Children's Academic Performance Research Articles

Trend in Breakfast Consumption among Primary School Children in Italy.

Eating breakfast daily improves cognitive function, may contribute to learning and academic performance in children and can decrease the risk of childhood obesity. The aim of this study was to analyse how breakfast consumption changed in the period from 2008/9 to 2019 in Italy among children aged 8-9 years old participating in the OKkio alla SALUTE surveys and to explore the associations with some socio-demographic and lifestyle factors. Information about children's daily breakfast consumption (adequate, inadequate, and no breakfast) and the socio-demographic characteristics of the children and their mothers was collected through four questionnaires addressed to parents, children, teachers and head teachers. Data were analysed for the 272,781 children from 21 Italian regions from 2008/9 to 2019. The prevalence of adequate breakfast decreased from 60.7% in 2008/9 to 55.7% in 2019 and no breakfast from 10.9 to 8.7%; conversely, inadequate breakfast increased from 28.4 to 35.6%. Logistic regression models showed that the occurrence of inadequate or no breakfast consumption was significantly higher among girls, children living in the southern regions and children with less educated mothers. These findings highlight the need for effective interventions to increase daily breakfast consumption and its adequacy among children.

Influence of Parenting Styles on Students’ Performance under Modular Distance Learning

The influence of parents on their children is vital in that it molds a cognitive behavior that will reflect on their academic performance. During the COVID-19 pandemic, high school students have to learn in the form of modular learning in which they were just in their respective homes and their parents were taking the role of school teacher. This study aimed to evaluate the influence of different parenting styles of parents on the student's performance under modular distance learning amid the lockdown of the pandemic. Primary data were collected from 87 high school students who responded to the Google survey such as profiles of students, grades, and parenting styles using the Parental Authority Questionnaire (PAQ). The data gathered were analyzed through standard descriptive measures and correlational analysis. Results depicted that, on average, students have a "very satisfactory" performance, that is, the grade point average is 93%. Moreover, students' mothers and fathers are both "authoritative" in their education. Based on the correlation analysis, the mother's strictness (opposite of permissive (p-value=0.027) can positively influence the student's academic achievement, but the relationship is revealed to be weak. In addition, the fathers' parenting styles have no association with their children's academic performance based on the correlation analysis (p-values>5%). This implies that most of the time students are learning independently from their respective parents at home. Hence, most of the high school students during modular learning amid the pandemic are learning without the aid and influence of their parents.

Effects of Parental Migration on the Education Outcome of their Children: A Case of Sukuma Society in Tanzania

The Purpose: To investigate the effects of parents’ migration on the schooling and education outcome of their children. The study was guided by three specific objectives, namely: (i) to find out the effects of parent migration on children's academic performance. (ii) to determine the awareness of immigrant parents towards their children academic outcome and lastly (iii) to analyze the strategies taken by different stakeholders to reduce the negative effect of migration towards children schooling and academic performance.
 Place and Duration of Study: The study was carried in Ifakala District in Morogoro region in Tanzania from October 2022 to May 2023.
 The Study Design: The study adopted a qualitative research approach with a case study design.
 Research Methodology: Simple randomly sampling techniques with a total of 40 respondents were used to get the respondents. Interview, questionnaire and documentary review were used to get the desired information from the selected respondents. Questionnaire approach in data collection was used to collect information asking open ended questions to the respondents. The quantitative data were collected using interviews and analyzed using descriptive statistics to determine frequency, and percentage. Data gathered was presented in tables computed using Microsoft excel.
 Results: With regards to specific objectives of this study, findings of the study showed that the main effects of parents’ migration on their children among Sukuma society at Morogoro Region are, truancy, drop out from school, poverty, health problem, additional responsibility, suscept to victims of crime, lack of appropriate care and low self-esteem and emotional difficult. It was concluded that the government should put some strategies which can help the parents to overcome the effects of parents’ migration to their children’ academic outcome through educating parents on how to live with their children and motivate in their academic performance at school.

Lessons Learned from the Pandemic in the UAE: Children COVID-19 Vaccine Hesitancy and Its Impact on the Choice of Distance versus Face-to-Face Learning Modalities: An In-Depth Analysis of a National Study.

