Child School Research Articles

Housing Qualities, Spaces and Dispositions for Low-Income Families: Effects on Experiences of Wellbeing, Home and Belonging.

Low-income families often live in cramped and unsuitable conditions, and the housing qualities interplay significantly in processes of wellbeing, homing and belonging as housing can be an obstacle to the parents' transition to labour-market, lead to social exclusion and negatively affect children's schooling. The paper holds that housing quality includes important aspects of health, wellbeing and security, sociality, accessibility of services and facilities, space for leisure activities, central location, cultural heritage and aesthetics that support identity and place belonging. The study focuses on a new form of supported tenancy; tenancy with a referral agreement (tilvisingsavtale). The agreement differs from ordinary municipal tenancy as the referral agreement gives the municipality the opportunity to offer tenancy to low-income families in the private market. This implies that families renting with a referral agreement live in ordinary neighbourhoods and with equivalent housing qualities as other tenants, rather than in neighbourhoods with municipal elder and commonly worn-down housing located in areas known as "municipal neighbourhood" bearing social stigma and marginality. Methods include architectural inspection, drawing and document analysis, home-visits and interviews with residents and municipal welfare workers in a small Norwegian municipality during 2022/23. Exploring links between housing quality, housing tenure and wellbeing, our material suggests housing quality and space as a complex and flexible experience. We find that the residents tend to assess the referral agreement to offer an increased match to needs in their present everyday life compared to earlier housing, a greater sense of wellbeing and belonging, and to stimulate aspirations for the future. Here, we discuss the housing narratives as it raises precarious issues related to experiences of everyday family-life, autonomy, wellbeing, belonging, home and identity.

Experiences and consequences of remote schooling during the Covid-19 pandemic for children and youth in the Nordic countries: a scoping review

Between March 2020 and March 2022, the Covid-19 pandemic led to societal lockdowns and school closures worldwide. The length of school closures varied from a few weeks to many months. We summarise the experiences and consequences of remote schooling during the pandemic on children and youth in the Nordic countries. We conducted a systematic scoping review, including longitudinal, qualitative and mixed-methods studies. The methods involved predetermined selection criteria, an extensive literature search, independent screening of references and a narrative summary of findings. We included 20 studies (in 21 reports), from Denmark, Norway, Sweden and Finland. There were 7 longitudinal, 7 qualitative and 6 mixed-methods studies. The studies covered primary, lower and upper secondary education. The studies that collected data at the beginning of the pandemic in spring 2020, when most schools in the Nordic countries had been closed for a few weeks, showed variations in how children and youth experienced remote schooling. Many students (and teachers) experienced subjective learning gaps. Lower well-being was reported among students on all educational levels during the period of remote schooling, although some students thrived in this period. Factors that might predispose children and youth for negative consequences of the pandemic are socio-economic background, immigrant background and learning difficulties. The extensive shift to remote schooling for children and youth during the pandemic yielded important consequences that should be considered in the preparation for future pandemics or similar crises.

Interprofessional Practice in the Schools for Students With Traumatic Brain Injury

Purpose: This clinical focus article discusses the roles and responsibilities of professionals involved in the support of children with traumatic brain injury (TBI) in the public schools. Application of each profession, including speech-language pathology, to children at different ages is explored. Two case studies, with example Individualized Education Program goals, are used to highlight the integration of the interprofessional team in caring for the child with TBI. Conclusions: The interprofessional team is instrumental in helping a child with TBI be successful in the public school. Each discipline shares their expertise with the others to provide an integrated plan specific to the child. This plan provides treatment, support, and what the child needs to learn and grow. Difficulties arise when a discipline is not part of the team, the team has poor communication, and there is a gap between the medical team, the school team, and the family/caregivers. Early identification and management of children with TBI, tailored educational plans, and sustained collaboration throughout the child's schooling are associated with improved educational outcomes.

