School Authorities Research Articles

Effectiveness Of Yoga Therapy For Relief Of Dysmenorrhoea Among Adolescents Of A Selected High School In Mangalore

Adolescence is a period of transition from childhood to adulthood. These are the formative years when maximum amount of physical, psychological and behavioural changes takes place1 . The adolescent years constitute a period when girls are vulnerable to the development of menstrual dysfunctions. The common menstrual cycle problems are dysmenorrhoea, amenorrhoea, pre-menstrual syndrome and irregular menstruation. Dysmenorrhoea is by far the most common and addressed complaint2 . The management of dysmenorrhoea is multifaceted and depends on the severity of the problem. It is necessary that the adolescents be educated regarding alternatives for alleviating menstrual discomfort3 . Yoga is one of the simple, cost effective and natural method. Yoga, by its nature is easier for children to learn than adults because their bodies are closer to the natural stage. Hence the researcher felt the need to evaluate the effectiveness of yoga therapy for the relief of dysmenorrhoea among adolescents of selected high schools in Mangalore. Objectives: • To determine the severity of dysmenorrhoea among adolescents in the experimental and control group as measured by dysmenorrhoea assessment scale. • To evaluate the effectiveness of Yoga therapy in the experimental group • To compare the severity of dysmenorrhoea between experimental and control group. Methodology: An evaluative research approach with quasi-experimental design was used for the study. The study was carried out in a selected high school at Mangalore after obtaining written permission from the school authorities. The sample comprised of 40 adolescents in the age group of 12 to 16 years selected by purposive sampling technique. Pre-test data was conducted by administering dysmenorrhoea assessment scale to both the experimental and control group. The second day onwards yoga therapy was taught to the experimental group 45 minutes a day, five days a week, for four weeks prior to the next menstruation. Post-test was conducted after their next menstruation in both groups using same dysmenorrhea assessment scale. Data was analysed using descriptive and inferential statistics. Results: The results showed that majority of sample in the experimental group (55%) and in control group (65%) had 4 – 5 days of menstruation. In the experimental group most (95%) of the sample in the pre-test had moderate pain and 5% had severe pain whereas, in the post-test 80% of sample had mild pain and only 20% moderate pain. The pre and post-test data of control group depicted that the entire sample had moderate pain consistently. The mean post-test dysmenorrhoea score (19.1) was lower than the mean pre-test dysmenorrhoea score (28.95) in the experimental group. The mean post-test dysmenorrhoea score (26.5) was almost similar to the mean pre-test dysmenorrhoea score (27.25) in the control group. The findings showed a significant difference in the mean dysmenorrhoea score (t19= 8.249, p< 0.05) and symptoms experienced during painful menstruation (t19= 6.496, p<0.05) in the experimental group before and after giving yoga therapy. The significant difference in the dysmenorrhoea score was also observed between experimental and the control group (t38= 7.581, p<0.05). Conclusion: From the findings of the study, it can be concluded that majority of the sample experienced moderate dysmenorrhoea. Yoga therapy was effective in reducing the severity of dysmenorrhoea in the experimental group

Causes of Vulnerability to Disasters in Public Secondary Schools in Nairobi County, Kenya

In recent years, there has been a noticeable increase in disaster incidents within secondary schools, which significantly disrupts the educational process. These disasters not only result in loss of life and injuries but also lead to damage to school property and extended closures, forcing students to stay away from school for extended recovery periods. Despite the efforts of the Kenyan government and various stakeholders to promote disaster preparedness, schools in Kenya continue to face numerous disasters. Many secondary school students’ encounter daily risks, and often, school authorities, parents and students only take action after a tragedy occurs. This reactive approach hinders effective disaster response and mitigation, highlighting the need for this study. The main objective of this research was to investigate the factors contributing to vulnerability in public secondary schools in Nairobi County, Kenya. The study aimed to assess the level of disaster preparedness in these schools, employing a descriptive research design. The study was based on Modern Disaster Theory and System Theory. The target population consisted of 73 secondary schools, from which 13 schools were randomly selected for the study. A total of 458 respondents participated in the study, which included 6 quality assurance and standards officers from sub-counties, 3 officials from the Kenya Red Cross, 3 from St. John's Ambulance, 3 fire department officials, 1 representative from the department of disaster management, 13 teachers responsible for quality assurance and standards from selected schools, 13 head teachers, 13 members of the board of management, 13 parent association members, 6 station commanding officers, and 384 students. Key informants were selected using purposive sampling, while students were chosen through stratified random sampling. Data were gathered through questionnaires, interviews, focus group discussions, and observation checklists. The data was analyzed using descriptive statistics such as frequency distributions and percentages and presented in figures and tables. Findings indicated a lack of training and inadequate community awareness regarding disaster preparedness and safety standards. The study concluded that schools were generally unprepared for disasters, and many physical infrastructures were deemed unsafe. Recommendations included regular inspections of school facilities, safety training conducted by qualified personnel, and consideration of each school's capacity when establishing disaster preparedness and safety standards.

