Common School Research Articles

Prevention of Childhood Adversities and Children’s Common Mental Disorders and School Grades

Adversity during childhood can limit children's chances of achieving their optimal developmental and psychological outcomes. Well-designed observational studies might help identify adversities that are most implicated in this, thereby helping to identify potential targets for developing interventions. To compare the association between preventing childhood poverty, parental mental illness and parental separation, and the population rate of offspring common mental disorders (ages 16-21 years) or average school grades (age 16 years). A population-based, longitudinal cohort study using Swedish registries was conducted. A total of 163 529 children born in Sweden between January 1, 1996, and December 31, 1997, were followed up until their 21st birthday. They were linked to registries using Sweden's national personal identification number. Children were linked to birth parents, hospital records, and school data. Parents were linked to registries containing health, income, sociodemographic, and obstetric data. Analyses were conducted between January 10, 2021, and August 26, 2022. Childhood adversities of relative poverty (household disposable income <50% of the median), parental inpatient admission for a mental illness, or parental separation. Adversities were categorized into developmental periods: ages 0 to 3, 4 to 7, 8 to 11, and 12 to 16 years. The main outcomes were children's hospital records with a diagnosis of anxiety or depression between ages 16 and 21 years and school grades at the end of compulsory education (age 16 years). The parametric g-formula modeled population changes in outcomes associated with the counterfactual, hypothetical preventing adversity exposures, accounting for fixed and time-varying confounders. Adjustments were made for parental demographic characteristics, obstetric variables, and socioeconomic data at birth. A total of 163 529 children were included in the cohort (51.2% boys, 51.4% born in 1996). Preventing all adversities was associated with an estimated change in the prevalence of offspring common mental disorders from 10.2% to 7.6% and an improvement in school grades with an SD of 0.149 (95% CI, 0.147-0.149). Preventing parental separation provided for the greatest improvement, with an estimated 2.34% (95% CI, 2.23%-2.42%) fewer children with a common mental disorder and an improvement in school grades by 0.127 SDs (0.125-0.129). Greater improvements were shown by hypothetically targeting adolescents (age 12-16 years) and those whose parents had a mental illness when the child was born. The results of this cohort modeling study suggest that preventing childhood adversity could provide notable improvements in the rates of common mental disorders and school grades. Many children might achieve better life outcomes if resources are properly allocated to the right adversities (parental separation), the right groups (children with parental mental illness), and at the right time (adolescence).

Good behavior game - study protocol for a randomized controlled trial of a preventive behavior management program in a Swedish school context.

Early conduct problems and school failure are prominent risk factors for several adverse outcomes in later life. With the potential of reaching many children at early stages of their life, school-based interventions constitute a valuable approach to universal prevention. Good behavior game (GBG) is a promising school-based behavior management program, having shown immediate reductions in conduct problems along with several long-term positive effects. Adapting interventions to new contexts may however affect their effectiveness. The current study aims to evaluate the effectiveness of a Swedish adaption of GBG under pragmatic conditions. The intervention is hypothesized to reduce conduct problems in the classroom (primary outcome). Secondary analyses will investigate changes in conduct problems in common school areas, classroom climate, teacher collective efficacy, on-task behavior, as well as investigating behavioral management practices, implementation, and barriers to implementation. This is a cluster-randomized trial with two parallel groups. Schools will be randomized (1,1, stratified by their areas sociodemographic index score) to be provided training in GBG or perform business-as-usual. The intervention and data collection lasts for a school year. Data will be collected at three time points: at baseline in the beginning of the school year (prior to training in GBG), after three months, and after nine months (at the end of the school year; primary endpoint). Data consists of teacher-rated measures of conduct problems, classroom climate, teacher collective efficacy, behavior management practices, and implementation factors, along with demographic factors. In addition, data will be collected by independent and blinded observers using corresponding measures in a subset of randomly chosen classrooms. Procedural fidelity will be rated and collected by GBG-trainers during nine observations throughout the school year. Statistical analysis will include frequentist intention-to-treat analysis, and comparisons of estimates with a corresponding Bayesian model using weakly informative priors. The study has currently completed data collection. This study will provide knowledge in universal prevention and school-based interventions with high reach, as well as specific knowledge concerning the effectiveness of an adapted version of GBG under real-world conditions, along with factors affecting its implementation and effects. ClinicalTrials.gov, identifier NCT05794893.

