of professional identity that needs to be nurtured and addressed more consistently in social work education. [ABSTRACT FROM AUTHOR]

AbstractUsing purposive sampling, 40 female students with social anxiety were selected and randomly assigned to two groups: an experimental group and a control group (n = 20 each). The experimental group received nine 90-minute sessions of gratitude skill training, whereas the control group received no training. The research instruments included the Anticipatory Social Behavior Questionnaire, Interpersonal Reactivity Index, and Oxford Happiness Scale. In the experimental group, the mean and standard deviation (±SD) of anticipatory social behavior, empathy, and happiness in the pretest stage were 34.06 (±3.12), 39.26 (±4.51), and 55.66 (±5.28), respectively; while in the posttest stage, the means (±SD) were 22.86 (±3.20), 61.60 (±7.98), and 69.13 (±9.49), respectively. The results demonstrated that gratitude skill training improved anticipatory social behavior (F = 114.07, p < .01), empathy (F = 55.96, p < .01), and happiness (F = 17.33, p < .01) in the experimental group. [ABSTRACT FROM AUTHOR]

The increasing prevalence of students bringing mobile phones (MPs) to schools has led to increasing pressure on school leaders to implement effective MP policies. Although the effects of MP use have been studied, there has been no systematic review of the MP management research and policies. The aim of this study is to report on challenges and approaches to address the arising implications of MP policies in schools. Using a systematic review of international research and a document analysis of national (Australian) policy documents, this study broadens the understanding of elements contributing to the effectiveness of MP policies at schools. [ABSTRACT FROM AUTHOR]

AbstractScholarship on the science of reading (SoR) has, in some instances, taken up more narrow views of reading in discussions and instantiations of reading assessment that do not center equity and justice, especially in schools. This can lead to less valid and even harmful reading assessment, especially for students from historically marginalized communities with diverse language, cultural, and neurological differences. Here, we draw on critically-minded reading research, as well as on work in equity-oriented educational assessment, to inform a justice-based reading assessment framework that can guide research, theory, policy, and practice. Using an equity-oriented and justice-based lens, the framework outlines three interwoven components: (1) relational and humanizing assessment practices; (2) justice-based products and outcomes; and, (3) a critical construct of reading. The framework compels designers, developers, and users to center the needs of rights-holders, and especially those from historically marginalized communities, throughout the assessment process. To do so, the framework outlines five principles that include orienting to equity and justice; prioritizing humanizing and critical assessment practices; grounding assessment in a complex, dynamic, and critical construct of reading for diverse populations; designing for justice-based social consequences, and engaging in critical debrief throughout. These principles guide eight phases of assessment, which we outline in detail. Finally, we discuss conceptual contributions as well as practical implications. [ABSTRACT FROM AUTHOR]

Lau transformed schooling for millions of students, but we should examine what its “equal protection” and assimilationist logic did not entail and thereby illuminate prospective academic and social good that it did not generate. This paper does just that by examining Nebraska’s well-resourced second-largest district and how Lau left intact their notions of “language as problem” as the response rationale to students it identifies as “English learners” (ELs), while the development of dual language/bilingual education (DLBE) programs which embed “language as resource” or “language as right” orientations was endlessly deferred. We explore this conundrum through an anthropology-informed three-part main argument that first offers a brief account of the district’s response to Lau over the past 50 years which orients our paper to the call of this special issue while simultaneously providing space to consider paths not taken. The second and third parts then juxtapose first- and third-person accounts to describe the unsuccessful mobilization over the last 12 years to create a DLBE track. We conclude by reviewing how the district complies with Lau, but also how Lau has never been enough. [ABSTRACT FROM AUTHOR]

Students identifying as autistic, whose numbers have grown rapidly in recent years, often encounter a lack of understanding from teachers and peers at school, and face high levels of bullying and interpersonal abuse. Increasing knowledge of autistic students’ own understanding of their wellbeing is important for developing appropriate intervention strategies to support their school experience. In this meta-synthesis, 22 in-depth qualitative studies of 10–14-year-old students’ perspectives on their wellbeing at school were systematically analysed. The 225 students in these studies were mostly male and from resource-rich countries. Three synthesised findings were identified: first, autistic students’ wellbeing is connected to positive relationships at school; second, autistic students’ wellbeing at school centres around their self-identity; and third, the experience of school environments impacts autistic students’ wellbeing. Findings suggest first, that schools need to support the development of positive relationships between autistic students, their peers and teachers; second, that schools need to respond to how autistic students identify themselves and provide support appropriate to that identity; and third, that autistic students’ sensory needs need to be better supported through improved school design. Implications for practice include development of rights-based approaches and privileging autistic students’ own ideas about wellbeing and inclusion at school. [ABSTRACT FROM AUTHOR]

Objective: This study aims to assess addiction to social media among university students and to explore the association of addiction to social media with academic performance. Methods: A random sample of 997 university students filled in a self-administered questionnaire using Google form (response rate 81%). The questionnaire adopted a validated scale (Social Media Addiction Scale, SMAS) and included questions about socio-demographics. Grade point average, absences, and passing rate were extracted for each student from the university management system. Results: Results showed that each of the three dimensions of addiction to social media (compulsive feelings, social consequences and time displacement) reduce at least one indicator of academic performance (GPA, absenteeism and passing rate). Conclusion: Results call to design and evaluate interventions that tackle different social media addiction dimensions to reduce their negative impact on academic performance. [ABSTRACT FROM AUTHOR]