THE ISLAMIC LEADERSHIP, COMMUNICATION ON THE PERFORMANCE OF ISLAMIC BOARDING SCHOOL AUTHORITIES

This research aims to analyse the effectiveness of Islamic Leadership, Communication on the Performance of Islamic Boarding School Authorities, especially in East Java Indonesia. Islamic Boarding School nowadays are facing the globalization era which causes the culture change, such as the traditional leadership style. Qualitative and quantitative data were analysed qualitatively to understand how to maintain the Islamic Boarding School’s problems. Sampling and population were done by collecting data into several Islamic Boarding School authorities. The first conclusion is the implementation of Islamic leadership has positive effect on the performance. The second conclusion is the implementation of communication has no effect on the performance. Another conclusion is the Islamic leadership is known to be more adaptive and more effective in facing the globalization due to the traditionalism era. In addition, some external context should be accommodated and considered in the organizational changes.

Factors Responsible for Colleges of Education Students' Difficulty to Communicate Orally in French

The majority of Ghanaian French language students have wished that they speak some acceptable level of French in and out of their study institutions. This has however not been fruitful. This study set out to investigate the reasons for the difficulty in engaging in oral communication in the French language by French language students in colleges of education in Ghana. This quantitative study adopted the cross-sectional survey design. Out of 122 target participant populations, 93 students from the St John Bosco’s and the Gbewaa colleges of education provided responses to the questionnaire items. Data was analysed using Kendall’s coefficient of concordance to rank the factors responsible for students’ difficulty to communicate orally in French, from the most pressing factor to the least pressing factor. The study realized that fear of being mocked, interference of the English language and inadequate exposure to the French language were the most pressing reasons/factors responsible for college students’ inability to communicate orally in French while inadequate time allocation for French lessons and lack of encouragement from French teachers to speak French orally were among the least reasons for college students’ inability to speak French orally. It was therefore recommended that there is a need for pro-activeness on the part of French language tutors to frequently engage students in oral communication and also discourage students from mocking colleagues who might make mistakes in their efforts at oral speeches. Also, a deliberate policy by school authorities and the tutors alike to make French speaking attractive through reward schemes should be made available and students should be encouraged to form or create French language clubs which will provide them the platform to practise oral communication on campus to aid fluency in the French language.

Reconciling Indigenous Nigerian Values And The Dynamics Culture In A Contemporary Teaching-Learning Environment

This paper examines the changing cultural milieu in the contemporary teaching-learning environment. Nigeria is blessed with many cultural values that serve as a medium for moral humanity. It identifies and discusses some of the key tenets of Nigerian values that promote unity and love among Nigerians. The dynamics of Nigerian culture is discussed by explaining the ever-evolving modalities of culture in Nigeria. Also, the essence of contemporary teaching-learning environment as a substantial process is clearly spelt out by doing a critique of the traditional values and evaluating these on the basis of emerging cultural changes. Nigerian indigenous values have been reconciled by identifying what should go on in a contemporary teaching learning environment and what should not play in. Also, the dynamics of values in contemporary teaching learning environment have been highlighted. It has been recommended, among others that government policy should be out in place to ounish parents and school authorities who reprimand teachers for punishing erring students, teachers should be trained on how to address cultural diversity.