O.4.3-8 Associations of subjective social status with physical activity and sedentary time among lower secondary school students

Abstract Purpose The low level of physical activity among young people has become a common societal concern. This study sought new information on the background to adolescents’ physical activity. The aim was to determine whether adolescents’ subjective social status is related to their physical activity. Methods The data was collected as part of follow-up research and evaluation of the Finnish Schools on the Move programme in 2012–2015. The data was collected through student surveys, measuring adolescents’ physical activity with accelerometers, and observing and interviewing secondary school students. The associations between adolescents’ subjective social status and physical activity, as well as the factors related to the subjective social status were studied using both quantitative and qualitative methods. Results Adolescents’ subjective social status was associated with physical activity. The subjective social status in school was positively associated with whole-day moderate- to vigorous-intensity physical activity. Adolescents’ high perceived social status in school was significantly associated with physical activity among boys and girls during break times, participation in planning break-time activities among girls, and participation in arranging common school events among boys and girls. Subjective social status in school was negatively associated with sedentary time in school. A high subjective social status in school was also associated with more opportunities for activity created with schoolmates. A high subjective social status was also associated with a wider environment for physical activities in school, which were related to the interactive relationships between adolescents. There were school premises that not everyone had access to, and one limiting factor may be the low subjective social status in school. Conclusions The different subjective experiences of school-based social networks are linked to adolescents’ physical activity and should be taken into account when considering the possibilities of increasing adolescents’ physical activity. Although the foundation of an active lifestyle is largely built on one’s own family, the school still has the potential to compensate for differences in family background with its own actions. These interventions should place greater emphasis on peer relations and youth participation rather than the role of school staff. Support/Funding Source The Ministry of Education and Culture of Finland.

The Common School Awakening: Religion and the Transatlantic Roots of American Public Education by David Komline (review)

The Common School Awakening: Religion and the Transatlantic Roots of American Public Education by David Komline (review)

Learning Improvement Science to Lead: Conditions that Bridge Professional Development to Professional Action

Background: As more education practitioners adopt techniques of improvement science to address problems of practice, there is an increasing demand for leaders with the knowledge and capacity to lead improvement efforts. However, little research explores how school leaders learn to lead improvement science in their school context or the challenges they may face in doing so. To ensure leaders are supported in learning increasingly common school improvement frameworks, there is a need to understand better the contextual conditions that may influence how practitioners come to learn and lead improvement science in their school contexts. Purpose: The purpose of this research paper is twofold: first, to understand how contextual conditions throughout a learner’s journey into, during, and after an educational leadership program could influence aspiring and current leaders’ efforts to lead improvement science. Second, the study aimed to explore the broader question of how context influences a practitioner’s ability to mobilize new knowledge into action. The researchers introduced the concept of “improvement science fluency” as a methodological contribution to specify the capabilities required to learn and lead improvement science effectively. The research question guiding the inquiry was: “What are the conditions that influenced the development of educational leaders’ improvement science fluency?” Research Design: The study focused on participants who completed a 10-week improvement science course as part of an educational leadership preparatory program at a large public university in Southern California. The research team conducted semistructured interviews with 17 participants who met the inclusion criteria of recalling and using the course concepts in their work since graduating from the program. Interviews were audio-recorded, transcribed, and coded using a weighted coding schema to assess participants’ improvement science fluency in guiding principles, tools, and dispositions. The research team analyzed the data to identify conditions that influenced participants’ application and adaptation of improvement science, categorized as professional experiences prior to the course, experiences within the course, and conditions in the organizational environment post-course. Contrasting cases were considered to enhance the robustness of the analysis and acknowledge potential variations within the dataset. Conclusions/Recommendations: The findings provided insights into the contextual factors that challenge or support the application of improvement knowledge to action, offering implications for designing and enhancing school leadership preparation programs to cultivate effective educational leaders for sustainable school improvement. The study emphasizes that organizational role and slack play a crucial role in shaping practitioners’ authority, opportunities for practice and application, and access to continued training and coaching, ultimately impacting their fluency in improvement science. To effectively support moving improvement knowledge to action, the paper recommends: (1) activating prior knowledge to prepare for future learning; (2) attending to the importance of the learning problem and its relevance to practitioners’ roles, scaffolding for role by providing support for practicing new knowledge within professional contexts; (3) addressing the organizational context to create an environment conducive to innovation; and (4) offering follow-up learning opportunities through sustained communities of practice. The study concludes that changing practice is not solely a matter of will and skill but requires careful attention to the broader context before, during, and after the learning experience to support innovations in practice effectively.