Objective: To understand how students are coping one year after campuses were closed due to the COVID-19 pandemic. Participants: Students at a large state university in Midwestern USA. Method: Sequential mixed method study. A photo-survey of students' experiences was conducted as part of an ethnographic study of "college life." Student researchers and faculty collaboratively analyzed photos and accompanying text for coping strategies. Association of coping strategies with respondents' characteristics was assessed with inferential statistics. Results: Most respondents alluded to the negative mental toll of the pandemic and predominantly utilized emotion-focused coping strategies. Non-binary students and students who lived off but close to campus appeared to have fewer coping strategies than their peers. Conclusion: The experiences of diverse student sub-populations differ. Photos give researchers a unique vista into students' experiences. Students – as co-researchers – can help campuses understand the stresses associated with their college experiences and how they are coping. [ABSTRACT FROM AUTHOR]

Objective: To explore barriers and facilitators to mental health care among the student service member and veteran (SSM/V) population, develop an integrative model of mental health service use, and identify health communication opportunities. Participants: Participants were 21 current and former SSM/Vs recruited online and via snowball sampling. Methods: We conducted an emergent thematic analysis of in-depth interviews that took place in February 2021. Results: We identified eight major themes. Two were contextual (military culture, SSM/V identities), three were navigational (career repercussions, recognizing need, service availability/quality), and three were paths forward (high-quality accessible services, veteran peers/spaces, relevant outreach). Conclusions: We recommend higher education institutions promote SSM/V spaces, position mental health care as utilitarian, improve everyday mental health literacy, highlight service accessibility and quality, and deliver communications that reflect the diversity of SSM/V identities beyond the "warrior" archetype. [ABSTRACT FROM AUTHOR]

Objective: The study aimed to assess anxiety and fear of COVID-19 among home-staying Bangladeshi students. Participants: A total of 3997 university students across Bangladesh participated in the study. Methods: A cross-sectional study was conducted using the generalized anxiety disorder scale and the fear of COVID-19 scale to measure anxiety and fear, respectively. Results: 40.11% of participants had anxiety. Fear of death by COVID-19 (β1'=4.45; 95% CI: 3.99-4.90) and perceiving COVID-19-like symptoms as having COVID-19 (β1'=2.47; 95% CI: 1.76-3.18) were associated with higher fear. Exposure to COVID-19 news on social media was a predictor of fear and anxiety. Furthermore, the severe educational loss was associated with fear (β1'=2.88; 95% CI: 2.25-3.50) and anxiety (β2'=1.91; 95% CI: 1.41 to 2.41). Physical exercise and recreational activities were protective factors for fear and anxiety. Conclusion: The study reports a higher level of psychological difficulties among students during the COVID-19 pandemic which needs further longitudinal exploration to design appropriate interventions. [ABSTRACT FROM AUTHOR]

Objective: Low emotional intelligence and symptoms of disordered eating are connected, however, whether daily fluctuations in emotional intelligence predict daily changes in disordered eating symptoms has not been examined, nor has stress been explored as a potential moderator of this relationship. Participants: Participants were undergraduate students (n = 100). Methods: Participants completed baseline questionnaires, then responded to random ecological momentary assessment prompts 3 times daily for 2 weeks. Results: Results indicated that when individuals had higher momentary emotional intelligence, they had lower disordered eating at the same time point (within subjects estimate = −0.30, p <.001) and following time point (within subjects estimate = −0.08, p = 0.03). Momentary stress moderated the relationship between baseline emotional intelligence and momentary disordered eating (b = −0.02, p <.01). Conclusions: Changes in emotional intelligence predict day-to-day changes in disordered eating, and stress moderates the connection between emotional intelligence and disordered eating. [ABSTRACT FROM AUTHOR]

Objective: This study examined the state of mental health, partnerships, and sexual activity of German university students after the third wave of the COVID-19 pandemic. Participants and methods: In June and July 2021, 928 students (23.6 years; 63.5% female) from four universities in Germany participated in an online survey that assessed depressive and anxiety symptoms as well as data on partnerships and sexuality. Results: Of the students, 56.4% were above the cutoff for clinically relevant depressive symptoms and 35.7% were above the cutoff for clinically relevant anxiety symptoms. Female gender, higher academic-related stress, lower financial resources, higher strain due to COVID-19, and more loneliness were associated with more severe symptoms. A quarter of the students each reported an improvement or deterioration in their partnerships. Conclusions: Student mental health appears to be worse compared to pre-pandemic and first wave data. It should be examined whether symptoms decrease when universities reopen. [ABSTRACT FROM AUTHOR]

Objective: The development and evaluation of the Professor Hippo-on-Campus Student Mental Health Education Program, a mental health literacy intervention for post-secondary faculty and staff, is described. It includes 3-hour virtual, asynchronous e-modules and an optional 2-hour, synchronous workshop. Participants: All faculty and staff in a single university were invited to participate (February 2020–January 2021). Methods: Pre-and post-module and post-workshop surveys were conducted, assessing knowledge, attitudes, stigma, behavioral intentions, and confidence. Paired t-tests and regressions assessed change. Satisfaction was assessed through closed and open-ended questions, analyzed descriptively and through qualitative content analysis. Results: Four hundred and fifty staff and faculty completed the pre-survey, 262 completed the post-survey, and 122 completed a workshop survey. Participation resulted in improvements in knowledge, attitudes, stigma, and confidence with high levels of satisfaction. Conclusion: The program provides tailored student mental health training to post-secondary staff and faculty, which appears to increase their mental health literacy. [ABSTRACT FROM AUTHOR]