This study addresses the crucial aspect of childhood COVID-19 vaccination and its impact on parental decisions concerning learning modalities during the pandemic. This study aimed to gauge parental hesitancy towards vaccinating their children and its influence on choosing between distance and face-to-face learning options. Following STROBE guidelines for cross-sectional studies, this study surveyed 1973 parents in the United Arab Emirates using Google Forms during the COVID-19 pandemic. The results revealed that while more than half of the parents (51.6%) were willing to vaccinate their children if the COVID-19 vaccine was accessible and affordable, a significant majority (91.2%) expressed concerns about the rapid vaccine development process, which was the primary reason for vaccine rejection. Interestingly, a sizable portion (55.3%) had experienced online learning in the previous academic term, and, of those, 59.6% believed it negatively influenced their children's academic performance. Consequently, 66.4% expressed intent to shift their children back to face-to-face learning once feasible. Significantly, parents with medical backgrounds were more inclined (91.6%) to opt for face-to-face schooling compared to those without such backgrounds. Logistic regression analysis indicated associations between sociodemographic characteristics, educational level and background, and the decision to return children to face-to-face learning. Interestingly, when it comes to vaccine hesitancy, a noteworthy connection exists between the parents' reluctance to vaccinate their children and their preference for distance learning. In fact, parents who responded negatively to vaccinating their children against COVID-19, if the vaccine was available, showed a clear preference for the distance learning modality (p-value < 0.0001). This study underscores the complex interplay of factors and community perspectives shaping parental acceptance of childhood COVID-19 vaccination. The development pace of vaccines significantly influences parents' attitudes and beliefs about vaccination programs. Parents' medical backgrounds exhibit a clear correlation with their perceptions of sending children back to school safely. This highlights the potential impact of parental medical knowledge on decision making, emphasizing the need to consider parents' professional backgrounds when devising education- and vaccination-related policies.

Bilingual randomized controlled trial design, of a telephone-based intervention to promote rehabilitation adherence; A study focus on recruitment of Hispanic children with traumatic brain injury

BackgroundWhile Hispanic children experience large long-term disparities in disability after traumatic Brain Injury (TBI), there is a gap in evidenced-based interventions to improve outcomes among this rapidly growing and at high-risk population. We developed and pilot tested a bilingual/bicultural intervention informed by Hispanic families consisting of Brain Injury Education and outpatient Navigation (1st BIEN). It integrates bilingual in-person education enriched by video content delivered through mobile phone devices, with outpatient navigation by bilingual and bicultural navigators during transitions of care and school return. MethodsRandomized controlled trial to test the efficacy of 1st BIEN to maintain long-term adherence to rehabilitation and determine its effect on children's functional outcomes. The primary outcome is treatment adherence at 6 months post-discharge at centralized acute facilities and community providers. Secondary outcomes are functional status of the child using PROMIS parental report measures and parental health literacy, self-efficacy, and mental health; measured at baseline (pre-injury and discharge) 3-,6- and 12- months post discharge. Children's academic performance is assessed using school records the year before and the year after injury. DiscussionOur study evaluates a novel, flexible and scalable approach using mobile phone devices to aid transitions of care, increase treatment adherence and improve TBI outcomes. It addresses the needs of an understudied population and builds upon their strengths. It is implemented by a bilingual and bicultural team with a deep understanding of the study population. It can serve as a model for TBI family centered interventions for at risk groups.Trial registration:ClinicalTrials.govNCT05261477. Registered on March 2, 2022.

Effect of Kinesthetic-based Perceptual Integrative Games on Visual Perception and Academic Performance in Children with Autism Spectrum Disorder: A Quasi-Experimental Study

