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Adolescence is a central phase for the development of a person's identity, involving complex multidimensional changes and increasing vulnerability to distress. This study aimed to investigate the psychological well-being of adolescent students in Brescia (Northern Italy), two years after the beginning of the COVID-19 pandemic. An online survey investigated the extent and the reasons reported by high school students (13–21 years) for their emotional distress (ED), also considering other factors such as physical activity, nutrition, sleep and smartphone overuse. The main reasons for ED were classified through a qualitative analysis of the free-text answers. A total of 1686 students agreed to participate, and 50% showed a presence of ED. According to a multiple logistic analysis, adolescents were more at risk of ED if they were female (AdjOR 2.3), older (AdjOR 1.6), slept less than 8 h (AdjOR 1.5), perceived increased anxiety (AdjOR 3.4), and adopted certain eating behaviors, e.g., comfort food consumption (AdjOR 2.0). According to free-text answers, the main reasons for ED were "school pressure", "relationships with family and peers", "negative emotional states" and "the pandemic". The results show a high level of ED among adolescents, and the reported reasons may help to better address their psychological needs after the pandemic. [ABSTRACT FROM AUTHOR]

The radon concentration activity in buildings is influenced by various factors, including meteorological elements like temperature, pressure, and precipitation, which are recognized as significant influencers. The fluctuations of indoor radon in premises are related to seasonal change. This study aimed to understand better the effects of environmental parameters on indoor radon concentration levels in the Aksu school. Indoor and outdoor temperature differentials heavily influence diurnal indoor radon patterns. The analysis indicates that the correlation between indoor radon and outdoor temperature, dew point, and air humidity is weak and negligible for atmospheric pressure, wind speed, and precipitation, as determined by the obtained values of R2 and the Chaddock scale. The multiple regression model is characterized by the correlation coefficient rxy = 0.605, which corresponds to a close relationship on the Chaddock scale. [ABSTRACT FROM AUTHOR]

Embedded within social dynamics and social‐information processing, the current qualitative study explores the social goal orientations, self‐perceptions and perceptions of popularity of students attending regular and special education schools in Germany. Semi‐structured interviews were conducted with seven students in Grade 8, of which three were attending a special educational school specialised in supporting social‐emotional development. Students' endorsement of leadership, intimacy, nurturance and popularity goals were determined, with a focus on the strategies they employ for attainment within everyday social encounters. A range of strategies emerged, including communication strategies, humour and prosocial spending, which expands on past literature that only focused generalised behavioural tendencies and responses to conflict situations. Furthermore, students named both agentic and communal traits when describing how their peers view them. Lastly, students' perspective of popularity characteristics was explored, which thus far has only received minimal inquiry in Germany. This resulted in a collection of conditions, traits and behaviours required for popularity, with both similarities and differences in comparison to other European countries. The inclusion of both students attending regular and special education schools, offered new perspectives and contributed towards addressing knowledge gaps, generating insights and conceptual understandings, as well as offering directions for future research endeavours. [ABSTRACT FROM AUTHOR]

Reviews into universal interventions to improve help seeking in young people focus on specific concepts, such as behaviour, do not differentiate between interpersonal and intrapersonal help seeking, and often report on statistical significance, rather than effect size. The aim of this review was to address the gaps highlighted above, to investigate the impact of universal, school-based interventions on help-seeking in children and young people, as well as to explore longer term impact. Four databases were searched. Data were extracted on country of origin, design, participant, school, and intervention characteristics, the help-seeking concept measured (e.g. knowledge, attitude/intention, behaviour), the duration between baseline and each follow-up (if applicable) and effect sizes at each follow-up. Quality assessment of the studies was undertaken using the Effective Public Health Practice Project (EPHPP) quality assessment tool. Overall, 14 different interventions met inclusion criteria. The majority of the studies were rated low in the quality assessment. Three constructs were most frequently reported a) intrapersonal attitudes towards help-seeking, b) interpersonal attitudes towards help-seeking and c) intrapersonal intended help-seeking. Findings around intervention effect were mixed. There was tentative evidence that interventions impacting interpersonal attitudes produced small effect sizes when measured between 3 and 6 months post intervention and that when effect sizes were initially observed intrapersonal attitudes, this remained at 3–6 month follow-up. Further work should pay attention to implementation factors, understanding the core ingredients needed to deliver effective interventions and whether embedding mental health education could help sustain or top up effect sizes from help-seeking interventions. [ABSTRACT FROM AUTHOR]