To Study the Effect of Social Competence on Academic Performance of Secondary School Students of Private and Government Schools

This research employs a quantitative cross-sectional survey design to investigate the relationships between academic performance and social competence among 11th and 12th-grade students in both government and private institutions. The sample consists of 600 students, evenly divided between government and private schools, and selected using stratified random sampling to ensure adequate representation. The study includes students aged 16 to 18, excluding those with significant learning disabilities. Data collection instruments consist of a demographic questionnaire, students' Grade Point Average (GPA), the Social Competence Scale by Sharma, Shukla, and Shukla. Social competence is assessed on a 5-point Likert scale. The data collection procedure involved obtaining consent from students, parents, and school authorities, followed by administering the surveys and intelligence tests in a controlled environment. Students' GPAs were gathered from school records. The analysis includes descriptive statistics for demographic data, GPA & social competence. Independent sample t-tests compare academic performance between government and private school students, while ANOVA examines differences in social competence by gender and intellectual ability by grade level. Pearson correlation coefficients explore relationships between GPA & social competence, while a multiple regression model predicts GPA based on these factors, controlling for variables such as age, gender, school type, and parental education. The study hypothesizes no significant relationship between social competence and academic performance across different school types.

System of Dental Care Services For Children at The Community Health Center in Lawang Gintung Bogor

Dental and oral health is a vital aspect of overall health that supports functions such as digestion, speech, chewing, and enhancing an individual's self-esteem and quality of life. Currently, the rate of follow-up visits by elementary school students in the Lawanggintung Health Center area remains low, leading to unmet indicators for dental services. The main issue is that students do not adhere to their scheduled dental care appointments and are permitted to seek treatment at other healthcare facilities. This study aims to analyze the role of the health center in addressing dental health issues among children in schools and to investigate the efforts made by the health center for elementary school students who have not received dental treatment. The research method employed is qualitative with a descriptive approach, utilizing interviews, observations, and documentation. The findings indicate that the health center's role in managing children's dental health issues at schools is reasonably effective through promotive, preventive, and curative efforts. The initiatives for elementary school students who have not received dental treatment mainly include referrals, providing feedback to parents and school authorities, as well as health education.

Imparting concepts of sustainability and green buildings via a case study on an educational building

Abstract Sustainable building construction is the need of the hour for any developing nation. Sustainable or Green buildings mainly focus on the conservation of energy, water, and other scarce resources. Indian Green Buildings Council (IGBC) and Green Rating for Integrated Habitat Assessment (GRIHA) are two organizations in India which certifies buildings of various categories based on the sustainable practices adopted in the buildings. Certification is given for existing as well as new buildings. This paper attempts to evaluate the sustainable features of an existing school as per IGBC standards. The study revealed that the school under consideration has few sustainable features. Very few points were scored in the most important criteria i.e., water efficiency and energy efficiency, which contributes to more than 50% of the total points. The existing school building can be converted into a green building with certain modifications to the existing school infrastructure. This detailed study on various existing features of the building will help the school authorities to improve the building for a sustainable environment to the school students.

Use of Sustainable Energy Systems in Educational Institutions

Educational institutions like other public and private organizations should try to eliminate their carbon footprint for the achievement of the ambitious 2050 target of net-zero carbon emissions. Several mature, reliable and cost-effective sustainable energy technologies can be used in these institutions replacing the use of fossil fuels and reducing their carbon emissions. Solar energy, wind energy and biomass can be used for heat and electricity generation replacing the use of oil, gas and grid electricity. Additionally, various low-carbon emission technologies including heat pumps, co-generation systems, fuel cells, district heating systems and power storage technologies can be also used in them. The combined use of these technologies in schools, colleges and universities can replace the current use of conventional energy sources reducing or completely eliminating their carbon emissions. The abovementioned benign energy technologies are already used commercially in several sectors proving their reliability and cost-effectiveness. It has been indicated that a plethora of green energy technologies can be used in educational institutions eliminating their carbon footprint achieving the desired global 2050 target of net-zero carbon emissions. Our results could be useful to policy makers and to the authorities of schools, colleges and universities who are willing to promote their environmental sustainability, achieving economic benefits and offering valuable educational opportunities to students.