Abstract Background: Children learn everything through play and games. Visual perceptual skills are prerequisites for other areas of functioning, such as academic skills, activities of daily living, play, and leisure activities. Hence, visual perception can be improved using kinesthetic movement-based perceptual integrative games, as the children will be more interested in games rather than doing activities. Objective: The study aimed to identify the effect of kinesthetic-based perceptual integrative games on visual perception and academic performance in children with autism spectrum disorder (ASD). Study Design: Quasi-experimental study design was used. Methods: Fifty children diagnosed with mild and moderate ASD were selected based on convenient sampling. The experimental group (n = 25) received the kinesthetic-based perceptual integrative games for 36 sessions, 45 min per session, while the control group (n = 25) received conventional occupational therapy for the same period. Beery–Buktenica Developmental Test of Visual-Motor Integration (Berry VMI) scale and Academic Performance Rating Scale (APRS) were used. Results: The result revealed that the kinesthetic-based perceptual integrative games significantly improved visual perception (P = 0.042, 95% confidence level (CL) range 13.326–0.846) and academic performance (P = 0.001, 95% CL range of − 8.3718–−2.1882) compared to conventional occupational therapy but there was no correlation between the APRS and Berry VMI (P = 0.114). Conclusion: The kinesthetic-based perceptual integrative games intervention improved the visual perceptual skills and academic performance of children with ASD in this study. Hence, it can be used as a new therapeutic modality in treating children with ASD and other forms of disorders who have deficits in visual perception and academic skills.

Association of children's oral health and school environment on academic performance in 12-year-old schoolchildren of Quito, Ecuador.

The primary aim of this study was to evaluate if children's oral health and oral health-related quality of life (OHRQoL) were associated with school performance. Moreover, the study aimed to examine whether school environment factors influenced this association. This cross-sectional study was based on a population-based sample of 998 12-year-old schoolchildren from 31 public schools in Quito, Ecuador. Trained and calibrated examiners conducted clinical exams for dental caries, dental trauma and malocclusion. Furthermore, children completed the Spanish version of the Child Perception Questionnaire (CPQ11-14 ), and their parents answered questions about socio-economic status. School coordinators provided information on the physical environment, promotion of health practices and the occurrence of negative episodes in the school. There were three outcomes: grades obtained in Spanish language and mathematics and the number of missed school days. Multilevel linear and Poisson regression models were conducted using a hierarchical approach to include the variables guided by a previously created direct acyclic graph. Children with dental trauma and higher CPQ11-14 scores showed lower grades and school attendance. Schoolchildren from schools with episodes of vandalism had more school days missed. The school performance of 12-year-old children is affected by dental trauma and by a worse OHRQoL, as well as a negative school environment. Therefore, supportive environments and promoting health measures in schools could overcome this worse academic performance in children with oral health problems.

The association between working memory, teacher-student relationship, and academic performance in primary school children.

Early relationships with teachers play an important role in children's development and significantly influence students' cognitive and academic performance. Studies suggest that working memory (WM) is a strong predictor of academic achievement, especially of reading and arithmetic outcomes. The associations between teacher-student relationship (TSR) quality, children's WM skills and their academic performance have been reported in numerous observational studies. However, the potentially bidirectional and temporal nature of the relationships between these constructs is understudied. The purpose of this study was to investigate the relationships between primary school children's WM and TSR by applying a cross-lagged design and measuring these constructs at three time points throughout the academic year. More exploratively, this study investigated how WM and TSR bidirectionally relate to children's academic performance. The findings of this study revealed a temporal relationship between WM and TSR: between WM-related problems in the classroom at baseline and conflict at 3-month follow-up, and between closeness at 3-month follow-up and WM-related problems in the classroom at 5-month follow-up. Moreover, the findings showed a bidirectional relationship between arithmetic performance and WM-related problematic behaviour. This study highlights that relationships between the teacher and students play an important role in supporting students' cognitive and academic development. Importantly, this study suggests that children with WM problems may benefit from interventions that focus on improving their relationships with teachers. Additionally, the findings propose that interventions targeting WM may also have positive effects on children's academic performance.

Effect of Extracurricular After-School Physical Activities on Academic Performance of Schoolchildren