Bullying victimisation affects an estimated 30% of individuals worldwide. While the prevalence and risk factors of bullying have been studied in India, comprehensive research on the phenomenon of bullying itself remains scarce. Our objective was to study the experiences, perceptions, and attitudes towards bullying among seventh to ninth-grade students. The study included all seventh to ninth graders (N = 205) from two schools in the Udupi district of South India. To collect information on bullying, we used the Bully Survey - Student Version with appropriate modifications for our context. The mean age of the participants was 13 (1.05) years, with 58% being females. Our findings showed that almost half of the students had bullying roles. Students attending private schools and residing in urban areas were more likely to be victims, bullies, and bully-victims. Seventh and eighth graders experienced higher rates of bullying, whereas ninth graders were more likely to engage in bully behaviours or be bully-victims. Verbal bullying, including name calling, playing jokes, and making fun of others, was more prevalent. No gender differences were observed in verbal or physical bullying. School teachers, staff, and parents were unaware of bullying incidents almost half of the time. Anti-bullying programs should consider these aspects of bullying to be effective. [ABSTRACT FROM AUTHOR]

The purpose of this study is to reveal the relationship between school administrators' paternalistic leadership behaviors and teachers' levels of organizational silence according to the views of the teachers participating in the study. Relational survey design was used in the research conducted using quantitative methods. The population of the study consists of 4836 teachers working in schools in a province of Turkey in the 2023-2024 academic year, and the sample consists of 526 teachers selected by simple random sampling method. Personal Information Form, School Principals' Paternalistic Leadership Behaviors Scale and Organizational Silence Scale were used as data collection tools. SPSS 25 statistical package program was used to analyze the data. In the process of analyzing the first two sub-problems, arithmetic mean and standard deviation were analyzed for descriptive statistics. Correlation analysis was used to analyze the third sub-problem and regression analysis was used to analyze the fourth sub-problem. As a result of the research, it was seen that school administrators' paternalistic leadership behaviors were generally at a low level and that philanthropic paternalistic leadership was dominant in the school. Teachers generally experience low levels of organizational silence, but when the subdimensions of organizational silence are examined, it is seen that the perception of managerial silence is the most dominant in the school. As the administrator behaviors related to the subdimensions of family atmosphere at school and philanthropy increase, teachers' individual silence, organizational culture, colleagues, pressure groups and general organizational silence behaviors decrease. As the administrator behaviors related to the sub-dimensions of interventionism and inadequacy at school increase, teachers' individual silence, organizational culture, colleagues, pressure groups and general organizational silence behaviors increase. As the administrator behaviors related to the sub-dimension of authoritarianism at school increase, teachers' individual silence, administrative silence, organizational culture, colleagues, pressure groups and general organizational silence behaviors increase. It was seen that the benevolence, interventionism and finding inadequate sub-dimensions of paternalistic leadership were significant predictors of teachers' organizational silence. [ABSTRACT FROM AUTHOR]

AbstractWe examined social competence, learning-related disorders, and school engagement in relation to grade point average (GPA) among three groups of children adopted by heterosexual and same-sex couples: 84 adopted privately, 29 internationally, and 20 from foster care. Structural equation modeling showed that increased school engagement predicts higher GPA, increased social competence predicts higher GPA via increased school engagement, and learning-related disorders predict lower GPA directly and via lower school engagement. Learning-related disorders had an equivalent or larger impact on GPA among children adopted privately than internationally or from foster care, potentially because diagnoses were made later. Learning needs should be considered regardless of adoption type. [ABSTRACT FROM AUTHOR]

Preparing for the new school year is an exciting and busy time. An important task for parents and caregivers during the back-to-school season is to ensure that their child or adolescent is up to date with their vaccines. NPs play a vital role in guiding parents and caregivers through the vaccination process, thereby ensuring that school-aged children and adolescents' health requirements are met. This article provides NPs with resources to assist in making decisions about child and adolescent immunizations. It also explores effective communication strategies to convey the benefits of vaccination to parents and caregivers, equipping NPs with the necessary knowledge and tools to navigate vaccination complexities and advocate for the health and safety of school-aged children and adolescents. [ABSTRACT FROM AUTHOR]

The main purpose of this research is to obtain the attitudes of teachers regarding the assessments of students during group work in primary education, while collecting data throught qualitative study, with a focus on current findings, shortcomings and difficulties, the benefits of carrying out the assessment during group work and effectiveness in achieving results. The instrument that we used to collect the data is semi-structured interview, connected with 15 primary education teachers. From the reviewed literature as well the qualitative study, we have taken the attitudes of teachers regarding the evaluation of students during group work while we have analyzed and presented as topics on the tables. As a conclusion we found that teachers attitudes and the reviewed literature are close to the purpose of this research, the benefits that students have during the assessment when they work in groups. The research is important because it helps teachers, educational researchers, parents and school leaders, who can benefit from this research. [ABSTRACT FROM AUTHOR]