SCHOOL ADJUSTMENT IN THE DIGITALIZATION OF CHILDHOOD

Digital device usage among children is increasing every year (Scott, ). Preschoolers are regularly interacting with gadgets daily (Konca, ). This raises concerns about how digital experiences impact on the child school readiness and adaptation to school educational environment. The purpose of the present study was to investigate the relationship between the gadget usage frequency among fi rst-grade students and their level of school adjustment. The fi nal sample consisted of  fi rst-grade students from Moscow (M = . months, SD = .). A semi-structured interview was conducted with each participant to determine their gadget usage time (in hours). Simultaneously, the study employed the school adjustment scale for teachers:  statements regarding child’s cognitive problem-solving, self-regulation, communication, and emotional comfort to diagnose the school adaptation level. Additionally, teachers provided information on each student’s academic profi ciency in mathematics, Russian language, and reading. Analyzing the obtained data using One-Way ANOVA, it was found that there are signifi cant differences in the school adjustment level among children who use gadgets with different frequencies (F = ., p = .). The study also revealed that the more hours a child spends using gadgets during the day, the lower their integral school adjustment score is (r = -., p = .). Signifi cant differences were mainly obtained for statements from the school adjustment scale related to cognitive and self-regulation components of adjustment, but not for the social-emotional component. No correlation was found with the academic profi ciency. Therefore, it can be inferred that self-regulation and cognitive components of a fi rst-grader’s school adjustment may be hindered in children who use gadgets for more than - hours per day, compared to their peers who use gadgets for about  hour per day. It is necessary to retest these fi ndings on a larger sample in a future research.

School Experiences in the Disease Management of Children With Celiac Disease: A Qualitative Study.

This study was conducted to examine in depth the disease management experiences of school-age children with celiac disease and the effects of family, friends, and teachers on disease management at school. The study employed a qualitative research method using the phenomenology design. Face-to-face, semi-structured, in-depth interviews were conducted with children (n = 14) with celiac disease. The transcripts were analysed using a phenomenological approach and an inductive process. Three main themes were identified: Individual, Institutional, and Environmental. It was observed that children adapted better to the celiac diet as they got older, but they had difficulty adjusting to the diet in the school environment. In addition, it was found that school-age children had challenges in diagnosing the disease and finding products suitable for the diet in a rural city with limited facilities. It was determined that the approaches of peers and teachers throughout the child's school life affected the disease management levels of children. The study reveals the emotional, cognitive, and behavioural difficulties that children face while adapting to celiac disease and diet, especially in the school environment. The results emphasize that school-age children with celiac disease should not be ignored and that the school nurse plays an essential role in this process.

Quality of Life in Children With Chronic Health Conditions and Its Contribution to Unmet Supportive Care Needs of Families.

While theoretical models have established the bidirectional relationship between health and wellbeing of parents and children with chronic health conditions (CHCs), previous work has predominantly emphasised the impact of parent functioning on child outcomes. This study examines how quality of life (QoL) domains in children with CHCs are associated with unmet supportive care needs (SCN) of their parents and explores whether these associations vary by health condition. Parents of children with congenital heart disease (CHD), type 1 diabetes (T1D) and cancer diagnosed before the age of 12 years and receiving treatment within the last 5 years were eligible. Parents recruited through charity organisations and social media platforms completed a secure, online survey via Qualtrics. The PedsQL examined child QoL across four dimensions: physical, emotional, social and school functioning. A 34-item survey assessed parents' unmet SCN in the previous month across six need domains (e.g., care and informational). Linear regressions examined associations between child QoL and unmet SCN domains and moderation analyses determined whether associations varied as a function of CHC. The study included 186 parents (age range 25-56 years) of children diagnosed with various CHCs (52% CHD; 27% T1D, 21% cancer). The child's emotional functioning was inversely related to all unmet SCN domains, social functioning was inversely related to three domains (physical and social; support; financial), school functioning was inversely related to two domains (physical and social; care), and child's physical functioning was not associated with any SCN domains. Only the association between child school functioning and unmet care needs was significantly moderated by CHC type (p < 0.05). Poorer emotional functioning in children with a CHC is a key factor in determining parents unmet SCN. Larger studies are required to replicate these findings and inform design of interventions addressing QoL and unmet SCN in families of children with common CHCs.