Utilization of Computer Techonolgy-Based Video (School Tube) as Learning Media

The utilization of technology in digital era has been beneficial for all aspects of human live including education. Technology is also used as the problem solvers and solutions for educational problems faced by teachers and students in schools. Based on that situation, this research proposed to analyze and discover the impact of School Tube utilization as the learning media at Madrasah Aliyyah Negeri (MAN) 1 in Lhoksemwe. This qualitative research used a descriptive approach and employed two data collection techinques that are interview and observation. The respondents of this research were teachers and school administrators at MAN 1 in Lhokseumawe. This research found that the utilization of SchoolTube at MAN 1 Lhokseumawe has positive impact to help students in learning their subjects. It directs students to learn independently that promotes autonomous and asynchronous learning model. Besides that, Shool Tube also helps teacher in providing materials for students to learn when the teachers need to attend their administrative duties outside the classroom. On the contrary, some teachers were still found not proficient in using this media. Moreover, as a free learning media, School Tube still has limitation access, so the students could not use it outside the school compound. Thus, it is suggested to the school authorities to train and enhance teachers’ ability through workshop in using School Tube and other audiovisual application as learning media.

Pengaruh Perencanaan Program Kesiswaan Terhadap Pengembangan Karakter Siswa di Sekolah Menengah Pertama

The student program, which includes extracurricular activities, student organizations, and social activities, plays an important role in supporting the character development of students. This research aims to analyze the influence of student participation in extracurricular programs on character development at SMPN Sijunjung. This study employs a quantitative method with a survey approach and cross-sectional design. The research sample consists of 200 students randomly selected from several middle schools in Sijunjung. Data were collected using a Likert scale questionnaire to measure students' perceptions of their participation in student programs and character development. Data analysis was conducted using descriptive and inferential statistical tests, specifically Pearson correlation, using SPSS software. The research results indicate that students' participation in student programs is positively and significantly related to their character development, with a Pearson correlation value of r = 0.65. Sports extracurricular programs have the strongest influence on character development, followed by student organizations. More frequent participation in student activities is also associated with a higher level of character development. This research suggests the need for an improvement in the quality of student programs and stronger support from teachers, parents, and school authorities to maximize the positive impact on students' character

Prime Factors Influencing the Reluctance Expressed Toward Orthodontic Treatment Among a Tribal Population with No Prior History of Orthodontic Treatments in the Community: A Cross-sectional Study

Background Perceiving a need for orthodontic treatment is a heuristic process usually conditioned by the interplay between motivational factors and influencing factors in a community with orthodontic awareness and a history of already ongoing or completed orthodontic treatments. Using a verbally assigned index to elicit candid responses, the current study aimed at assessing reluctance toward orthodontic treatment in adolescents with clinically ascertained malocclusion in a community with no prior history of orthodontic treatment. Objectives Tribal adolescents from two regions with clinically ascertained malocclusion but no previous access to orthodontic treatment were evaluated for willingness or reluctance to undergo orthodontic treatment using a verbally assigned Simplified Malocclusion Index for Layperson Evaluation (SMILE index). Methods 2,835 tribal adolescents belonging to the tribal regions of Paderu and Parvathipuram in Andhra Pradesh were questioned to analyze factors related to reluctance toward orthodontic treatment in those with malocclusion. Necessary permission and consent were obtained from the institutional ethical clearance committee, tribal authorities, school authorities, and parents or guardians. Clinical screening employing appropriate infection prevention protocol under natural daylight was used to determine the presence of malocclusion. A verbally assigned SMILE index in the vernacular language of the students with malocclusion was used to record candid responses to analyze possible reluctance toward treatment. Specific reasons for reluctance to undergo treatment were documented and tabulated separately. Pearson chi-square statistical analysis of the data was performed to determine if there was any gender bias. Results At Paderu, of the 68% of the tribal adolescents presenting with malocclusion, the verbally assigned SMILE index revealed that 84.03% of the adolescents were reluctant. The chi-square statistical analysis of the data indicated a gender bias ( X 2 (1, N = 2,016) = 35.99, p < .0001). At Parvathipuram, of the 93% of the tribal adolescents presenting with malocclusion, the SMILE index assigned revealed that 93.05% of the adolescents were reluctant. The chi-square statistical analysis of the data indicated a gender bias ( X 2 (1, N = 819) = 6.42, p = .11). Conclusion The use of the SMILE index allows for a qualitative analysis of reluctance based on the candid subjective inputs from each individual. The study reveals a high degree of orthodontic awareness among the tribal adolescents, and any reluctance toward orthodontic treatment is mainly related to difficulty in access to treatment.