Objective: Determine the impact of the COVID-19 pandemic on student-athletes. Participants: Participants (n = 238) were Division III student-athletes (18–24yrs) enrolled at a Pennsylvania State University campus during the Fall 2020 semester. Methods: Student-athletes were emailed a link of a 43-question survey which was deployed using Qualtrics®. The survey asked questions about collegiate experience, health, well-being, sport related training, and physical fitness before and during the pandemic. Results: Approximately 94% of student-athletes reported that COVID-19 worsened their college experience. About 52 and 59% of student-athletes believed that COVID-19 had a negative impact on their health and well-being, respectively. Nearly 79% of student-athletes reported that their sport-related training decreased during the pandemic. Over half of participants believed that their physical fitness, endurance, and strength decreased during the pandemic. Conclusion: The implications of the COVID-19 pandemic on Division III collegiate student-athletes include a worsened college experience as well as worsened health and well-being. [ABSTRACT FROM AUTHOR]

Objective: To assess the frequency of preventative COVID-19 behaviors and vaccination willingness among United States (US) college and university students during the COVID-19 pandemic. Participants: Participants (N = 653) were ≥18 years old and students at institutions for higher education in the US in March 2020. Methods: Students self-reported preventative behaviors, willingness to be vaccinated, and social contact patterns during four waves of online surveys from May-August 2020. Results: Student engagement in preventative behaviors was generally high. The majority of students intended to be vaccinated (81.5%). Overall, there were no significant differences in the proportion adopting preventative behaviors or in willingness to be vaccinated by sex or geographic location. The most common reason for willingness to get vaccinated was wanting to contribute to ending COVID-19 outbreaks (44.7%). Conclusions: Early in the pandemic, college students primarily reported willingness to vaccinate and adherence to preventative behaviors. Outreach strategies are needed to continue this momentum. [ABSTRACT FROM AUTHOR]

Within the UK, sandwich courses, i.e. degree programmes that include a year spent on a work placement, usually during the third year of a four-year course, are increasingly offered by higher education institutions to maximise the proportion of their graduates moving into employment and, particularly, jobs that are deemed 'graduate-level'. Indeed, there is evidence of a strong positive correlation between participation in sandwich courses and employment. Although this positive impact is particularly marked for students from widening participation (WP) backgrounds, such students are also significantly less likely to undertake a sandwich course. The article draws on 50 interviews with higher education staff and students to argue that many of the most significant barriers experienced by WP students are related to various temporal challenges. In doing so, it expands the body of work on the frequent mismatch between hegemonic university time and the time of students from under-represented backgrounds. In addition, it argues that WP students are less able than their more privileged peers to take advantage of the 'slow time' necessary to undertake a work placement, and that the rhythms of external actors are also relevant when explaining the challenges faced by WP students. [ABSTRACT FROM AUTHOR]

Arbitrary placing cut-offs in data, i.e. binning, is recognised as poor statistical practice. We explore the consequences of using arbitrary cut-offs in two large datasets, the National Student Survey (2019 and 2022). These are nationwide surveys aimed at capturing student satisfaction amongst UK undergraduates. For these survey data, it is common to group the responses to the question on student satisfaction on a five point Likert scale into '% satisfied' based on two categories. These % satisfied are then further used in metrics. We examine the consequences of using three rather than two categories for the rankings of courses and institutions, as well as the consequences of excluding the midpoint from the calculations. Across all courses, grouping the midpoint with satisfied leads to a median shift of 8.40% and 11.41% in satisfaction for 2019 and 2022, respectively. Excluding the midpoint from the calculations leads to a median shift of 4.20% and 5.70% in satisfaction for 2019 and 2022, respectively. While the overall stability of the rankings is largely preserved, individual courses or institutions exhibit sizeable shifts. Depending on the analysis, the most extreme shifts for courses in rankings are between 13 and 79 ranks, for institutions between 24 and 416 ranks. Our analysis thus illustrates the potentially profound consequences of arbitrarily grouping categories for individual institutions and courses. We offer some recommendations on how this issue can be addressed but primarily we caution against the reliance on arbitrary grouping of response categories in survey data such as the NSS. [ABSTRACT FROM AUTHOR]

A decline in both student well-being and engagement were reported during the COVID-pandemic. Stressors and internal energy sources can co-exist or be both absent, which might cohere with different student needs. This study aimed to develop student profiles on emotional exhaustion and engagement, as well as examine how profiles relate to student participation, academic performance, and overall well-being. Survey-data from 1,460 Dutch higher education students were analyzed and resulted in a quadrant model containing four student profiles on engagement and emotional exhaustion scores. Semi-structured interviews with 13 students and 10 teaching staff members were conducted to validate and further describe the student profiles. The majority of the survey participants were disengaged-exhausted (48%) followed by engaged-exhausted students (29%). Overall, the engaged-energized students performed best academically and had the highest levels of well-being and participation, although engaged-exhausted students were more active in extracurricular activities. The engaged-exhausted students also experienced the most pressure to succeed. The qualitative validation of the student profiles demonstrates that students and teachers recognize and associate the profiles with themselves or other students. Changes in the profiles are attributed to internal and external factors, suggesting that they are not fixed but can be influenced by various factors. The practical relevance of the quadrant model is acknowledged by students and teachers and they shared experiences and tips, with potential applications in recognizing students' well-being and providing appropriate support. This study enriches our grasp of student engagement and well-being in higher education, providing valuable insights for educational practices. [ABSTRACT FROM AUTHOR]