High school mathematics texts construction of statistics practices

IntroductionA robust understanding of statistics has become crucial in our data centric societies. In the school setting the teaching of statistics is situated within the mathematics curriculum in the U.S. However, many mathematics teachers often have little to no past experiences with statistics before teaching it. Given such circumstances, textbooks likely play a strong role influencing the statistics curriculum teachers enact for students. In this study, I investigate how the discourse of two common high school textbook series form what the actions are for doing statistics.MethodsFor this study I used a Foucauldian discourse analysis to inductively analyze the texts for the actions they create.ResultsOne of the main results of the study was that the actions are very routinized/algorithmic in nature. Furthermore, most actions were associated with analyzing data. I also contrast the findings of the analysis to the discourse of the field of statistics education, namely through the Guidelines for Assessment and Instruction in Statistics Education, which highlighted some significant absences including statistical questions to drive investigation and discussion of collecting data.DiscussionThe findings have implications for teacher education in terms of topics to focus teachers’ attention on and to help provide them further support with teaching to their students.

Using Automated Web Scraping to Document Variation in Sodium Content of Common School Meal Entrees

Using Automated Web Scraping to Document Variation in Sodium Content of Common School Meal Entrees

Experiences of neurodivergent students in graduate STEM programs.

Despite efforts to increase the participation of marginalized students in Science, Technology, Engineering, and Mathematics (STEM), neurodivergent students have remained underrepresented and underserved in STEM graduate programs. This qualitative study aims to increase understanding of the experiences of neurodivergent graduate students pursuing advanced degrees in STEM. In this analysis, we consider how common graduate school experiences interface with the invisibility of neurological diversity, thus contributing to a set of unique challenges experienced by neurodivergent students. In this qualitative study, 10 focus group sessions were conducted to examine the experiences of 18 students who identify as neurodivergent in graduate STEM programs at a large, research-intensive (R1) university. We used thematic analysis of the transcripts from these focus groups to identify three overarching themes within the data. The findings are presented through a novel model for understanding neurodivergent graduate STEM student experiences. The findings suggest that students who identify as neurodivergent feel pressure to conform to perceived neurotypical norms to avoid negative perceptions. They also may self-silence to maintain stability within the advisor-advisee relationship. The stigma associated with disability labels contributes a heavy cognitive and emotional load as students work to mask neurodiversity-related traits, navigate decisions about disclosure of their neurodivergence, and ultimately, experience significant mental health challenges and burnout. Despite these many challenges, the neurodivergent graduate students in this study perceived aspects of their neurodivergence as a strength. The findings may have implications for current and future graduate students, for graduate advisors who may or may not be aware of their students' neurodivergence, and for program administrators who influence policies that impact the wellbeing and productivity of neurodivergent students.

