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The present work describes the development of a new measure of school counselors' perceived self-efficacy regarding their knowledge of information and processes necessary to effectively guide their students through the college transition process. Researchers developed the School Counselor Efficacy for College Knowledge Questionnaire and examined data from a national sample of 600 school counselors to determine its psychometric properties and factor structure. Exploratory and confirmatory factor analyses supported use of a modified five-factor model. Results showed strong internal consistency and preliminary evidence for convergent and divergent validity of the resultant scales. [ABSTRACT FROM AUTHOR]

BACKGROUND School equity refers to the extent to which students are treated fairly, ensuring that each student receives what they need to be successful. School staff can play a vital role in creating an equitable school climate for adolescents, but little is known about how staff perceive equity in their school and how this in turn may relate to students' perceptions. This study sought to explore congruence between teacher and student perceptions of school equity and how congruence or incongruence related to students' sense of connectedness to school. METHODS: Data for the study came from the Maryland Safe and Supportive Schools Climate Survey, which was administered online to 5523 school staff and 59,218 students across 104 middle and high schools. RESULTS: Multilevel models indicated that, compared to high staff and high student ratings, there was lower connectedness among the schools with low staff, low student ratings of equity as well as the schools with high staff, low student and low staff, high student ratings of equity. CONCLUSIONS: The findings suggest that staff perceptions of school equity are often higher than students and incongruence in perceptions may have a negative impact on students' connection to school. [ABSTRACT FROM AUTHOR]

Background Secondary schools are an important setting for preventing obesity in adolescence. Headteachers and chairs of governors are identified in national guidance as crucial stakeholders for school-based preventative action. Despite this, their views remain unexplored and unrepresented. Methods A sequential mixed method study was conducted. Semi-structured interviews were undertaken with a purposive sample of 22 secondary school headteachers and chairs of governors in England. Data were thematically analysed and informed the development of a descriptive cross-sectional survey, completed by 127 participants from the same population. Results Unhealthy dietary and sedentary behaviours were viewed as a more significant problem than adolescent obesity. Obesity was perceived as complex and multi-causal, and a range of stakeholders were deemed to have responsibility for its prevention, most notably parents. Support was identified for the role of secondary schools, although this was not an explicit priority and extensive internal and external barriers exist, which hinder preventative action. Conclusions Whilst secondary school settings in England remain an important setting for the prevention of adolescent obesity, it is crucial for policy makers and public health professionals to recognize the factors affecting school leaders' ability and willingness to contribute to this agenda. [ABSTRACT FROM AUTHOR]

In Australia, school-based immunisation programmes (SBIP) provide Human Papillomavirus (HPV) vaccinations to secondary school students. However, despite such free programmes, around 20% of girls and 25% of boys do not complete all doses. This formative study identified barriers and enablers to vaccine completion. Online surveys were conducted with senior school administrators and nurses from Western Australian secondary schools across all three school sectors. Year 8 students participated in focus group discussions. Parents participated in one-on-one interviews (n = 22). Administrators were supportive of vaccination and the SBIP. Nurses and administrators perceived lack of parental awareness, issues around consent and school absenteeism as the main barriers to completion. Parent and student knowledge concerning HPV, the HPV vaccine and immunisation in general were low. Despite this, students and parents were supportive of the SBIP and wanted the opportunity to learn more about HPV, the vaccination and immunisation in general. There are opportunities for targeted school-based work to increase awareness and provision of consent. [ABSTRACT FROM AUTHOR]