Driven by COVID-19, remote work is popularising. Companies and employees are increasingly embracing its benefits of flexibility and convenience, showing reluctance to return to full-time office schedules. Similarly, companies and HEIs started offering remote forms of work-based learning (WBL) – or eWBL. However, remote work presents social and psychological barriers associated with physical isolation that need addressing. In the context of WBL, which aims to provide a real-work environment for students, it is essential to explore these barriers as they might undermine the development of critical competencies associated with WBL, particularly creativity, teamwork, collaboration, networking and situational awareness. While research has started producing alternatives to overcome some of these limitations, we still miss a robust framework for designing and implementing these and other potential new strategies that could further enhance eWBL. To address this gap, a comprehensive framework is developed by integrating literature recommendations with results from 27 case studies derived from the Erasmus + Project eWBL. The framework comprises five primary phases: design, preparation, onboarding, delivery, and assessment. Each phase contains several sub-phases that offer practical implementation steps to WBL trainers in higher education and industry on how to deliver high-quality eWBL. [ABSTRACT FROM AUTHOR]

Reflective writing (RW) is a popular tool in medical education, but it is being used in ways that fail to maximize its potential. Literature in the field focuses on why RW is used – that is to develop, assess, and remediate learner competencies – but less so on how to use it effectively. The emerging literature on how to integrate RW in medical education is haphazard, scattered and, at times, reductionist. We need a synthesis to translate this literature into cohesive strategies for medical educators using RW in a variety of contexts. These 12 tips offer guidelines for the principles and practices of using RW in medical education. This synthesis aims to support more strategic and meaningful integration of RW in medical education. [ABSTRACT FROM AUTHOR]

Background: Near-peer teaching is increasingly used in medical education, supporting or replacing faculty teaching. It has positive aspects for learners and tutors, some of which are explained by higher social and cognitive congruence between learners and near-peer tutors (NPTs). This study investigates the optimal combination of faculty tutors (FTs) and NPTs in an abdominal ultrasound course. Methods: Sixty-four third-year medical students underwent a basic ultrasound course, with 75% of lessons taught by NPTs and 25% by FTs. Each of four groups had a different faculty teaching timing. A mixed methods approach used a survey and semi-structured interviews at the course end to elicit learners' preferences, and end-of-course examination scores to look for differences in outcomes. Results: Most learners preferred having faculty teaching in the second half of the course, saying it would be overwhelming to start with FTs. Learners preferred between a quarter and a third of the teaching to be from FTs, with NPTs rated better at teaching basics, and FTs contributing unique, helpful clinical knowledge. There was no significant between-group difference in examination scores. Conclusions: Medical students preferred most of their teaching to be from NPTs, with some faculty input in the second half of the course. [ABSTRACT FROM AUTHOR]

Studies on face-to-face intergroup contact demonstrate varied effects for members of advantaged and disadvantaged groups on harmonious relations and collective action intentions. This study extends the literature by examining to what extent those effects exist when the contact is online and also by examining which recategorization strategy would be more effective in producing positive outcomes for those groups. For this aim, students of the two universities—CU and ATU (higher and lower status, respectively)—in Adana, Turkey were made to contact in small groups on a text-based online platform. Participants were distributed into four-people groups—either mixed of ATU and CU students or ATU students only. Either a common ingroup identity or dual identities were made salient in the mixed groups, whereas the individual identity was made salient in the groups consisting of ATU students only. Data were collected at three time periods: Two weeks before (368 participants), immediately after (159 participants), and one month after the contact (138 participants). Concerning outgroup attitudes, irrespective of salient identities, mixed groups improved attitudes, sustained in follow-up. Regarding collective action intentions, CU students' intentions increased (T1 to T3), while for ATU students in all groups, intentions decreased-whether cross-group contact was experienced or not. [ABSTRACT FROM AUTHOR]

Many undergraduate students attending UK universities have a chronic illness or disability. Support for disabled students has increased in recent years through government funding and university disability services. This research examined experiences of disabled undergraduate students in academic and extra-curricular areas of student life and experience of university disability support. Semi-structured interviews were conducted with 20 undergraduate students. Thematic analysis identified four main themes: symptoms impacting on university life, academic issues, extra-curricular activities and experience of university support. Extensive and varied challenges were experienced in relation to all areas of student life. Some disabled students felt well supported but others felt much more support was needed. Some students had limited or no engagement in extra-curricular activities. Some progress appears to have been made in the last twenty years in supporting disabled undergraduate students but more support is needed. Disability support should be extended beyond academic work to include extra-curricular activities. Points of interest: Disabled undergraduate students at university in the UK experience significant challenges which affect their academic work, social activities, sports and career development activities. This research found that some disabled undergraduate students felt well supported by university disability support but others felt much more support was needed. Some disabled undergraduate students do not take part in any social activities, sports or career development activities. University disability support for academic work should be developed so that all disabled students feel well supported. University disability support should be increased to include support for social activities, sports and career development activities. [ABSTRACT FROM AUTHOR]