The Culture of Digital Academic Commissions: An Exploratory Research

Academic integrity is one of the transmitted values in the education process. However, due to the impact of unstoppable growing technology, accompanied by the effect of COVID19 pandemic to education processes, digital paid academic services became popular among students. This study aimed to explore the culture of paid digital academic services using the principles of covert observation utilizing the cyberethnographic design of qualitative research. The culture of paid academic services in Facebook groups were subjected to this study by analyzing the posts in the group pages. The observations are the following: (1) Academic servants are from different spectrum of educational qualifications, (2) services offered vary, (3) requests of potential clients are (a) to prepare common school requirements, (b) proxy to quizzes or performance tasks, (c) partial or full aids to their thesis, and (d) some notable observations. It was also observed that there are scamming schemes in the group. In the digital era, it is difficult to control paid academic services. Thus, ethically acceptable paid academic services must be clearly defined. Teachers and school administrators are advised to devise a policy on their classes/ school relative to pressing concerns of paid digital academic services. Keywords: Education, Academic Services, Covert Observation, Philippines

The no running, the ladder and the suspension! The path taken by a student with Autism Spectrum Disorder in the common school

This study investigates the inclusive process of a student with Autism Spectrum Disorder. It aims to understand the meanings that the student attributes to the way he/she experiences his schooling processes. The research is based theoretically and methodologically on the historical-cultural perspective of human development and is based on biographical studies by bringing the narrative to the production of empirical work. The data were constructed in a municipal public school in a medium-sized city in the interior of the state of São Paulo, during the 2019 school year. The results point to the need for an educational change that promotes to this student opportunities not only to be in the social environment, but to act in it, as protagonists, as subjects capable of learning and developing.

Curricular justice and contemporary schooling: Towards a rich, common curriculum for all students

Despite the commitment by governments and educational leaders to high-quality and high-equity systems, the defining features of contemporary schooling in Australia and elsewhere are increasing inequality and the uneven distribution of educational opportunities and outcomes. Therefore, it is timely to consider what the concept of curricular justice means for schooling in the twenty-first century. This paper argues for a rich, common curriculum that provides all young people with learning choices that have relevance to their worlds, contribute to the preparation for work or further education, alongside opportunities for engagement with a broader knowledge base connected to critical understandings of culture and society. We contend that a knowledge + plus curriculum is one that is committed to the tripartite social justice principles of redistribution, recognition and representation, which brings together powerful knowledge and young people’s community funds of knowledge in a common curriculum. Such a common curriculum is essential for a common schooling, which can deliver on the promise of a high-quality and high-equity education system for all young people.

Современное образование в контексте идей В.И. Вернадского о ноосфере

The paper provides a review of the existing common education in Russia in the context of V.I. Vernadsky’s ideas of the noösphere. An analysis was made of the compliance of the content of educational standards and exemplary educational programs for the common education school with V.I. Vernadsky’s main ideas of the noösphere.

An African American Dilemma: A History of School Integration and Civil Rights in the North by Zöe Burkholder