This research examines the use of teaching triads to the classroom-wide implementation of Stay, Play & Talk a peer-mediated social skills program for children in an inclusive Kindergarten classroom in Ontario, Canada. This research used prompting through peers to increase initiations and responses between children identified as having social communicative difficulties and children who were typically developing. Utilising a single-subject, multiple-baseline across participants design, the research investigates the impact of a prompting through peers intervention during teaching triads on the number of utterances (defined as verbal communicative behaviour that is an initiation or response to a peer or adult) for three five-year-old participants identified as having social communication deficits. After exposure to the peer-mediated intervention, results indicate that all three participants demonstrated an increase in their social communication skills with their typically-developing peers. [ABSTRACT FROM AUTHOR]

Objective: Schools are an important setting because students spend much of their time in school and engage in physical activity during the school day that could exacerbate asthma symptoms. Our objective is to understand the barriers and facilitators to implementing an experimental community health worker-delivered care coordination program for students with asthma within the context of the West Philadelphia Controls Asthma study. Methods: Surveys (n = 256) and semi-structured interviews (n = 41) were completed with principals, teachers, nurses, and community health workers from 21 public and charter schools in West Philadelphia between January 2019 and September 2021. Survey participants completed the Evidence Based Practice Attitudes Scale, the Implementation Leadership Scale, and Organizational Climate Index. Semi-structured qualitative interview guides were developed, informed by the Consolidated Framework for Implementation Research. Results: Participant responses indicate that they perceived benefits for schools and students related to the community health worker-based care coordination program. Several barriers and facilitators to implementing the program were noted, including challenges associated with incorporating the program into school nurse workflow, environmental triggers in the school environment, and challenges communicating with family members. An important facilitator that was identified was having supportive school administrators and staff who were engaged and saw the benefits of the program. Conclusions: This work can inform implementation planning for other locales interested in implementing community-based pediatric asthma control programs delivered by community health workers in schools. [ABSTRACT FROM AUTHOR]

To reveal students' experiences and perspectives related to Universal School Meals (USM) under the federal coronavirus disease 2019 waivers during school years 2021–22. Qualitative; 17 focus groups in June–July 2022. Virtual; students from 9 California regions in public and charter schools. 67 students (n = 31 in high school, n = 36 in middle school) from a racially and economically diverse sample. Students' perceived benefits and drawbacks of USM. Thematic analysis using an immersion-crystallization approach. Students appreciated USM for increasing school meals' accessibility, promoting food security by financially supporting families, reducing the stigma associated with school meals, simplifying the payment system, and enhancing school meals convenience. An increase in school meal participation was observed. However, concerns emerged regarding a perceived decline in food quality and quantity and increased food waste. Universal School Meals showed promise in increasing access to meals, reducing food insecurity, stigma, and increasing participation. Addressing food quality, quantity, and waste concerns is critical for its sustained success. Policymakers need to advocate for the expansion and continuous refinement of USM, prioritizing stakeholder feedback. Ensuring adequate funding to balance meal quality and quantity while minimizing waste is essential for an adequate school meal policy. [ABSTRACT FROM AUTHOR]

This article forms part of research into the role of support offered to children and youth by different community agents during the pandemic. In order to carry out the research, an online questionnaire was designed and administered between October 2021 and January 2022, to which 1,216 people in Catalonia (Spain) aged between 9 and 18 years responded. This article presents the results of the analysis of the open questions, in which participants specified the type of support and help they had received. The results show that the support offered by schools mainly focused on the continuity of the learning process; that the family was a main source of emotional support; and that communal leisure activities contributed to health and recreation. It concludes underlining the importance of the community, and the need to strengthen the complementarity of the various surroundings as support providers when situations of generalized adversity arise. [ABSTRACT FROM AUTHOR]

BACKGROUND: In 2013, the Chicago Public Schools (CPS) district passed a policy requiring schools to deliver comprehensive sexual health education (SHE) to all K‐12th grade students. A performance improvement case study was conducted in the 2019‐2020 school year to evaluate the implementation of the policy and identify lessons learned to support implementation in schools. METHODS: Key informant interviews were conducted with 11 school principals and 29 teachers to discuss SHE implementation at their school. Interviews were recorded, transcribed, and analyzed to assess school and classroom factors that affect implementation. Themes that cut across these factors were then identified and summarized by 2 evaluators. RESULTS: The following themes were identified across key informant interviews: (a) principal prioritization of SHE helps ensure SHE is implemented, (b) the expansion of school and teacher capacity facilitates SHE implementation, and (c) the creation of accountability mechanisms in classrooms and schools fosters adherence to SHE policy. CONCLUSIONS: Principals play a crucial role in building capacity to deliver SHE and ensuring SHE accountability mechanisms are implemented in their school. CPS is using these findings to adjust technical assistance and resources provided to principals and SHE instructors. [ABSTRACT FROM AUTHOR]