어머니 일-가정 양립 갈등과 부부 갈등이 학령초기 아동의 학교적응에 미치는 영향: 사회적 지원의 조절된 매개효과

Objectives The purpose of this study was to examine the mediating effect of marital conflict and the moderated mediating effect of social support in mothers’ work-family conflict and school adjustment in children. Methods Among the data from the Panel Study on Korean Children(PSKC), the final sample consisted of 400 respondents who answered questions on work-family conflict, marital conflict, child school adjustment, and social the 8th year, when the children were in the first grade. SPSS Macro’s Model 4 was used to confirm the mediating effect of marital conflict in the relationship between mothers’ work-family conflict and school adjustment in children, and SPSS Macro’s Model 1 and 7 were used to analyze the moderating effect and moderating mediating effect of social support. Results First, mothers' work-family conflict showed a positive correlation with marital conflict and a negative correlation with social support and children's school adjustment. Marital conflict negatively correlated with social support and children's school adjustment, while social support did not show a significant correlation with children's school adjustment. Second, marital conflict mediated the relationship between mothers' work-family conflict and children's school adjustment. This means that work-family conflict directly affects school adjustment and also has an indirect effect through marital conflict. Third, in the relationship between work-family conflict and marital conflict, the group with a higher perception of social support showed a mitigating effect on marital conflict compared to the group with a lower perception of social support. Fourth, the study confirmed the presence of moderated mediating effects, indicating that the relationship between work-family conflict and children's school adjustment via marital conflict varies based on the level of social support. Conclusions Parents with children entering school may experience higher marital conflict in dual-income families than at other times, which can make it difficult for children to adapt to the new environment of school. Therefore, it suggests the need for social support and systems that can reduce work-family conflict and marital conflict experienced by the primary caregiver, as well as emotional support.

Exploring Education-Induced Bargaining Power of Women on Household Welfare in Sub-Saharan Africa

Women’s education and empowerment have engaged the interest of policymakers and academics for many years. We employ individual-level data from Ghana and Uganda in this paper to offer a comparative analysis of the impact of women’s education and empowerment on six household welfare indicators: child labor, child school enrollment, female labor force participation, fertility rate, household food expenditure, and nutrition intake. Comparing the two countries is insightful due to their distinct socio-economic structures and cultural contexts, which might influence the dynamics of women’s empowerment differently. The study utilizes the Ordinary Least Squares (OLS) and Instrumental Variables (IV) regressions and provides a battery of robustness tests. The empirical results show that in a household, the woman’s and man’s education levels are significant determinants of household welfare. However, contrary to common assumptions, the woman’s education does not have a stronger effect than the man’s, and her relative bargaining position has negligible effects on the welfare indicators studied, at least for the cases of Ghana and Uganda. Further sensitivity checks support these findings, suggesting that female education can improve household welfare, but its impact may not necessarily operate through enhanced bargaining power within the household.

Participation in the Missouri Parents as Teachers Parent Education Program and third grade math and English language arts proficiency

The Missouri Parents as Teachers (PAT) Parent Education Program is a voluntary and universal home visiting program available to all Missouri families who are expecting a child or who have a child ages birth to kindergarten entry. Families participating in the Missouri PAT Parent Education Program receive a variety of family support services, including family personal visits with trained parent educators to develop parent practices and child school readiness. Research indicates that home visiting components of parent education programs support child academic outcomes. However, studies have not extensively examined how variation in participation, including the developmental period of exposure—the child's age upon entry and duration of participation—and number and frequency of home/family visits, is associated with child outcomes. In this study, we used linear probability regression to examine associations between variation in participation in the Missouri PAT Parent Education Program and child third grade proficiency in math and English language arts (ELA) (n = 9777), while controlling for relevant child, parent, family, and school-level factors. We also tested the potential moderating role of family low-income status at enrollment into the program. We found that the number of family personal visits was positively associated with third-grade math and ELA proficiency, whereas no significant findings emerged for developmental period of program exposure. Our findings indicate that increased exposure to the Missouri PAT Parent Education Program was positively associated with third-grade academic achievement for all children, including those from low-income families.

How do fathers' educational level contribute to children's school problems? Overparenting and children's gender and surgency in a moderated mediation model.