The beneficial effects of increasing outdoor physical activity time on children's myopia onset and physical well-being are widely acknowledged. However, in countries with competitive educational systems, such as China, parents and school administrators may be relatively reluctant to increase the extracurricular physical activity time for children due to concerns that this action will compromise children's academic performance. To investigate whether additional extracurricular physical activity time after school compromises the academic performance of schoolchildren. This cluster randomized clinical trial was conducted from October 2020 to June 2021 in Yudu, Jiangxi, China. Eligible children in grades 3 and 4 from 24 elementary schools were randomized to the intervention or control group. Primary analysis was conducted in the full sample using the intention-to-treat principle. The intervention group received 2 hours of after-school physical activity time outdoors on school days. The control group was free to arrange their after-school activity. The primary outcome was the between-group mean difference in mathematics test scores at the end of 1 academic year, with a noninferiority margin of -3.3 points. Standardized mathematics tests, physical fitness assessments (in reference to the 2018 National Physical Fitness Survey Monitoring Programme in China), and cycloplegic autorefraction were performed at baseline and the end of 1 academic year. Myopia was defined as a cycloplegic spherical equivalent refraction of -0.5 diopters or less in either eye. A total of 2032 children (mean [SD] age, 9.22 [0.62] years; 1040 girls [51.2%]) from 24 schools were randomized to the intervention group (12 schools; 1012 children) or control group (12 schools; 1020 children). The mean (SD) mathematics score at the end of 1 academic year was 78.01 (17.56) points in the intervention group and 77.70 (17.29) points in the control group. The adjusted between-group mean difference was 0.65 points (95% CI, -2.85 to 4.15). The adjusted between-group mean difference in physical fitness score was 4.95 points (95% CI, 3.56-6.34; P < .001) and -1.90% (95% CI, -18.72% to 14.91%; P > .99) in myopia incidence. Results of this trial indicate that, compared with the control practice of free play after school, adding 2 hours of extracurricular physical activity outdoors after school was noninferior in academic performance and had superior efficacy in improving physical fitness. ClinicalTrials.gov Identifier: NCT04587765.

THE ASSOCIATION BETWEEN CHILDREN EATING BEHAVIOUR AND PHYSICAL ACTIVITY DURING COVID-19

The pandemic of Coronavirus (COVID-19) has resulted in the imposition of home confinement and the indefinite extension of school closures. Several countries, including Malaysia, have enacted ‘lockdowns,' which prohibit people from engaging in outside activities. During this period, it leads to severe repercussions on individuals’ eating and lifestyle behaviour. These behaviours increased the risk susceptibility to weight gain, particularly if the quantity of daily physical activity was reduced as a result of the lockdowns period. There is a need to draw attention to the pandemic's long-term impact on children's eating behaviour and physical activity. Clearly, social isolation and stay-at-home orders issued in cities around the world restrict opportunities for children to engage in physical activity. In addition, COVID-19 may aggravate the risk of a shift towards an obesity epidemic among children. It is critical to tackle children’s eating and lifestyle behaviours during COVID-19 pandemic as these are intrinsically linked to the children's cognitive development, academic performance, and disease susceptibility. The purpose of the activity was to examine the association between the scores of the Children's Eating Behaviour Questionnaire (CEBQ), Physical Activity Questionnaire (PAQ-C) and Body Mass Index (BMI) among selected school children in Pahang during COVID-19. A total of 100 schoolchildren (37 males and 63 females) parents with children aged between 9-12 years completed an online survey which included a set of questionnaires to measure their own level of physical activity (PAQ-C) as well as that of their children’s eating style (CEBQ) during the lockdown period. During COVID-19, schoolchildren are not engaged in physical activity, it showed that only 32 children active compared to 68 children were inactive on doing physical activity per week. Predominantly, children underweight was 39, Normal BMI was 38 children, overweight was 21 children and obesity children was 2, from this descriptive data it showed that enjoyment of food and food responsiveness are related in this study. The Pearson Analysis indicated that there were significantly associated with BMI and CEBQ (P = 0·006 to &lt; 0·001). The physical activity scales revealed positively related to BMI (P = 0·048 to &lt; 0·001). In conclusion, the current findings underlined the growing need for strategies in preserving children’s health and development.