BACKGROUND: The emergence of COVID‐19 resulted in a substantial loss of education because of global school closures. Face masks are a potential measure to restrain the COVID‐19 spread; therefore, this paper evaluated the effectiveness of face masks in reducing COVID‐19 incidence in school settings. METHODS: A systematic review was conducted by searching the literature in the Cochrane COVID‐19 Study Register and the World Health Organization COVID‐19 global literature. Data were summarized in tabular forms, and the findings were presented as narrative synthesis. RESULTS: A total of 15,709 records were retrieved. The screening and selection led to the inclusion of 12 observational and 2 quasi‐experimental studies. Nine studies were conducted in different states, counties, or districts of the United States, and the remaining 5 were reported from Germany, Finland, Spain, and the United Kingdom. The results of 10 out of 14 studies favored mask use in reducing school COVID‐19 incidence. Three studies found no link between mask use and COVID‐19 incidences, whereas 1 quasi‐experimental study noted a higher COVID‐19 incidence with mask use in students aged 6‐11 years than no use of mask among preschool children aged 3‐5 years. CONCLUSION: Mask mandates may lessen the incidence of respiratory infectious diseases in school settings during a pandemic; more well‐designed studies are warranted to clarify further the evidence regarding mask use in school settings. [ABSTRACT FROM AUTHOR]

China has rapidly evolved into a surveillance society. While much attention has been paid to describing the leviathan represented by the presence of surveillance cameras in China, empirical evidence on the mechanisms of the creep of surveillance remains limited. Using data collected through fieldwork and in-depth interviews, this study explores the spread of surveillance cameras and the resistance encountered in a middle school in northern China. We find that surveillance cameras were first introduced for security purposes, but their application was quickly expanded to discipline students and avoid responsibilities in school management. We further explore the resistance to the creep made possible by the existence of exempted spaces, the difficulty of self-surveillance, and what might be called the boomerang effect. Through the case study of a middle school, this research sheds light on the formation of the Chinese surveillance society from a bottom-up approach and contributes to the global literature on surveillance creep. [ABSTRACT FROM AUTHOR]

Video Interaction Guidance (VIG) is a relationship-based, strengths focused intervention based on theories of intersubjectivity and attachment. Originally developed within family work, the evidence investigating the application of VIG within different relationships and settings is growing. Educational psychologists (EPs) are amongst practitioners who are electing to train in VIG and apply it in practice. This study sought to investigate how a VIG model of delivery has been developed within one educational psychology service (EPS). A case study design was implemented in which seven members of the EP team, all of whom are VIG trained, were interviewed and the data were thematically analysed. Findings illustrate the participants' perceptions of factors and the infrastructure that have influenced the development of a VIG model of delivery at the service level, and which factors have sustained it over time. Implications for EP services, EP practice, and future research are considered. [ABSTRACT FROM AUTHOR]

This article explores war remembrance and ritual in English schools. The Remembrance in Schools project (2013–2020) investigated remembrance practices in schools in England through questionnaires, interviews and observations. Schools are unique as sites of remembrance because children constitute the majority of participants in rituals. School‐based rituals of remembrance might potentially reproduce dominant discourses of war‐normalisation that conflate military values and nationalism with morally 'good' values and an imagined community of the nation. They also provide a contested, ambivalent space in which ambiguities of practice and thinking may encourage the emergence, in small ways, of counter‐narratives about war and its remembrance. [ABSTRACT FROM AUTHOR]

In this essay, we conceptualize a rasquache resistance for Chicanx elementary-aged youth. Rasquache resistance are the various performances, comportamientos, estilos, ways of being, manners of speaking, dress, and types of humor that Chicanx youth express and perform that resist white supremacy. Drawing from Chicanx and Black feminisms and Chicanx cultural studies, we conceptualize rasquache resistance through rasquachismo, a concept theorized by Tomás Ybarra-Frausto that identifies the working-class sensibilities of Chicanx communities as an aesthetic rooted in survival, creativity, and cultural production. Our aim is to provide insights for educators who are working alongside students, specifically critical educators who seek to build on the sensibilities that Chicanx youth bring to classroom spaces and schools. [ABSTRACT FROM AUTHOR]