The impact of training provisions on novice English language teachers in Hong Kong: A systematic review

AbstractThe early years of learning and the transition period are important for novice teachers. This systematic review investigated the influence that training provisions for novice primary and secondary English language teachers in Hong Kong have had on their initial workplace experience. From a large body of literature dated between 1980 and 2023, a final set of 20 articles that met our inclusion criteria was analysed using Kumaravadivelu's (2012) model of second language teacher education (consisting of the five modules of Knowing, Analysing, Recognising, Doing and Seeing). The findings were condensed into three thematic strands: (i) teacher authority: novice teachers can feel lost among different authorities (including ideological conflicts between university and school authorities) and their desire to establish their own teacher authority, but must eventually learn to think from the students' perspective to improve teaching, (ii) teacher socialisation: whether obtaining sufficient colleague and mentor support or not would lead to their diverse experiences, and (iii) two weaknesses in teacher preparation that require attention across both university preparation and in‐school training: the novice teachers were under‐prepared in procedural knowledge and in learning to theorize. These findings provide internationally relevant theoretical contributions that can advance the understanding of both novice teacher development and primary and secondary English language teacher training. From a practical perspective, the findings point to areas that need attention in novice language teachers' transition to the workplace and this may be relatable to international audiences. Context and implicationsRationale for this studyThis systematic review aims to reveal how the training provisions in Hong Kong have influenced early‐year primary and secondary school English language teachers' initial workplace experience.Why the new findings matterOur findings will reveal what impact training provisions for novice English language teachers may have on their initial workplace experience and what gaps may exist in such provisions.Implications for researchers, practitioners and teacher educatorsThe findings in this study can be applied to many other contexts like Hong Kong where English is used as one of the official languages or as a second language. Our recommendations can inform English language teacher education, by highlighting: (a) how novice teachers can feel lost between two different authorities: the school and the university; (b) how novice teachers can undergo a range of positive and negative experiences in their socialisation process; (c) how novice teachers struggle to develop their procedural knowledge; and (d) that novice teachers may not have received enough support in theory‐building.

Internet Addiction and Academic Performance of Students in Nigerian Universities

Abstract The study examined internet addiction on undergraduate students’ academic performance of Adekunle Ajasin University, Akungba-Akoko in Akoko South-West Local Government Area of Ondo State., Nigeria. Five hypotheses were formulated to guide the study. Descriptive research design of survey type was adopted for the study. The sample for the study consisted of 200 respondents. A self-developed questionnaire titled “Internet Addiction and Academic Performance Questionnaire (IDAPQ) “were used to collect data from the respondents. The hypotheses were tested at 0.05 level of significance using Chi-square and t-test statistics. The findings revealed that there is a significant relationship between internet addiction and academic performance. There is significant influence of internet addiction on students’ academic performance. There is no significant influence of gender on students’ perception of the relationship between internet addiction and academic performance. There is significant influence of gender on students’ perception of the relationship between internet addiction on academic performance. There is significant influence of field of study on students’ perception of the relationship between internet addiction and academic performance. The findings further revealed that there is significant influence of the level of study on students’ perception of the relationship between internet addiction and academic performance. The findings finally revealed that there is significant influence of age on students’ perception of the relationship between internet addiction and academic performance. Based on the findings of the study, the study concluded that internet addiction influences undergraduate’s academic performance. It was therefore recommended among others that School authority should try their best their possible best in providing adequate and essential reading and writing materials needed by students in any level so that such student won’t have any excuse for his or her failure.

Why Is Caries Prevention in Children So Difficult? A Narrative Opinion.

Caries is among the most common non-communicable diseases worldwide, yet it is commonly described as preventable. Caries prevention is, however, difficult and complex, since the disease has strong social, parental, behavioral, political, medical/genetic, and psychological elements, and the payment models are targeted at traditional conservative care. The aim of this paper is to discuss some key issues that make caries prevention in children be perceived as "difficult": i) the communication gap between researchers and clinicians, creating unrealistic expectations of intervention efficacy; ii) the skewed distribution of caries and the problem of reaching children with the highest need; iii) limited access to care, which is a threat to oral health, in particular in low-socioeconomic-status, underserviced, and remote communities; and iv) the need to adopt behavior change models to affect the modifiable risk factors that are shared with other non-communicable diseases. Dentists cannot simply rely on fluoride exposure; proper education and training in caries risk assessment, behavior change models targeted at oral hygiene and sugar intake, and collaboration with primary healthcare and local school authorities are avenues that aid in caries prevention and reduce the uneven burden of the disease. Online education and mobile apps may help to promote oral health in areas with shortages of dental work force.