Parental burnout and adolescents’ phubbing: Understanding the role of parental phubbing and adolescents’ psychological distress

Given its negative consequences for children's mental health and academic performance, parental burnout has recently drawn researchers’ attention. However, its effects on children's behavior remain unclear. To fill this gap, this study examined the relationship between parental burnout and adolescents’ phubbing as well as the mediating roles of parental phubbing and adolescents’ psychological distress based on the family system theory. This study included 871 adolescents and their primary caregivers. Results indicated positive correlations between parental burnout, parental phubbing, adolescents’ psychological distress and adolescents’ phubbing. Parental burnout had a direct relationship with adolescents’ phubbing; it also had an indirect relationship with adolescents’ phubbing through the independent mediating roles of parental phubbing and adolescents’ psychological distress as well as the chain-mediating roles of these two factors. The findings contribute to our understanding of how parental burnout is related to adolescents’ phubbing and highlight the importance of attending to parental phubbing and adolescents’ psychological distress in preventing and intervening in adolescents’ phubbing.

ROLE OF CHESS ACHIEVEMENTS IN A PRIMARY SCHOOLCHILD’S LEARNING PROCESS

The aim of the article is to identify the role of chess achievement in the learning process and in enhancing learning motivation. The research was conducted using a complex set of quantitative and qualitative methods. The research was carried out by methods of a structured questionnaire survey (122) and an expert interview (15).Success in chess motivates a child to study mainly mathematics, native and foreign languages, while the other subjects are somewhat outside the scope of children's interests. Due to victories, learners strive to be the first in their studies, in sports and in all activities. The impact of chess is a positive shift in academic achievement and a change in aspirations for learning subjects.Comparing the results of the study conducted with parents and experts, it becomes clear that both parents and experts stress the role and impact of chess education on a child's academic performance, highlighting the role of sports victories as a tool to stimulate and enhance educational motivation. Frequent victories in sports tournaments are an encouraging factor for pupils to achieve educational success through participation in a number of subject, Olympiads increasing a child's desire to be involved in educational process.

The timing of parental unemployment and children's academic achievement.

In this study, I investigate the potential impact of parental unemployment on the academic achievement of children, with a particular focus on the child's age at the time of parental unemployment. While previous research has concentrated on isolated occurrences of unemployment, my study expands on this literature by examining the complete employment history of the parent over the child's life course and exploring how the effects of unemployment may vary based on similar past experiences. To achieve this, I combine population-wide data from the Danish administrative register with the results of mandatory Danish language tests administered in public schools since 2010 to determine whether parental unemployment affects academic performance at ages nine and fifteen. Using inverse probability treatment weighting of marginal structural models, I account for non-random unemployment occurrences and time-variant confounders that may partially mediate the effects of unemployment. My findings demonstrate that parental unemployment can have both persistent and immediate negative effects on children's academic achievement. Although no age period clearly emerges as especially sensitive to the impact of unemployment, the proximity of the unemployment event to the outcome measurement consistently results in a small negative effect on academic achievement. Additionally, the timing of unemployment appears to affect children's academic performance differently based on whether the mother or father experienced unemployment.

Estimating the Risk of Attention Deficit Hyperactivity Disorder (ADHD) in Parents of Children with ADHD and the Association with Their Children's Disease Severity and Adherence to Medication.

Attention deficit hyperactivity disorder (ADHD) is characterised by inattentiveness, hyperactivity, and impulsivity. Up to half of the affected children have a parent with ADHD. In this study, the risk of ADHD among parents of ADHD children was estimated. The associations between parental ADHD and child ADHD severity and medication adherence were determined. Parents of children and adolescents diagnosed with ADHD attending the University Kebangsaan Malaysia Medical Centre (UKMMC) were recruited between June to August 2022 and the administered Conners' Adult ADHD Rating Scale (CAARS) self-report short form, Vanderbilt ADHD Parent Rating Scale (performance section), and Medication Adherence Report Scale (MARS). Forty-five children with ADHD were recruited and 15 out of 45 (33%) parents were detected to have ADHD. ADHD severity was worse in children with ADHD parents for total severity (mean of 34.67 vs. 29.13, p = 0.047) and difficult behaviours at home (mean of 7.87 vs. 6.27, p = 0.036). The children's academic performance and behavioural challenges at home and school were positively correlated with the parental ADHD scores for 'inattention' and 'problems with self-care' subscales. A total of 33% of ADHD children had parents with ADHD. ADHD children with ADHD parents were more likely to have behavioural problems at home and more severe ADHD. However, no statistical significance was noted with medication adherence.