In this paper, we draw on the concepts of figurations, capital, and hegemonic masculinity to analyse a bullying relation involving two fifth-grade boys at a Swedish comprehensive school. The findings are based on ethnographic fieldwork, which included participant observations and group interviews with eight teachers and fourteen students (seven girls and seven boys) from the same class. Our findings demonstrate the complexity of the relation between the boys and suggest that rather than constituting a straight-forward bullying situation involving a problematically aggressive 'bully' targeting a less powerful 'victim', it is part of a more complex figuration involving interdependent social relations that are tenuously balanced in terms of power dynamics and where the boys position themselves and are positioned in relation to the long-term symbolic norms of status dominant within their specific school field. [ABSTRACT FROM AUTHOR]

Copyright of Medicina (Buenos Aires) is the property of Medicina (Buenos Aires) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Social Sciences Institute / Sosyal Bilimler Enstitüsü Dergisi is the property of Bingol University / Rectorate and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In the late 1980s and early 1990s, the teaching of history was liberalised in Russia. However, disappointed by the failure of the initial reforms, the Russian government soon began a new authoritarian turn in schools. Since 2000, Putin has implemented an imperial-patriotic project in which the teaching of history must serve the State. The result has been an impoverishment of the educational offer and a tightening of the cultural standards that teachers must respect. In this way, students are involved in the militarisation of society desired by the Putin's regime, according to which school is one of the privileged places for exercising social control. However, data on Russian public opinion show that the new generations have adopted a semi-passive resistance to government policy, refusing to conform to cultural and ideological dogmas in which they do not believe. [ABSTRACT FROM AUTHOR]

The article shifts the focus to the planet of youth, the most neglected aspect of the history teaching debate. The scandalised tones about the alleged cultural involution of the younger generations arise from the inability to see who one has in front of one's eyes except through the lens of the past; and from the conviction that one can regulate complex processes such as education from above, without taking note of how the power of the school has been reduced within ever-changing societies, where the digital revolution affects the forma mentis. By a sort of paradox, the problems of teaching history do not seem to inhabit history. [ABSTRACT FROM AUTHOR]

Biophilic design emphasises human connections to nature to enhance health and well-being. In health and medical environments, the biophilic design hypothesis suggests improved healing and health outcomes when patients have a connection to nature. Emerging evidence indicates that if teachers and students experience a greater sense of health and well-being in the campus environment, they are likely to have better teaching and learning outcomes. To understand this at a deep level, a critical synthesis and analysis of some fifty systematic reviews outlines the significant emerging body of evidence in support of this approach. Systematic reviews are a fundamental basis for new research to be framed in the context of existing research findings within the evidence-based research methodology. Key outcomes of this critical synthesis review are that there is compelling evidence of some 70 health and well-being factors being improved though biophilic design. Also, organising an agreed taxonomy of biophilic design and health and well-being elements at a granular level would assist in simplifying and compiling the evidence of the benefits of such an approach to inform school funding, planning, design and operations authorities. [ABSTRACT FROM AUTHOR]

In Sweden, approximately a quarter of upper secondary school students leave school early or do not complete their studies with full grades. Structured leisure time activities have been associated with improved health, enhanced school performance, and future college attendance. Therefore, the aim of this study was to gain an understanding of how adolescents perceive the prerequisites for and the importance of meaningful leisure time. Qualitative interviews and focus groups with adolescents aged 16–19 were conducted and analyzed using content analysis. The results highlighted the importance of autonomy in leisure time, equal opportunities, and social relationships. Adolescents expressed that an optimal balance between leisure time and school can result in a circle of positivity, leading to better school performance, skills development, and overall well‐being. [ABSTRACT FROM AUTHOR]

The aim of this scoping review was to establish the breadth of the academic literature regarding the barriers and facilitators to social work practice in schools as perceived by School Social Workers (SSWs). Following the PRISMA-ScR Scoping Review Framework, 42 articles were identified as meeting the inclusion criteria. Five interrelated themes related to the barriers and facilitators to SSW practice were identified: (1) Inadequacy of service delivery infrastructure; (2) SSWs' role ambiguities and expectations; (3) SSWs' competency, knowledge and support; (4) School climate and context; and (5) Cultivating relationships and engagement. This scoping review found that social workers perceive far greater barriers than facilitators when delivering services in school settings, with limited evidence related to the facilitators that enhance School Social Work (SSW) practice. Further research regarding the facilitators of SSW practice is needed, specifically in countries where research on this topic is emergent. [ABSTRACT FROM AUTHOR]