Background : Uncontrolled bleeding is the leading cause of preventable death from trauma. The Stop the Bleed (STB) initiative provides basic education about bleeding to potential immediate responders. The present study aimed to assess the perceptions of self-efficacy and school preparedness related to responding to a life-threatening bleeding emergency in school personnel at an urban high school. Methods : High school personnel from an urban high school (N = 156) completed a 1-hour STB course that included a didactic and hands-on component. Participants rated their agreement with statements about self-efficacy and school preparedness on a 5-point Likert-type scale, responded to items regarding how school personnel could be better prepared for life-threatening emergencies, and had the option to provide written responses pre- and post-course. Findings : Independent samples t tests revealed that perceptions of self-efficacy and school preparedness increased after the course (p <.001). Before the course, 87% of participants felt they needed training, 80% felt the school needed clearer procedures, and 74% felt the school required more equipment for a life-threatening bleeding incident compared with 63%, 69%, and 78% post-course, respectively. Thematic analysis of written responses revealed that participants desired higher frequencies of STB training, more equipment, clearer school procedures, and realistic training scenarios with students. Conclusions/Application to Practice : The STB course increased both perceptions of self-efficacy and school preparedness in a sample of high school personnel. Qualitative analyses provided insight to personnel's opinion of STB's effectiveness and what is necessary to maintain or follow through with this knowledge after completion of the course. [ABSTRACT FROM AUTHOR]

Disciplinary incidents at U.S. public middle- and high-schools are a public policy concern. Although businesses popularly give credence to leaders' subjective intelligence, principals' reports of their schools' strengths and weaknesses are questioned. To determine whether principals' reports carry legitimacy as indicators of student offenses, the current study utilized a nationally representative survey of principals who reported on their sense of the institution and the number of disciplinary incidents in the past year (N = 1,872; replication cohort, N = 1,833). Findings showed that the more institutional shortcomings a principal endorsed, the higher total number of incidents occurred, even after controlling for institutional strength and several indicators of school crime. These findings have policy and intervention implications for improving student outcomes, and so would be of interest to funding agencies, school administrators, teachers, and parents. [ABSTRACT FROM AUTHOR]

This study presents findings from qualitative research conducted as part of the European Commission supported HOMBAT (Combating HOMophoBic And Transphobic bullying in schools) project in Cyprus. Thematic analysis was used to analyse extracts of interviews from three focus groups: two groups with professionals who work in primary and secondary education as teachers, school psychologists and school counsellors; and one group with parents and children attending primary and secondary education in Cyprus. Findings from the study reveal how homophobic and transphobic bullying is becoming more visible in schools and both school staff and children frequently witness incidents of bullying on the basis of differing sexual and gender identity/self-expression. Professionals report having a sense of powerlessness to combat homophobic and transphobic bullying within the school community. Implications for practice that link to school professionals' needs are explored and discussed. [ABSTRACT FROM AUTHOR]

Background: Secondary schools that implement smoke-free policies are confronted with students who start smoking outside their premises. One solution is to complement smoke-free policies with prohibitions for all students to leave the school area during school hours, technically making school hours a smoke-free period. However, there are strikingly few Dutch secondary schools that implement this approach. This study explores why staff members in the Netherlands decide not to implement smoke-free school hours for all students. Method: We interviewed 13 staff members, with different functions, from four secondary schools. The analysis was informed by the Advocacy Coalition Framework (ACF) to delve into the values, rationales, and assumptions of staff with the aim to identify deep core, policy core, and secondary beliefs. Results: We identified six beliefs. Two deep core beliefs are that schools should provide adolescents the freedom to learn how to responsibly use their personal autonomy and that schools should only interfere if adolescents endanger or bother others. Three policy core beliefs identified included the following: that smoking is not a pressing issue for schools to deal with; that schools should demarcate their jurisdiction to intervene in adolescents' lives in time, space, and precise risk behavior; and that implementing smoke-free school hours would interfere with maintaining positive student-staff relationships. One secondary belief identified was that smoke-free school hours would be impossible to enforce consistently. Conclusion: This paper was the first to demonstrate the many beliefs explaining why schools refrain from voluntary implementing far-reaching smoke-free policies. [ABSTRACT FROM AUTHOR]