Tools or Toys? The Effect of Fidget Spinners and Bouncy Bands on the Academic Performance in Children With Varying ADHD-Symptomatology

Fidget tools – such as fidget spinners and bouncy bands – are advertised by manufacturers to improve academic performance in children. Therefore, these tools are often used in the classroom setting, either as a universal tool for all children or specifically for children with elevated ADHD-symptomatology. However, there is a paucity of ecologically valid research on the effectiveness of these tools in elementary school children. This study examined the effect of fidget spinners and bouncy bands on mathematics and listening performance of 233 children (53% boys, Mage = 9.10) in their regular classroom setting. ADHD-symptomatology was assessed by parent report and children’s movement was objectively measured by accelerometers. Linear mixed-effect models revealed that fidget spinners had an overall detrimental effect on academic performance, regardless of ADHD-symptomatology. Likewise, for the bouncy band an overall negative effect on children’s performance was found. However, further exploratory analyses suggested that for children with more symptoms of inattention the use of a bouncy band may reduce the negative effect of these symptoms on mathematics performance. Based on these findings, we advise against the use of fidget spinners or bouncy bands as universal therapeutic classroom tools to improve academic performance in elementary school children. More research is warranted on the potential beneficial effect of bouncy bands for children with elevated inattention symptoms.

The underpinning factors affecting the classroom air quality, thermal comfort and ventilation in 30 classrooms of primary schools in London

The health and academic performance of children are significantly impacted by air quality in classrooms. However, there is a lack of understanding of the relationship between classroom air pollutants and contextual factors such as physical characteristics of the classroom, ventilation and occupancy. We monitored concentrations of particulate matter (PM), CO2 and thermal comfort (relative humidity and temperature) across five schools in London. Results were compared between occupied and unoccupied hours to assess the impact of occupants and their activities, different floor coverings and the locations of the classrooms. In-classroom CO2 concentrations varied between 500 and 1500 ppm during occupancy; average CO2 (955 ± 365 ppm) during occupancy was ∼150% higher than non-occupancy. Average PM10 (23 ± 15 μgm-3), PM2.5 (10 ± 4 μgm-3) and PM1 (6 ± 3 μg m-3) during the occupancy were 230, 125 and 120% higher than non-occupancy. Average RH (29 ± 6%) was below the 40–60% comfort range in all classrooms. Average temperature (24 ± 2 °C) was >23 °C in 60% of classrooms. Reduction in PM10 concentration (50%) by dual ventilation (mechanical + natural) was higher than for PM2.5 (40%) and PM1 (33%) compared with natural ventilation (door + window). PM10 was higher in classrooms with wooden (33 ± 19 μg m-3) and vinyl (25 ± 20 μgm-3) floors compared with carpet (17 ± 12 μgm-3). Air change rate (ACH) and CO2 did not vary appreciably between the different floor levels and types. PM2.5/PM10 was influenced by different occupancy periods; highest value (∼0.87) was during non-occupancy compared with occupancy (∼0.56). Classrooms located on the ground floor had PM2.5/PM10 > 0.5, indicating an outdoor PM2.5 ingress compared with those located on the first and third floors (<0.5). The large-volume (>300 m3) classroom showed ∼33% lower ACH compared with small-volume (100–200 m3). These findings provide guidance for taking appropriate measures to improve classroom air quality.

Emotional intelligence of parents and academic performance of children in virtual platforms of the first grade of primary school in a private educational institution Sede Tacna AF 2021

El presente trabajo de investigación tuvo como finalidad determinar que existe relación entre la inteligencia emocional de los padres de familia y el rendimiento académico de los niños del primer grado de una institución educativa privada sede Tacna AF 2021, presentando resultados objetivos que arribaron en conclusiones que permitirán sentar las bases para afrontar en caso hubiese, otras etapas de confinamiento. En cuanto a la metodología esta investigación es de tipo básica, de nivel cuantitativo y diseño no experimental, relacional transversal. Se aplicó una encuesta censal donde se evidencia la influencia de la inteligencia emocional sobre el rendimiento académico. Del total de 64 padres de familia de niños que emplearon plataformas virtuales se evidenció que el 91.00% de ellos, con una aplicación adecuada de la inteligencia emocional, conllevaron al mejor rendimiento académico obteniendo logro destacado de los niños del primer grado y siendo el otro 9% quienes alcanzaron el nivel de logro esperado con un 0% de niños con nivel en proceso y en inicio. Con estos resultados se puede afirmar que la inteligencia emocional de padres de familia tiene influencia significativa en el rendimiento académico de niños en plataformas virtuales del primer grado de primaria de una institución educativa privada – sede Tacna AF 2021, logrando un 100% de logro destacado y esperado en esta etapa formativa.