This commentary examines the critical importance of intervention development and adaptation research in school mental health, as highlighted by the studies in this special issue. We discuss two primary reasons for advancing this field: increasing the use of evidence-based practices and enhancing intervention benefits by adapting to unique needs. The paper emphasizes the significance of identifying meaningful moderators of intervention response and proposes adopting an intersectionality perspective to better understand the complex factors influencing intervention effectiveness. We review several studies from the special issue that exemplify innovative approaches to intervention adaptation, including peer-supported interventions, culturally responsive programs for specific populations, and adaptations for rural school settings. The commentary also explores the distinction between adapting intervention "packaging" versus mechanisms of action, and highlights the value of community partner involvement in the development process. We argue that by carefully considering moderators of intervention response and embracing an intersectionality framework, researchers can develop effective interventions for diverse youth populations. The paper concludes by discussing future directions for intervention development research in school mental health, emphasizing the need for continued innovation to address the complex and varied needs of students in educational settings. [ABSTRACT FROM AUTHOR]

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Digital reading literacy has emerged as a pivotal factor contributing significantly to teenagers' academic and future career successes. Few studies have focused on how ICT-related factors shape students' digital reading literacy in non-English-speaking contexts. This study explored the impacts of ICT-related home and school factors on digital reading literacy, analyzing data from four non-English-speaking Asian countries and regions participating in PISA 2018, including Hong Kong, South Korea, Macau, and Taiwan. In addition, we compared the identified influential factors between these four countries and regions, as well as with previous studies, for a comprehensive understanding of ICT-related factors of digital reading. The Random Forest model was used to rank the importance of ICT-related factors and identify the top 10 most influential factors of digital reading. The most important ICT-related home factors were parents' attitudes and participation in digital reading activities. Among ICT-related school factors, the time of ICT use in school, the subject that classes use ICT, and the number of computers were found to be negatively associated with students' digital reading literacy. However, the capacity of schools to use digital devices to improve learning and teaching was positively associated with students' digital reading literacy. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study illustrates the results of an empirical research, conducted in order to explore the phenomena of bullying and cyberbullying, on a sample of students, in the years between the end of childhood and the preadolescence. The focus of the investigation was on the most common forms of bullying and cyberbullying, and their identification by the bully, victim and witnesses. The study was conducted on a sample of 286 pupils, aged between 9 and 14, attending an educational institution located on the northern outskirts of Rome. 24.8% of the participants said they had been bullied or cyberbullied. The largest group of students who have suffered abuse, are boys. 37.7% of the victims said they had been bullied in the schoolyard and 29% in the classroom. The largest group of respondents recognizes the bully's ability to be respected, but do not appreciate his aggressiveness. These results can be useful because they highlight the opportunity to identify educational strategies that take advantage of the group's low appreciation of the aggressiveness to weaken the aggressor's antisocial leadership. [ABSTRACT FROM AUTHOR]

This study explores the influence of communication and counseling guidance on bullying behavior at SMP Negeri 2 Gunungsitoli Barat. Bullying cases in this school are still quite high, with around 60% of students reporting having experienced or witnessed bullying. This study used quantitative and qualitative approaches, with a purposively selected sample of 30 students. Data were collected through observation, questionnaires, and documentation. The results showed that good communication between teachers and students significantly reduced the incidence of bullying. Students with good communication only experienced 5 cases of bullying, while students with poor communication experienced 4 cases out of a total of 5 students. In addition, counseling guidance proved to be effective in dealing with students' emotional problems, although limited human resources were the main obstacle in its implementation. This study emphasizes the importance of effective communication and adequate counseling services as strategies to reduce bullying behavior in schools. The findings are expected to be the basis for better policy formulation in creating a safe and comfortable school environment for all students. [ABSTRACT FROM AUTHOR]

Copyright of Jurnal Ilmu Hukum, Humaniora dan Politik (JIHHP) is the property of Dinasti Publisher and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Turkiye Klinikleri Journal of Medical Ethics-Law & History / Türkiye klinikleri tıp Etiği, Hukuku ve Tarihi Dergisi is the property of Turkiye Klinikleri and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purpose of this study was to examine the social skill levels of fifth-grade students and to reveal the function of the hidden curriculum in the development of these skills. The study was conducted with fifth-grade students in a city center in eastern Turkey. Both quantitative and qualitative research methods were used. Data were initially collected using a social skills assessment scale developed by the researcher. Observations, as well as interviews with teachers, students, and parents, were conducted in the schools identified as having the highest and lowest social skill levels. Computer-assisted analysis programs were used for analyzing the quantitative and qualitative data. The study identified the functions of the hidden curriculum in the school, teacher, and student dimensions during the process of acquiring social skills. It was found that there are both similarities and differences in the hidden curricula of the two schools identified as having low and high social skill levels, and that the hidden curriculum has both positive and negative functions in the process of social skill acquisition. Based on these findings, it was concluded the functions of the hidden curriculum in the process of developing social skills should be considered, and that further studies should be conducted on this topic. [ABSTRACT FROM AUTHOR]