Background Whilst underage drinking in the UK has been declining in recent years, prevalence is still higher than in most other Western European countries. Therefore, it is important to deliver effective interventions to reduce risk of harm. Methods Semi-structured interviews with staff delivering an alcohol screening and brief intervention in the high-school setting. The analysis was informed by normalization process theory (NPT), interviews were open coded and then a framework applied based on the four components of NPT. Results Five major themes emerged from the analysis. The majority of participants felt that the intervention could be useful, and that learning mentors were ideally suited to deliver it. However, there was a feeling that the intervention should have been targeted at young people who drink the most. Conclusions The intervention was generally well received in schools and seen as an effective tool for engaging young people in a discussion around alcohol. However, in the future schools need to consider the level of staffing in place to deliver the intervention. Furthermore, the intervention could focus more on the long-term risks of initiating alcohol consumption at a young age. [ABSTRACT FROM AUTHOR]

BACKGROUND Although outdoor smoking bans at school are becoming important, it remains unclear whether successful implementation is feasible and what conditions promote it. Therefore, this study evaluates the implementation process by identifying important factors. METHODS: Interviews were held with directors of 24 secondary schools that had decided to implement an outdoor school ground smoking ban, to identify important factors during implementation. Additionally, observations were made before and (about 4 weeks) after implementation to evaluate adherence to guidelines. Data were analyzed using a thematic approach. RESULTS: During implementation, the following items were important: smoking ban (eg, guidelines), school (eg, policy, enforcement, environmental factors, resources, etc), and external factors (eg, social environment). Four schools were unable to implement the ban, 20 schools implemented the ban but student adherence was low, and at 4 schools, staff members still smoked on school grounds. CONCLUSIONS: Although implementation is feasible, there are challenges. Schools need to apply a phased/dynamic process with ample lead time and clear communication of the policy. Directors should deal with offenders by strictly enforcing the ban and helping them stop smoking. This study offers information to help institutes implement an outdoor smoking ban to further protect adolescents from the harm of smoking. [ABSTRACT FROM AUTHOR]

School resource officers (SROs) are commonplace in schools, but little research has examined students' views of these officers. This study used a large school-based sample (N = 126,868) to test associations between the awareness of presence and perceptions of SROs, school safety and disciplinary experiences, and differences by race/ethnicity. 71% of students reported awareness of an SRO and perceptions were fairly neutral. Four of six racial/ethnic groups had no statistical difference in feeling safe associated with SRO presence, and perceptions of SROs were associated with feeling safe (OR = 1.08) and small decreases in discipline experiences (OR = 0.87). Interaction terms indicated that students of Color had smaller benefits related to SROs than White students. SRO programs may deserve critical review and further training to improve well-being among students of all backgrounds. [ABSTRACT FROM AUTHOR]

This study aimed to deepen our understanding of the motivational mechanisms involved in the relationship between transformational leadership (TFL) and employee functioning. Drawing on the TFL literature, the job demands–resources model and self-determination theory, we propose an integrative model that relates TFL to employee psychological health (burnout and psychological distress), attitudes (occupational commitment and turnover intention) and performance (professional efficacy, self-reported individual and objective organizational performance) through two explanatory mechanisms: perceived job characteristics (job demands and resources) and employee motivation (autonomous and controlled). This research was conducted in two occupational settings (nurses and school principals), using a distinct variable operationalization for each. Results of both studies provide support for the hypothesized model, suggesting that TFL relates to optimal job functioning (psychological health, job attitudes and performance) by contributing to favourable perceptions of job characteristics (more resources and less demands) and high-quality work motivation (more autonomous motivation and less controlled motivation) in employees. Theoretical contributions and managerial implications as well as directions for future research are presented. [ABSTRACT FROM PUBLISHER]

This study explored the perceptions of some secondary school principals in the eastern region of Saudi Arabia toward time management techniques. a random sample of (52) secondary school principals was selected . For the purpose of data collection, a two- domain questionnaire covering time management techniques was developed, and Cronbach alpha reliability coefficient for both domains of the questionnaire was (89.3). Findings of the study showed some time management Techniques that were adapted by school principals in their daily work, some obstacles of time management were also identified. [ABSTRACT FROM AUTHOR]