Why does school socio‐economic composition matter to adolescents’ academic performance? Role of classroom climate and school resources

AbstractA growing literature has documented the importance of school socio‐economic status (SES) composition to children's academic performance, but the channels through which school SES affects individual achievement remain poorly understood. We investigate differences in 15‐year‐old children's reading performance across schools with different levels of mean SES composition in six European countries where children are sorted into different academic and vocational tracks after the age of 15. This study contributes to the literature on the role of school SES composition for students’ academic achievement by examining the extent to which individual student SES and academic aspirations, classroom climate and school resources account for school SES differences. Multilevel regression analyses of reading literacy scores from PISA 2018 indicate sizeable effects of school SES composition on reading achievement in each of the six countries, even after accounting for student SES. By limiting the analysis to students who had not yet been tracked based on their academic record or aspirations, we can better focus on the link between school SES composition and educational achievement. Our main finding is that school SES composition differences are more than a function of students’ own SES, as they also reflect classroom discipline, teaching practices, peer educational aspirations, and to a lesser extent, school resources.

Children's lived experience and perceptions of community members' influence on their schooling: a study in Uganda.

Global and national initiatives have successfully increased access to public education in low- and middle-income countries. However, many students in rural regions in these countries have high rates of absenteeism and drop-out, and low levels of academic engagement. Together, these significantly limit children's academic performance and achievement. One strategy that addresses these barriers seeks to engage members of the wider local community in schools. Most previous research focuses on adults' perspectives even though the potential benefit of community engagement is greatest when learners perceive it to be positive. Past research has also focused on community members structured engagement in activities within schools. This research provides a wider exploration of children's lived experience and perceptions concerning community members' influence on their schooling and learning. The aim was to gain a rich picture of how primary school students in rural Uganda perceive that community members' behavior helps or hinders their education. Qualitative data from students 10 to 13 years of age were collected through individual interviews that used the draw-and-talk technique (n = 20) and four focus group discussions. Seven broad categories of community members' actions were perceived to be positive (conflict resolution; supporting students' physical well-being; encouraging learning and positive behavior; reducing truancy; providing food and financial support; collective community work; and political representation). Four categories of community members' actions were perceived to have a negative influence (creating barriers to attending school; noise and other distractions; insecurity; and theft and vandalism). We conclude that carefully structured community involvement in schooling may improve the emotional and material support that facilitates students' continued school attendance and their motivation for learning. However, we also identify some limits on the role that local communities may be able to play in overcoming the challenges facing education in low- and middle-income countries.

Effect of an after-school physical activity program on physical fitness and academic performance of socioeconomically vulnerable children

Aim: To promote the practice of physical activity (PA) after school hours and verify the effects on the physical fitness and academic performance of children with socioeconomic vulnerability. Methods: The non-randomized experimental study was carried out in a school in a vulnerable area. Eighteen children performed 60 minutes of moderate-vigorous PA and 15 minutes of circuit exercise (muscle and bone strengthening) three times a week. The control group (n=10) only had school physical education as a weekly PA routine. To assess the program's impact, physical aptitude tests (pre- and post-test) were carried out in accordance with the recommendations of PROESP-Br and the School Performance Test, which assesses learning in three categories: reading, writing, and arithmetic. Results: Abdominal strength, flexibility, sprint, and lower limb power increased (d-Cohen&gt;0.20). Regarding academic performance, the effect was moderate (d-Cohen&gt;0.50) for reading and total scores. The effect size was small (d-Cohen&lt;0.50) for arithmetic and writing. Conclusion: An after-school PA program positively impacts physical fitness and academic performance in socioeconomically vulnerable children. The level of impact varies between small and medium according to different physical fitness capacities. School is an enabling environment for children to meet the World Health Organization PA recommendations.