Copyright of Sigmae is the property of Universidade Federal de Alfenas (UNIFAL-MG) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Developing the population's physical activity (especially children and adolescents) is an integral part of the international strategy "Health for all in the XXI century". The purpose of our research is aimed at the development of children's motor activity, which is an integral part of the nation's health. Methods. 28 students aged 8-12 took part in the study (14 children who were engaged in go-karting - boys - 10 people and 4 girls and 14 children who were engaged in beadwork - of them 2 boys and 12 girls). The level of physical condition was assessed with the help of G. L. Apanasenko's express-diagnosis system, and the cognitive sphere of children (memory, attention, thinking) was studied according to L. Vygotskyi. Statistical methods were used for data processing and verification in the Statistica 6.0 program. During the research, it was established that in practice (karting and bead weaving) both mechanisms (educational/developmental and physical activity) are involved. In other words, moderate or high physical activity involving complex movements or rules will positively affect cognitive development. Conclusion. We found that children are influenced not only by sports but also by clubs that are part of the activities of extracurricular education institutions. [ABSTRACT FROM AUTHOR]

Copyright of Revista Electrónica de Psicología Iztacala is the property of Facultad de Estudios Superiores Iztacala and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Huge losses of life and property occurred as a result of two independent catastrophic earthquakes on 6 February 2023 in the Eastern Anatolian Fault Zone, where no significant earthquake has occurred in approximately 500 years. The earthquakes, whose epicenters were in the Pazarcık and Elbistan districts of Kahramanmaraş province at 9 h intervals, had magnitudes of Mw = 7.7 and Mw = 7.6 and caused different levels of structural damage, especially in masonry-style structures in rural areas. In this study, the damage that occurred in masonry village schools, especially in rural areas, during these two earthquakes was evaluated in terms of the characteristics of the earthquake and within the scope of civil engineering, and the causes of the damage were discussed. The damage levels of the masonry schools examined were classified using the European Macroseismic Scale (EMS-98). Information about the Kahramanmaraş earthquakes was given and structural analyses were carried out for a widely used reference school building. The school building block was analytically modeled, and its seismic load-bearing capacities were predicted through pushover analysis in TREMURI software. The study also includes repair and strengthening recommendations for such structures. [ABSTRACT FROM AUTHOR]

This study aims to examine the distribution of social values among adolescents. The research used a Random cluster sampling method, and the participants consisted of 690 students, 410 girls, and 280 boys, who continued their education in high schools in Kırıkkale province during the 2023-2024 academic year. A descriptive screening model was used to conduct the research. A personal information form and a semi-structured form developed by the researchers were used as data collection tools. The data analysis calculated frequency (f) and percentage (%) using the SPSS 27.0 program and statistical methods. Multiple response and cross-tabulation tables were used to examine the distribution of values according to demographic variables. As a result of the research, it was determined that the participants considered respect, justice, trust, love, and patriotism values more important than other values, respectively. The least important values were contentment, cultural heritage preservation, humility, tolerance, and responsibility. Female students value empathy, male students value patriotism, and 10th graders value truthfulness and honesty. Adolescents with low perceived socio-economic status value independent and free-thinking, those with low perceived academic achievement value cleanliness, and those with high perceived academic achievement value truthfulness and honesty more. According to these findings, it is thought that adolescents may not fully perceive national and spiritual values such as patriotism and cultural heritage preservation. Researchers are recommended to work on defining and transmitting values to students. [ABSTRACT FROM AUTHOR]

Copyright of Trakya Journal of Education is the property of Trakya Journal of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The following article focuses on health education in Bulgarian schools. A systematic health education was conducted during onе school term among 71 children on current health issues directly related to the health and health behavior of adolescents. The following methods were used: traditional (lectures, conversations, discussions, individual tasks), non-traditional (debate) and interactive (role-playing games, sports activities, educational films etc.) pedagogical methods aimed at developing skills in adolescents in order to recognize and avoid health risk factors. The application of non-traditional and interactive methods of health education in schools in accordance with children’s age and interests is effective, which was proven by a comparative analysis of the level of knowledge and point of view of the particular group before and after the classes. It is necessary to introduce the methods into the education process. [ABSTRACT FROM AUTHOR]