Influence of Teacher Professional Development on Quality of Teaching Mathematics in Public Secondary Schools of Rwanda: A Case of Burera District

The research examined the influence of teacher professional development (TPD) on the quality of teaching mathematics in public secondary schools in Rwanda. A Case of Burera District. Specifically, the research was assessing the effect of pre-service training on teachers’ performance in selected public secondary schools in Burera District, Rwanda, determining the effect of induction training of teachers on teachers’ performance in selected public secondary schools in Burera District, Rwanda, and establishing the effect of continuous teacher professional development of teachers on teachers’ performance in selected public secondary schools in Burera District, Rwanda. The sample size was 4012 respondents, with a sample size of 364 participants. This study used primary sources like questionnaires and interviews to gather data, using purposive, stratified, and simple random sampling methods. It employed both quantitative and qualitative methodologies, including content analysis and descriptive statistics. For the first objective, results indicate that 53.8% strongly agreed that Better skilled teachers are more likely to be better inspired and achieve better than inadequately trained teachers, 76.9% strongly agreed that Pre-service teacher training in Rwanda is too abstract, 84.6% strongly agreed that Pre-service teacher training deprives teachers-to-be from the encounters of classroom management of the learning process and 92.3% strongly agreed that Pre-service training of teachers is essential and helps in organizing different programs for pre-service training, updating and upgrading incoming and working educators at all levels and , and 84.6% strongly agreed that Teachers who receive adequate pre-service training performed better in the schools. For the second objective, 92.3% strongly agreed that the lack of induction training impairs TPD, 84.6% strongly agreed that induction training is important for teachers’ PD, 76.9% Strongly agreed that there are challenges with professional development for teachers, 69.2% Strongly agreed that the government, non-governmental organizations, and school authorities can and should do to make teachers’s professional development better. 61.5% Strongly agreed that the lack of induction training impairs TPD and 84.6% Strongly agreed that induction training is important for teachers’ PD. The study found a strong positive relationship between pre-service training, teacher motivation, engagement, and content expertise. It also showed a positive relationship between continued teacher professional development and content expertise, motivation, and engagement. Additionally, a significant correlation was found between teacher integrated pedagogical training and content expertise, motivation, and engagement, with a high attractiveness rate, indicating a positive relationship between these factors. These findings suggest that teacher professional development can influence the quality of teaching mathematics and were positively and statistically correlated since most of their level of significance was more than 0.05 in association with the quality of teaching mathematics in public secondary schools in Rwanda. Recommended that to enhance student learning, encourage active participation through discussions, debates, and hands-on activities. Promote teamwork and collaboration through group projects and real-world scenarios. Regular feedback and technology integration enhance learning experiences. Adapt teaching strategies to meet diverse learning needs. Use formative assessments to monitor progress and improve metacognitive skills. Encourage curiosity and creativity, and create a safe, inclusive environment. Develop positive relationships with students to foster social-emotional competencies.

Sexual Abuse Among Adolescents (13 to 19 Years) of Boys and Girls in Three Private Schools in Dhaka City, Bangladesh

Background: Sexual abuse in adolescents is a global public health issue with severe physical, psychological, and long-term effects. In Bangladesh, societal stigma, underreporting, and weak legal enforcement further exacerbate the issue. Objectives: The primary objective is to evaluate the prevalence and patterns of sexual abuse among adolescents in three Dhaka schools, with secondary objectives to assess their clinical, demographic, and mental health status. Method and Materials: This cross-sectional study aims to evaluate the prevalence of sexual abuse among 130 adolescents (aged 13-19) from three private schools in Dhaka, selected through purposive sampling. Data will be collected using a pre-tested questionnaire administered by trained research assistants. The data will be analyzed using SPSS and STATA for both descriptive and inferential statistics. Result: The study included 130 adolescents, with boys making up 53.8% and girls 46.2%. The most prevalent form of sexual abuse was verbal abuse, reported by 46.2% of participants, followed by physical touch (30.8%) and online abuse (15.4%). Peers or schoolmates were the primary perpetrators in 38.5% of cases, while 19.2% reported abuse by strangers. Notably, 46.2% of the adolescents did not report the abuse to anyone. Of those who did, 30.8% informed school authorities, and 23.1% confided in their family. Conclusion: Children, particularly girls, are highly vulnerable to sexual abuse due to lack of parental awareness, weak reporting systems, and difficulty in disclosing abuse. Strengthening community vigilance and reporting mechanisms is essential to protect them.