This exploratory pilot of innovative support for college-age students with invisible disabilities investigated the effects of a seven-week self-advocacy intervention. A multiple methods approach was utilized to investigate the effect of a self-advocacy instructional intervention on six college-aged students with LD and/or ADHD abilities to advocate with their college professors and understand their disability. The data were collected via semi-structured pre/post interviews, pretest/posttest questionnaires on self-advocacy components, and pretest/posttest role-play sessions requesting accommodations from a professor. Findings revealed that the early disability experiences in K-12 shaped the participants' capacities to learn and demonstrate self-advocacy skills. Four main themes emerged from the stories and lived experiences of six college students with LD and/or ADHD: (a) interactions between family support and educational experiences; (b) self-advocacy knowledge; (c) self-advocacy experiences; and (d) perceived benefits of the intervention. Students found the intervention helpful in supporting future self-advocacy behavior. The findings from this study can be used as a starting point for future investigations and to support findings from other studies. Future research could include extending this study, however, conducting it with first-year students or students newly identified, beginning the first week of classes fall semester. [ABSTRACT FROM AUTHOR]

Many documentation initiatives and collections of testimonies were initiated in the immediate postwar period. This article delves into one such initiative. It focuses on the practice of early recounting and active listening at boarding school for young Holocaust survivors in Sweden. The article explores, by a close reading of an article authored by one of the teachers and eight full-length essays from the students, both the teacher's perspectives on the young survivors' need for certain education and emotional assistance and the survivors' early reflections on the experiences of recounting, education, survival and life the first years after the Holocaust. [ABSTRACT FROM AUTHOR]

Background and Introduction: Pain is a subjective phenomenon, that is often misunderstood and invalidated. Despite recent advances in health professional training, it remains unclear how students should be taught about the subjectivity of pain. This study explored how a novel teaching activity that integrated physiotherapy students' first-hand experiences with laboratory-induced pain could address this gap. Objective: The study aimed to explore the experiences and perceptions of physiotherapy students in relation to a workshop where physiotherapy students experienced laboratory induced pain. Methods: We used a descriptive qualitative research design. Eighteen students participated in interviews. Transcripts were analyzed using an inductive conventional content analysis. Results: We identified four overarching themes: 1) First-hand pain experiences facilitated engagement in learning; 2) Reflecting on these personal and peer pain experiences helped students make sense of pain; 3) The learning activity helped students understand the inherent subjectivity and complexity of pain; and 4) Students saw benefits for clinical practice. Conclusion: Integrating first-hand pain experiences within entry-level physiotherapy training appears to have novel value in helping students understand pain subjectivity. Future research should use robust and controlled designs to explore how this novel approach can be used to facilitate further understanding and empathy within clinical interactions with people living with pain. [ABSTRACT FROM AUTHOR]

We examined the degree to which an extended religious experience during Ramadan might promote interpersonal forgiveness. With six waves of data from a sample of N = 215 Pakistani Muslim students, we used random-intercept cross-lagged panel modeling to examine the associations between decisional and emotional forgiveness from before to after Ramadan in 2020. We observed three key findings. First, we demonstrated the strong cross-time measurement invariance of both the Decision to Forgive and the Emotional Forgiveness scales. Second, both decisional and emotional forgiveness remained relatively stable during the holy month of Ramadan. Third, there was evidence supporting positive bidirectional temporal relations between decisional and emotional forgiveness, such that each construct demonstrated at least one positive lagged association with the other. We discuss some implications of the findings, including the potential for positive emotional changes to evoke positive changes in behavioral intentions towards transgressors. [ABSTRACT FROM AUTHOR]

Purpose: This study investigates the role of Public Service Motivation (PSM) in retaining highly skilled and qualified child welfare graduates within the public child welfare sector. Materials and methods: Three entire cohorts of child welfare student social workers over three years (N = 125) in BSW and MSW child welfare programs at seven universities in a Southern state were surveyed to examine the effects of task self-efficacy achieved through the curriculum and public service motivation on retention intention among social work students specializing in child welfare practice at both the baccalaureate and master's levels. Mediation analysis was conducted to estimate the indirect effect of self-efficacy on students' retention intention. Results: The self-efficacy of child welfare students, operationalized as their confidence in performing competencies, significantly influences their intention to remain in the field of child welfare. Furthermore, self-efficacy among child welfare students has a statistically significant effect on their PSM. PSM, in turn, significantly impacts their intention to persist in child welfare work. Discussion: The findings indicate that PSM partially mediates the relationship between students" self-efficacy and their intent to remain in child welfare work, even when controlling for educational background. We recommend that child welfare agencies recognize and nurture workers" PSM by incorporating practices that promote PSM. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic has revealed lessons about the moral bases of student compliance with pandemic health messaging, which is a vital concern for educational institutions where students learn and live in close proximity. Existing theoretical and empirical work suggests that audiences may be receptive when prescribed behavior aligns with memorable moral messages (MMM) received from family members or other valued sources. We report the results of two studies that examined the nature of MMM that students found relevant in the fall of 2020 and the moral values they appeared to invoke. In the first, focus group interviews and qualitative thematic analysis were used to identify underlying moral themes. Findings indicated that students were influencegd by MMM focused on empathy/caring, those that addressed communal versus individual responsibilities, and messages that prioritized virtues that were needed (e.g., patience) during the pandemic. During this first phase of the research, we also collected a verbatim list of MMM that students reported recalling and using. To determine if quantitative evidence supported the three-part categorization scheme, a second study asked a sample of 327 students to rate the influence of the MMM reported in Study One. Exploratory factor analysis largely confirmed Study One, with consideration for others, self-determination, and communal responsibility emerging as primary moral considerations. Findings of the two studies are interpreted as partial support for moral foundations theory and consistent with the expectations of negotiated morality theory. Recommendations for health educators and experts are offered, including framing compliance guidelines in a manner consistent with MMM received from family members and helping students navigate the moral tension between self and communal interests. [ABSTRACT FROM AUTHOR]