Background: Frequent consumption of Energy Drinks (EDs) is associated with numerous health problems, including overweight and obesity, particularly among children and adolescents. The extensive promotion, wide accessibility, and relatively low cost of EDs have significantly increased their popularity among this age group. This paper examines policies/programs that, directly and indirectly, contribute to reducing ED consumption in children and adolescents and shares global experiences to help policymakers adopt evidence-based policies. Methods: A systematic search was performed using PubMed, Scopus, and Web of Science databases from January 2000 to June 2024, along with reputable international organization websites, to find literature on policies aimed at reducing ED consumption among children and adolescents. All sources meeting the inclusion criteria were included without restrictions. Titles and abstracts were initially screened, followed by a full-text review. After evaluating the quality of the selected studies, data were extracted and, along with information from the selected documents, compiled into a table, detailing the country, policy type, and the effectiveness and weaknesses of each policy. Results: Out of 12166 reviewed studies and documents, 84 studies and 70 documents met the inclusion criteria. 73 countries and territories have implemented policies like taxation, sales bans, school bans, labeling, and marketing restrictions on EDs. Most employ fiscal measures, reducing consumption despite enforcement challenges. Labeling, access restrictions, and marketing bans are common but face issues like black markets. Conclusion: This scoping review outlines diverse strategies adopted by countries to reduce ED consumption among children and teenagers, such as taxation, school bans, sales restrictions, and labeling requirements. While heightened awareness of ED harms has reinforced policy efforts, many Asian and African nations lack such measures, some policies remain outdated for over a decade, and existing policies face several challenges. These challenges encompass industry resistance, governmental disagreements, public opposition, economic considerations, and the intricacies of policy design. Considering this, countries should tailor policies to their cultural and social contexts, taking into account each policy's strengths and weaknesses to avoid loopholes. Inter-sectoral cooperation, ongoing policy monitoring, updates, and public education campaigns are essential to raise awareness and ensure effective implementation. [ABSTRACT FROM AUTHOR]

Background: Awareness-raising and education have been identified as strategies to counter the taboo surrounding death and dying. As the favoured venue for youth education, schools have an essential role to play in informing future decision-makers. However, school workers are not comfortable addressing the subjects of death and dying, which, unlike other social issues, have no guidelines to influence awareness of these subjects in youth. Objectives: To systematically explore the knowledge and practices on raising awareness about death and dying in schools, the viewpoints of the people involved (young people, school workers; parents), and the factors that either promote or hinder awareness practices. Method: The scoping review method of Levac and Colquhoun (Implement Sci 5(1):69, 2010) will be used. Using a combination of keywords and descriptors, a body of literature will be identified through 15 databases and through grey literature searches, manual searches, consultation of key collaborators, and the list of relevant literature. Publications since 2009 will be selected if they relate directly to awareness-raising about death and dying in schools. Writings will be selected and extracted by two independent people, and conflicts resolved by consensus. The extracted data will be synthesized using a thematic analysis method. Experts from a variety of disciplines (health sciences, humanities, social sciences, and education) will be consulted to enhance the interpretation of the preliminary results. Results will be presented in narrative form and will include tables and diagrams. Conclusion: The results of this scoping review will contribute to the development of educational practices adapted to young people and to the identification of future avenues of research on awareness of death and dying. [ABSTRACT FROM AUTHOR]

Objectives: Our study aimed to evaluate patients after suicide attempts treated at the Department of Trauma Surgery for Children in the peripandemic period, assessment of potential risk factors, and the school's participation as the unit responsible for the prevention of suicidal behavior. Materials and methods: Retrospective review of the medical database at equal time intervals of 24 months to identify patients treated before and after the COVID-19 was done. Thorough analysis including injury mechanism, medical procedures, history of previous mental disorders or suicidal behavior was performed. Furthermore, results were compared with the Polish police suicide statistics. Results: Based on our retrospective review we found 4 patients treated in our department before the pandemic and 10 patients treated after COVID-19 outbreak. The group before SARS-Cov-2 era consisted of three girls and one boy with a mean age of 14.97 (12.7-17.6). The group treated in the pandemic crisis consisted of 8 boys and 2 girls, the mean age was 15.49 (10.8-17.2). In the pre-COVID-19 group, 2 out of 4 patients had received psychiatric treatment before, but none had attempted suicide before. In the COVID-19 group, 6 out of 10 patients had previously received psychiatric treatment, moreover 3 of them attempted suicide before. Based on our analysis, the number of individuals who displayed suicidal attempts has raised. Between 2018 and 2021 the largest number of suicides concerned the 13-18 y.o. group, both for the Silesian Voivodeship (H = 9.374; p = 0.0092) and for the whole country (H = 10.203; p = 0.0061). Conclusion: (1) Results of our study indicate that the pandemic may have caused a wide range of negative mental health consequences for young individuals; (2) Suicide attempts in children are often related with high energy trauma; (3) Teachers and school psychologists, as well as medical health providers, should be aware of rising suicide rates among adolescents. [ABSTRACT FROM AUTHOR]