This study aims to investigate (a) the mediating role of overparenting between father's educational level and children's school problems, and (b) the joint moderating role of children's gender and surgency in the indirect relationship between father's educational level and school problems. Participants were 203 school children, 96 boys (47.3%) and 107 girls (52.7%), aged 7-8 years (M = 92.42 months, SD = 3.52). Fathers reported their educational level, age and employment status and their children's gender and number of siblings, as well as their overparenting behaviors by Anticipatory Problem Solving (APS) scale. Teachers informed children's school problems by the Behavior Assessment System for Children (BASC T-2). Parents together informed their children's surgency levels by a subscale of Children's Behavior Questionnaire (CBQ). Results showed that, in girls, the father's educational level was negatively related to the child's school problems via overparenting behaviors, controlling the number of siblings and father's age and employment status. However, among boys, fathers' overparenting protect their shy sons from the risk of a low educational level for school problems. These findings highlight the relevance of considering the gender and surgency to a better understanding of the effects of contextual factors on children's outcomes.

Reducing Learning and Psychosocial Disparities in Latino Children with Cancer: A Randomized Intervention Trial.

We developed a high-intensity parenting intervention (HIP) to help parents support the academic success of childhood cancer survivors (CCSs), who often face post-treatment challenges affecting their school-related functioning. This randomized controlled trial (NCT03178617) evaluated HIP's efficacy compared to lower-intensity, single-session, treatment-as-usual services (LIP) in Latino families. Primary outcomes were parenting efficacy and CCSs' school functioning; secondary outcomes included parenting knowledge and measures of CCSs' academic performance, attention, and functioning outside of school. 106 Latino survivors of childhood leukemia and lymphoblastic lymphoma (aged 6-12 years) and their parents were randomly assigned to HIP (n = 54) or LIP (n = 52). Linear mixed-effects models evaluated group differences across baseline, 6-month (T2), and 12-month (T3) assessments. Parenting efficacy and knowledge improved significantly in the HIP arm, resulting in higher scores vs LIP at T2 and T3 (P ≤ .01). No significant between-group differences were found in child school functioning; however, HIP children showed significantly better social functioning and performance on one measure of attention (CPT-3 commissions) at T3 (P < .05). While HIP adherence challenges were observed, with only 33 (61%) completing the intervention, exploratory analyses suggest that benefits were most evident among those who fully engaged. Satisfaction and perceived benefit were greater for HIP vs LIP at both time points (P < .05). Our results suggest the potential value of parent-directed behavioral interventions like HIP for CCSs and their families. Further studies are needed to address participation barriers and enhance engagement to maximize and sustain benefits.

Effective Teaching of Polish to Ukrainian Speakers

The article presents the latest data on Polish language learning among the Ukrainian community in Poland, focusing on the situation after 24 February 2022, which primarily involves refugees. Given the need for language improvement among adult refugees and the introduction of compulsory schooling for Ukrainian children and adolescents starting from 1 September 2024, the demand for teaching Polish as a Foreign Language to Ukrainians is expected to increase. In this context, it is important to revisit what we know about teaching Polish to Ukrainian speakers. Understanding how their interlanguage develops in Polish enables educators to teach this group in a more systematic, goal-oriented, and effective manner.

EDUCATION OF REFUGEE CHILDREN WITHIN THE INTREF PROJECT FRAMEWORK

Amidst growing migratory movements and hurdles of assimilation, the INTREF initiative strives to craft a comprehensive strategy for the schooling of refugee children, melding e-learning, emotional and social support, along with adaptable teaching methods. This endeavor learns on principles like linguistic diversity, cross-cultural skills, and customizing the educational journey, crucial for assimilation and triumph within academic settings. Studies indicate the indispensability of bespoke linguistic assistance, cognizance of cultural variances, and personalized educational tactics for the seamless school transition and societal assimilation of children in refuge. The project devised a survey instrument aimed at evaluating the baseline educational scenario in the participating nations and formulating education plans tailored to specific needs. This survey zeroes on four pivotal areas: linguistic proficiency, cross-cultural consciousness, embracing diversity, and pedagogical customization. Feedback from 31 students, 30 teachers and 28 parents revealed a pressing need for augmented linguistic aid in Slovenia, heightened cross-cultural understanding, and classroom method modification to enrich the academic experiences of culturally diverse children. The findings also underscore a discernible discrepancy between the perspectives of educators versus those of parents and children. The insights from this survey lay the groundwork for creating innovative instructional units and resources, finely adapted to the needs of children in refuge. By forging links between theoretical insights and practical application, as well as among various educational stakeholders, INTREF is ready to enrich the discourse and practices surrounding inclusivity, and endeavor made increasingly pertinent by the recent global disruptions, including the migratory dilemma and the COVID-19 outbreak. Keywords: educational system, individualization of education, integration practices, intercultural competence, refugee children