Drawing from a practice-based research study in Swedish secondary schools, the aim of this paper is to explore how facts and values are made and unmade as separate and entangled phenomena in sexuality education. In this exploration, we work with a posthumanist approach – agential realism – and more specifically the concept of agential cuts. The empirical material draws from two moments in the teaching of sexuality education, one concerning nakedness and one concerning gender diversity. The analysis puts forward how the lesson topics in relation to school subjects and exercises become significant actors in how facts and values are enacted in the teaching. This implies that facts and values are enacted together-apart within a relational set of interdependency and hence are always present although temporarily more forcefully and ephemeral. To conclude, we discuss the complexities of how facts and values are part of enacting the everchanging knowledge area of sexuality education and urge for acknowledgement of this matter. [ABSTRACT FROM AUTHOR]

As Generation Z young adults are entering post-secondary education, little is known about the role of affordability in understanding these students' housing preferences. For this purpose, we introduce a methodology, the Housing Preferences Choice Board (HPCB), mimicing conditions of expensive rental markets. This paper seeks to elucidate students' decision-making concerning housing (including location, commuting to campus, amenities, etc.) under economically low versus high constrained scenarios. Findings indicate that, when lowly restrained by costs, students would generally prefer to live close to the university, retail and entertainment areas, with a private room (and private facilities). Additionally, students would choose to be in contact with the student community with good relationships with roommates. However, when highly financially constrained, they prioritize adequate housing characteristics, a private room (within a shared dwelling), and a transport-accessible location (even far from campus). Choices are made at the expense of connection to community, peers, and their university campus, historically associated with student success and well-being. [ABSTRACT FROM AUTHOR]

An online qualitative survey explored perceived training, readiness, and needs of recent SW graduates serving older adults. Over half (N = 14) held a master's in social work, with 70% having taken an introductory aging course. Nearly halfcompleted other aging-specific coursework, and 80% did fieldwork with older adults. Participants indicated moderate proficiency in assessing issues like lossestransitions (46.7%), and physical health (53.3%), and advanced expertise in cognitive assessments (60.0%) and caregiver stress management (53.3%). Training deficiencies were noted in disaster readiness, telehealth, and resource coordination. Findings underscore the need for educationfor early-career social workers, ensuring their effective support to older adults. [ABSTRACT FROM AUTHOR]

This bibliometric research aims to analyse inclusive education research from 1999 to 2018 as illustrative of worldwide trends regarding inclusive education. Five core issues consistently emerge from this analysis, and they are listed in chronological order as follows: Para-educational experiences and peer supports, pre-service and in-service teachers' attitudes, outcomes, and achievements of students with disabilities, teacher education/training, and teachers' efficacy. Their relationship was interdependent and supplementary to one another. From the results, several potential themes have emerged, such as inclusive education in multicultural environments, inclusion in higher education, relevant debates, and policies on inclusive education. From the evolutionary trajectory of inclusive education research, universal education may become a major future trend of research into Sustainable Development Goals (SDGs). [ABSTRACT FROM AUTHOR]

Work-integrated learning (WIL) is widely used to connect students with the world of work and authentic industry practices. WIL research and practice is primarily focused on the benefits to students and universities, whilst the value of WIL to partner organisations remains relatively underexplored. This study takes an industry, government and community partner-centric perspective to examine learning in partner organisations stimulated through engagement with transdisciplinary WIL. A case study of a transdisciplinary, innovation-focused project-based WIL subject at one Australian university is interrogated through the theoretical lenses of practice theory and mutual learning. Fifteen interviews with stakeholders in partner organisations are analysed against the three dimensions of practice articulated by Kemmis et al. (2014): sayings, doings and relatings. The analysis shows that through engagement with university-led transdisciplinary WIL partners were able to advance their learning projects, disrupt and reconfigure organisational practices, and legitimise experimentation within their organisations. The study builds the case for conceptualising WIL engagement as a professional learning opportunity for partner organisations, in addition to the well-documented benefits to students and universities. [ABSTRACT FROM AUTHOR]