A Platform for Connectivity and Synergy between Parents and Teachers of Children with Autism

Collaboration between parents and teachers of Children with Autism (CWA) is emphasized for effective education while the communication gap between both sides impedes it. The lack of specially designed tools to supplement the collaboration process in low-resource settings led us to initiate the research to design a platform for facilitating the synergy between both parties. This qualitative research was conducted in two phases where Phase I interviewed n=10 participants (parent=5, teacher=5). They emphasized personalized communication, maintaining privacy and accountability, and school authority’s role in ensuring meaningful communication ideating three design guidelines. The prototype was developed accordingly and evaluated in Phase II with n=18 (parent=8, teacher=10) participants. They shared different use cases of the application, suggested modifications, and recommended new features. The work presents the parents and teachers of CWA with a platform to connect and synchronize their efforts and provides the HCI researchers contextual design considerations while designing for resource-constrained communities in Global South.

Gender differences and correlates of bullying victimisation among in-school adolescents in Benin

Bullying is one of the important global health issues affecting both health and educational outcomes of adolescents. The aim of this study was to examine gender differences and correlates of bullying victimisation among in-school adolescents in Benin, West Africa. A secondary analysis was conducted with Benin’s national dataset among 2496 school-going adolescents aged 13 years and above from the 2016 Global School-Based Student Health Survey. The overall prevalence of bullying victimisation among in-school adolescents was 42.1%, with varying rates across males (40.1%) and females (44.6%), respectively. The odds of bullying victimisation were 56% significantly higher among males in lower grades than those in higher grades (AOR = 1.56, 95% CI 1.20–2.03). Also, there was a 32% increased odds of bullying victimisation among males who currently use alcohol compared to those who do not use alcohol (AOR = 1.32, CI 1.02–1.70). Males who were physically attacked (AOR = 1.78, 95% CI 1.32–2.40) and those who were seriously injured (AOR = 1.80, 95% CI 1.41–2.30), respectively, had 78% and 80% increased odds of bullying victimisation compared to males who were not physically attacked or seriously injured. Males who engaged in physical fights had 2.03 higher odds of bullying victimisation compared to those who did not engage in physical fights (AOR = 2.03, 95% CI 1.51–2.72). For females, there were 73%, and 90% increased odds of bullying victimisation among those who were physically attacked (AOR = 1.73, CI 1.21–2.46) and those who engaged in physical fights (AOR = 1.90, CI 1.36–2.66), respectively, compared to those who were not physically attacked or involved in physical fights. The odds of bullying victimisation were 60% higher among females who were seriously injured compared to those who were not injured (AOR = 1.60, CI 1.23–2.09). Also, females who ideated suicide had 2.04 higher odds of bullying victimisation compared to those who did not ideate suicide. Gender-specific variations of bullying victimisation exist among in-adolescents in Benin. Major stakeholders (teachers, school healthcare providers, and other school authorities) should be mindful of the identified risk differentials and develop effective anti-bullying intervention strategies aimed at promoting the mental health and well-being of school-going adolescents in Benin.

The level of implementation of water, sanitation, and hygiene (WASH) practices among the public basic schools in Ghana

ABSTRACT Water, sanitation and hygiene practices (WASH) have been a major challenge facing many basic schools in Ghana for many decades. The school authority have made a number of complaints to the Ghana government through the Ministry of Education in relation to the inadequate potable water, sanitation facilities and hygiene practices in basic schools which the government has remained silent on. The aim of this study was to assess the level of implementation of Water, sanitation and hygiene practices in basic schools in the Sunyani East Education Directorate. Both qualitative and quantitative data were collected using questionnaires and interviews. The results indicate that hygiene and sanitation facilities available in schools under study included urinals, toilets, handwashing materials and solid waste disposal facilities. It was revealed that wooden slap pit latrine toilet was present in all schools except Methodist school which has cemented slaps. There were absence of toilet rolls, tap facilities and hand washing soap in all schools visited. The pupils fetched water from neighbouring houses and used it. The study recommends that the Parent-Teacher Association, School Management Committee, District Education Directorate and Ghana Education Service should team up to provide these essential facilities to basic schools in Sunyani East.