The Effect of Menstrual Hygiene Management on Girl Child School Attendance at St Marys Girls Vocational School in Kamukuzi Division, Mbarara City

This study assessed the effects of menstrual hygiene management on school attendance among female adolescent students at St. Mary's Girls Vocational School in Kamukuzi Division, Mbarara City. The researchers employed systematic random sampling to select 45 respondents from Form One and Form Two, as these students were expected to have experienced their menstrual periods. The majority of the respondents were aged 13-14 years. While some girls used handkerchief cloths or hand towels as menstrual management materials, most of them used sanitary pads and disposed of them in the toilets. The researchers conducted a Pearson correlation coefficient analysis in SPSS to examine the relationship between menstrual hygiene management and school attendance. The analysis revealed a weak positive correlation coefficient of 0.210, indicating a weak relationship between menstrual hygiene management and school attendance. However, the p-value of 0.167 suggested that the results were not statistically significant. The study concluded that there is an impact of menstrual hygiene management on school absenteeism, as girls who experienced longer periods tended to miss more school days. However, the weak relationship and lack of statistical significance indicate that other factors may also contribute to school attendance among adolescent girls, and menstrual hygiene management alone may not be the sole determinant. This study provides valuable insights into the challenges faced by adolescent girls in managing menstruation and its potential impact on their school attendance. It highlights the need for comprehensive menstrual hygiene management education and support programs in schools to ensure that girls have access to appropriate materials and facilities. By addressing these challenges, schools can create a supportive environment that promotes regular attendance and educational opportunities for all female students, even during menstruation

80 ЛЕТ НА СЛУЖБЕ ЗДОРОВЬЯ И РАЗВИТИЯ РЕБЁНКА В ОБРАЗОВАНИИ

The article discusses the history and mission of the Federal State Budgetary Scientific Institution "Institute of Child Development, Health and Adaptation" (Director – E.N. Pristupa, Doctor of Sciences in Pedagogy, Professor), which was founded in November 1944. The article describes the main stages of the Institute's development, its scientific achievements and contributions to the study of child physiology, school hygiene, preschool education, physical education and hospital pedagogy. The main areas of the Institute's research are presented, including studies of children's morphophysiological development, the development of methods and standards for assessing and improving children's physical and mental health, and the methodological support of innovative approaches to health protection and child development in the educational environment. The article presents in chronological order the main scientific and practical achievements of the Institute, including research on functional development of children, cognitive activity, telemetric recording of heart rate and respiratory parameters, physiological bases of pubertal stages of children, and the development of scientific bases of physical education in educational organizations. The article also highlights the modern research of the Institute. In conclusion, the article emphasizes the significance of the Institute of Child Development, Health and Adaptation as a recognized center of innovation that significantly contributes to the development of science and education, and the role of the Institute in the creation of a healthy and successful society.

Parental education and children’s educational outcomes: evidence from the compulsory schooling law in China

ABSTRACT There is a growing body of literature investigating the impact of parental education, particularly maternal education, on children’s educational outcomes. This study aims to explore the causal effect of both parents’ education on children’s educational outcomes by leveraging the implementation of China’s 1986 Compulsory Schooling Law. Utilizing data from the China Family Panel Studies, our findings reveal that highly educated parents enhance child school enrolment rates and reduce delayed primary school enrolment, with notable variations based on child gender. These results underscore the significance of considering both parents’ educational backgrounds in shaping children’s educational attainment. Additionally, we examine various underlying mechanisms behind these observed effects, including attendance at key-point schools equipped with better teachers and facilities.

Kompetencja leksykalna nastoletnich użytkowników języka polskiego jako odziedziczonego i ojczystego w ujęciu komparatywnym

Lexical competence of teenage heritage and native users of Polish has never been the subject of a comprehensive comparison. The first extensive empirical data were gathered by the Jagiellonian University research team in the project Heritage and native language – a comparison of language competences of teenage Polish and heritage learners. In the first stage of the present study, vocabulary tests of the two groups were analyzed. The results showed few differences in receptive knowledge, but in productive knowledge heritage users lagged behind. Therefore, in the second stage, selected essays were compared in terms of their vocabulary profiles. It was found that native and heritage language users’ lexical profiles differ markedly, to the considerable disadvantage of heritage users. Polish educators responsible for the schooling of migrant children must be aware of this, as too often heritage speakers who enter home schools after (re)immigration are treated as if there were native users. This however, as this research has clearly shown, is by no means the case.