Background: Sexual violence is a major public health concern that has a detrimental impact on mental health, physical health, and academic performance. College students represent a population that is at an increased risk of experiencing sexual violence. Alcohol use, and more specifically, heavy drinking during pregaming events, is associated with increased risk of sexual violence. Studies have demonstrated that protective behavioral strategies have effectively reduced heavy drinking and the risk of alcohol-related consequences, including sexual violence victimization. Objectives: This study aims to examine the association between experiences of sexual violence in college and subsequent use of pregaming protective strategies. Results: Data from 468 college students (67% female, 33% male) were analyzed. Over 42% of participants reported experiencing sexual violence in college. While adjusting for pregaming frequency and sex, results revealed that those who reported experiencing sexual violence in college were significantly less likely to use pregaming protective behavioral strategies compared to those without such experiences. Specifically, survivors of sexual violence were less likely to report using the protective behavioral strategies of minimizing intoxication, as well as behaviors related to safety and familiarity (e.g., using a designated driver after pregaming). Conclusions: The findings have important implications for interventions aimed at empowering survivors of sexual violence. Future research should focus on understanding survivor's motives and mechanisms to use pregaming protective behavioral strategies to reduce the risk of re-victimization. [ABSTRACT FROM AUTHOR]

This article outlines the development, evolution, and implementation of an ecological justice advanced practice curriculum for Master of Social Work students at the University of Denver, USA. This work began in 2011 and continues to evolve to meet student needs and societal pressures. Key ingredients in the success of this program have been critical leadership support, gathering of expertise, maintaining a critical eye toward emerging social, natural, and physical sciences, and a university and profession that provides an implicit curriculum supportive of preparing university students for a precarious future. The social work profession is responding to global environmental change. [ABSTRACT FROM AUTHOR]

Background: Anxiety symptoms are factors that directly affect eating habits, but this interference can be heterogeneous depending on the nutritional status of the individuals. Objectives: To analyze whether the presence of anxiety symptoms at the beginning of the pandemic influenced the change in food consumption according to its purpose and extent of processing during a one-year follow-up and whether this association occurs equally with excess weight and without excess weight university students. Methods: This longitudinal study was carried out with 583 university students from a public Higher Education Institution (HEI) in Brazil. The Generalized Estimating Equation (GEE) was used to verify whether anxiety symptoms were associated with changes in food consumption over time. Results: The results showed that previous moderate/severe anxiety symptoms were associated with an increased frequency of consumption of both fresh or minimally processed foods (β: 0.2 95%CI: 0.1; 0.7 p = 0.013) and ultra-processed foods (β: 5.6 95%CI: 1.8; 17.7 p = 0.003), but with different magnitudes. In university students who were not excess weight, previous moderate/severe anxiety symptoms were associated with a reduction in the frequency of consumption of fresh or minimally processed foods (β: −2.0 95%CI: −3.5; −0.5 p = 0.008), while in those who were excess weight, there was an increase in consumption of ultra-processed foods (β: 4.5 95%CI: 2.2; 6.8 p < 0.001). Conclusion: This study confirms the influence of anxiety symptoms on food consumption according to the extent and purpose of processing. In addition, these results emphasize the role of psychological distress in the university population, and that this factor can affect excess weight and without excess weight individuals differently. [ABSTRACT FROM AUTHOR]

Despite well-documented health and environmental benefits of consuming minimally processed plant-based foods, research on how to educate and promote a plant-based diet (PBD) for diverse community college students is lacking. Understanding awareness and perception of a PBD is important prior to the creation of dietary interventions. A survey including a food frequency questionnaire and novel scales to gauge awareness and perception of PBDs was developed and implemented. Results demonstrated students were generally aware of PBD and its key components, recognized associated health benefits, had a positive perception of a PBD, yet few were actively adherent and demonstrated confusion with PBD terms. [ABSTRACT FROM AUTHOR]

Based on focus groups and in-depth interviews with Qenie students (n = 66) in the Ethiopian Orthodox Tewahedo Church, the author explored strategies the students used to maintain or achieve high positive self-esteem and national pride. The results revealed a range of strategies adopted by Qenie students in Washera. These involved assertion of distinctiveness, eternal characterization, identification with the past, conflating Ethiopia with Utopia, and portrayal of holiness. The study has practical implications and contributes to the literature on national identity, specifically on ways of maintaining or maximizing positive social identity among schoolchildren in similar contexts. [ABSTRACT FROM AUTHOR]

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As an ethical and professional standard in social work education and practice, cultural competence must go beyond educating social work students about White privilege to promoting cultural consciousness and anti-racism. Using an anti-racist framework as a construct of cultural competence, this study examined the language in the course syllabi of graduate social work programs. Findings suggest that many graduate social work programs need to integrate more inclusive language in course syllabi and that further examination of anti-racism in course syllabi is needed. These findings have implications for including populations who have historically been marginalized in social work education. [ABSTRACT FROM AUTHOR]

Exclusionary discipline is a major contributor to school pushout and the school-to-prison pipeline, which criminalizes educational environments through processes and practices that often result in the incarceration of youth. While there is extensive evidence on the pathways and impacts of exclusionary discipline for students of color, its impacts on LGBTQ youth are understudied. This scoping review aims to identify and synthesize the existing empirical research concerning exclusionary school discipline of LGBTQ youth. Following the six-stage approach outlined by the Joanna Briggs Institute, an electronic search was conducted from a total of nine databases. Our search yielded a total of 740 results; of those, 10 met the inclusion criteria and were included in the final review. Findings indicate that LGBTQ youth, especially girls, experience exclusionary discipline at disproportionate rates. These youth are often disciplined as part of their own victimization, by both peers and adults in schools. While race and the need for intersectional understanding of LGBTQ exclusionary discipline were often touched on, most studies do not include race in their analysis. Future research that examines LGBTQ exclusionary discipline through an intersectional lens is needed. [ABSTRACT FROM AUTHOR]

This paper examines the experiences of 23 teachers who work in privately-run migrant schools (PMSs) in South-West China. Such schools cater for the needs of internal migrant children who do not often have access to free state education provision because of their lack of status in their new cities. We draw data from an ethnographic-informed qualitative study conducted in Guiyang City. The spillover effect as the theoretical lens, enables us to understand our participants’ experiences within and beyond the school gates. Different from existing research focusing on how home environment characteristics affect school-related outcomes, this study shifted towards investigating whether factors within the school domain can mitigate children’s home-related disadvantages or risks. The findings show that teachers support the students and their families by mediating family conflicts, supplementing often poor nutrition and assisting with homework. Overall, similar to educators in disadvantaged school settings elsewhere, the study demonstrates that teaching and managerial staff in PMSs go beyond their paid roles as educators and they are actively committed to breaking the cycle of poverty and transforming the lives of their students. [ABSTRACT FROM AUTHOR]

Every student has the potential to change the world by making a significant contribution to society. Experiences in higher education significantly shape the development of this potential, for better or worse, leading to interventions to support student success. Among such interventions, academic coaching has been widely used; however, how do we know that it is effective? In this systematic literature review, we describe the characteristics of effective academic coaching interventions, including the format of coaching (individual or group coaching), coaching mode (in-person or distance via technology), coaching topics, coach background, duration, frequency. Focusing on peer-reviewed English journals between 2010 and May 2023, the study found 643 articles, 25 of which met the inclusion criteria following rigorous screening and consensus-reaching processes. Based on the findings, effective coaching interventions span at least 12 hours over 4 weeks, are preferably in-person, and are best facilitated by professional coaches. [ABSTRACT FROM AUTHOR]

BackgroundMethodsResultsConclusionMindfulness-based interventions can successfully improve wellbeing in young adults. Mindful colouring is an applied mindfulness practice and improves short-term wellbeing. Less evidence is available about the effectiveness of regular, self-guided colouring. We investigated a self-guided two-week colouring intervention for university student wellbeing.One-hundred and forty university students completed a minimum of 10-min self-guided colouring, six times over two weeks. Participants were assessed at baseline and two-week follow-up using self-report measures of wellbeing, relating to quality of life, perceived stress, anxiety, depression, and mindfulness.Colouring significantly improved all measures of mental health, wellbeing and mindfulness in students who completed at least six sessions of self-guided colouring.Colouring is an accessible activity that can improve student wellbeing when carried out regularly over two weeks. Future research should investigate the impact of longer-term colouring practice on wellbeing, and the effect of this intervention in the general adult population. [ABSTRACT FROM AUTHOR]

AbstractClimate change is one of humanity’s key problems. Younger generations’ beliefs about and perceptions of climate change are thus of particular importance, as these generations have to tackle the problem in the present and will have to do so even more in the future. Against this background, 4627 high school students in the federal state of Bavaria in Germany were surveyed in a quantitative questionnaire-based study. The analysis shows high values and gender differences for the four general climate change beliefs examined: (1) general perception of climate change as a problem, (2) possible solutions to the problem, (3) contributions to climate protection, and (4) effects on one’s own home. However, mediation analyses suggest that differences are more complex and are to some extent connected to gender differences in interest in climate change. [ABSTRACT FROM AUTHOR]

This work is a critical reflection on the practice of co-teaching, emphasizing its potential as a liberatory pedagogical practice. To bring this into focus, the author refracts co-teaching through the lens of fugitivity, arguing that liberation-focused forms of co-teaching can be viewed as a mode of flight and a labor enacted to constitute new educational worlds wherein students participate in the learning process in more human-centered/humanizing ways. [ABSTRACT FROM AUTHOR]

The increasing demand for LGBTQ+ inclusive education has made it a significant area of contemporary higher education research. Understanding self-efficacy and its complexities is pivotal for effectively planning and executing LGBTQ+ inclusion initiatives in higher education settings. This study aims to assess the level of self-efficacy among students within a selected faculty of a state university in Sri Lanka regarding fostering LGBTQ+ inclusion. Additionally, this research explores whether demographic factors significantly influence undergraduates’ self-efficacy in promoting LGBTQ+ inclusion. Inspired by the positivist paradigm, the study employed a survey strategy to gather quantitative data on students’ self-efficacy to foster LGBTQ+ inclusion across various demographic factors. Conducted at the faculty level, researchers administered a structured questionnaire to collect responses from 324 participants. The findings revealed a moderate level of self-efficacy among undergraduates in interacting with LGBTQ+ peers. Moreover, students’ gender, sexual orientation, English language proficiency, and educational upbringing significantly impacted students’ self-efficacy in promoting LGBTQ+ inclusion. Conversely, ethnicity and religion showed no significant influence on self-efficacy in this context. These results underscore the critical role that universities can play in fostering inclusivity and support for LGBTQ+ individuals in Sri Lanka. The results suggest that universities can enhance the self-efficacy of undergraduates through the implementation of targeted interventions, supportive policies, and comprehensive training programs. Accordingly, this research promotes LGBTQ+ inclusion and contributes to the development of a more inclusive and equitable educational environment for everyone. [ABSTRACT FROM AUTHOR]