Association of child maltreatment and school bullying among Chinese adolescents: the mediating role of peer relationships

BackgroundSchool bullying, a serious problem for the physical and mental health of adolescents, is presently a significant issue in China. It is essential to recognize and comprehend potential risk factors and establish efficient preventive strategies. The purpose of this study was to examine the association between childhood maltreatment and school bullying in adolescents and to assess the mediating role of peer relationships.MethodsBetween March and April 2024, a cross-sectional survey was conducted among 2119 adolescents aged between 12 and 18 years in Guangdong Province, China. Self-report questionnaires were employed to collect data on childhood maltreatment, school bullying, and peer relationships. Subgroup analyses and mediating effects modeling were employed to analyze the data.ResultsThe results indicated that adolescents who had experienced maltreatment were more at risk of bullying victimization (OR: 2.92, 95% CI: 2.34–3.64, P < 0.001), bullying perpetration (OR: 2.84, 95% CI: 1.99–4.05, P < 0.001), and bully-victimization (OR: 2.93, 95% CI: 1.95–4.41, P < 0.001), compared to adolescents who have not. Sexual abuse showed the most significant connection with all forms of bullying. The mediating effect of peer relationships was found to mediate the association between child maltreatment and bullying behaviour. The results indicated that worse peer relationships may exacerbate the adverse effects of maltreatment experiences and increase the risk of adolescents becoming bullies, either perpetrators or victims of bullying.ConclusionsChild maltreatment has been identified as one of the most significant influences on bullying behaviour in adolescents. The quality of peer relationships has been demonstrated to play an important role in preventing and reducing the occurrence of bullying. The results underscore the crucial role of early intervention in cases of child maltreatment and the fostering of positive peer relationships in schools.

Raising the future together: Assessing the impact of the Chics program on primary caregivers in low-income daycares

Parental involvement in a child's school is crucial during early childhood, a critical period for skill-forming and neurodevelopment. However, the impact of early childhood programs on parents is understudied. This study evaluates the Chics program – which includes teacher training, an improved curriculum, and support meetings – on parental involvement in low-income daycares in South Africa, focusing on parents’ wellbeing, unity, knowledge, and agency. Focus groups and surveys with 126 parents showed the program had positive changes in parental unity, life satisfaction, and agency, encouraging community projects. The results could advice other programs to cost-effectively increase parental involvement in daycare centres.

Neighborhood-level sociodemographics and kindergarten children’s developmental vulnerability, pre- and post-COVID-19 in Canada

A child’s environment and early life experiences play an important role in shaping their development. The COVID-19 pandemic altered many aspects of everyday life for young children in Canada, and it has been argued that these changes did not impact all children equally. The current study explored the association between early child development and neighborhood sociodemographic indices (e.g., income, deprivation) before and after the onset of the COVID-19 pandemic. The Early Development Instrument (EDI) data, measuring child development and school readiness in kindergarten, were collected in 7 Canadian provinces and 1 territory from 2017-2020 (pre-COVID) and 2020-2023 (post-COVID) and were linked with neighborhood-level socioeconomic indices from 2016. We compared the gradients in development in a pre- (n=293,700) and a post-COVID (n=246,305) cohort of Canadian children. Rates of developmental vulnerability, as measured by the EDI, were examined for the sociodemographic variables in both the pre- and post-COVID cohorts. The overall vulnerability increased nationally from 27.3% in the pre- to 28.0% in the post-COVID cohort. A gradient in vulnerability rates for all the socioeconomic indices was found, with children in the highest quintiles, representing greater deprivation, having greater odds of being vulnerable than their peers in the lowest, least deprived quintile. Contrary to expectation, the magnitude of the gradient was very similar in both cohorts, with some jurisdictional differences. The largest gradient was found for average neighborhood income. These findings add the context of social determinants of health to the understanding of the impact of the COVID-19 pandemic on young children.