Reviewed by: An African American Dilemma: A History of School Integration and Civil Rights in the North by Zöe Burkholder Campbell F. Scribner (bio) Education, Education history, African Americans, Civil rights, Integration An African American Dilemma: A History of School Integration and Civil Rights in the North. By Zöe Burkholder. (New York: Oxford University Press, 2021. Pp. 297. Cloth, $34.95.) An African American Dilemma is Zöe Burkholder's third book about the history of racial inequality in American education, and like her previous offerings it provides a rigorous, insightful, and unsparingly clear treatment of its subject. The book's title refers to Gunnar Myrdal's classic, An American Dilemma, which examined the cycle of hatred and dispossession that sustained American racism during the early twentieth century. 1 Confronting the issue from the perspective of Black students, parents, and community leaders, Burkholder introduces a second dilemma: namely, whether to pursue civic equality through racially integrated schools or to build sustaining communities in racially separate schools. Both approaches came with tradeoffs and shortcomings, and the persistence of anti-Black racism meant that neither could be implemented entirely on its own terms. Indeed, as Burkholder observes, "neither has been entirely successful," but it is for that very reason that "both ideals—integration and separation—reappear with each new generation" (4). Burkholder's task, and the real strength of the book, is to forgo simplified endorsements of either integration or separation—to accept the conflict over Black schooling as a genuine dilemma—and to demonstrate how intelligent and good-faith actors made difficult (and different) decisions based on the particularities of their own times and places. The book's historical analysis extends into the 1970s, but readers of this journal will probably take greatest interest in the opening chapter, which describes Black education in the North from the end of the eighteenth century to the beginning of the twentieth century. Burkholder synthesizes a number of recent studies with her own archival research to present one of the best overviews of Black education in the early nineteenth century to date. There are a few touchstones with which any historian of the period will be familiar: Judge Lemuel Shaw's rejection of Sarah Roberts's plea to integrate the Boston public schools (28–29), for instance, or the attack on Prudence Crandall's female academy (17), both of which speak to the era's institutional racism and vigilante violence. To these, Burkholder adds a [End Page 193] cast of lesser-known activists and settings, from cities like Cincinnati and Detroit and a number of small towns across the North. None of these communities followed a prescribed path for Black public education. Neighboring towns took sharply different approaches to challenging or working within implicitly segregated school systems (36). Some parents found that exclusion from common schools or abuse by white teachers made separate schools the most desirable option for their children. Others valued the proximity and academic quality of the common schools and fled segregated institutions at the first opportunity. Some insisted on common schooling as the path to equal citizenship, while others saw it as the most practical means to good education. It is precisely this sort of variety, complexity, and unpredictability that sustains the vitality of Burkholder's dilemma, and which offers a richly nuanced narrative. Unsurprisingly, the same contingency led to bitter political struggles between and within Black communities. For integrationists, hard-won access to common schools could not be jeopardized by internal dissent. Thus, Frederick Douglass wrote in 1847, "We should feel the most intense mortification if, while many of the most respectable white people of this city should be in favor of admitting our children to equal privileges in the use of our common schools, a single colored man should be found opposed to the measure" (29). Integrationists also accused their opponents of selfishness, arguing that they were merely trying to protect Black teachers, whose livelihoods depended on separate schools. "Should thousands [of children] be losers that a few be gainers?" they demanded (38). For their part, separatists pointed out that white teachers, whether in common or "colored" schools, "are nearly always mentally, morally, or financially bankrupt, and...

On the Threshold of Education: Race and Antebellum Schooling in the Text and Context of the Colored American

I examine African American educational writing in the Colored American newspaper against the backdrop of white notions about common schooling. Along the way, I explore how the fusion of racial and educational discourses combine with social factors to influence competing conceptions of the common schoolhouse in the antebellum North. White reformers, despite employing the democratic language of universal education, imagined the schoolhouse as a site where whites could be cultivated as national citizens and nonwhites, specifically African Americans, rendered noncitizens. They created a fantasy of the schoolhouse as a site that paradoxically produced national unity and perpetuated social fracturing through racial division.

Agents of Reform: Child Labor and the Origins of the Welfare State by Elisabeth Anderson

Reviewed by: Agents of Reform: Child Labor and the Origins of the Welfare State by Elisabeth Anderson Jaclyn N. Schultz Agents of Reform: Child Labor and the Origins of the Welfare State. By Elisabeth Anderson. Princeton: Princeton University Press, 2021. xviii + 362 pp. Elisabeth Anderson argues in Agents of Reform that the welfare state's origins lie in child labor laws, yet the book's main focus is the eponymous "agents of reform" who pushed for such legislation. Anderson takes a social scientific approach to understanding these middle-class reformers who, with varying degrees of success, tried to convince legislators in nineteenth-century continental Europe and the United States to protect workers (especially children and women) from capitalist exploitation. Anderson concludes that such reformers were required for any real political movement on worker-related issues, particularly in times and places where organized labor was weak. Moreover, Anderson's framework theorizes that middle-class agents of reform were more likely to see their goals realized when they articulated the need for reform [End Page 313] vis-à-vis dominant discourses (which were often paternalistic), formed powerful alliances, and creatively problem-solved when facing barriers to success. Agents of Reform is a transnational comparative history in two parts. Part I focuses on the development of child labor laws during the first half of the nineteenth century, most of which were tied to education and were undesirable to the working class. Part II moves to the second half of the century and factory inspection laws that enforced earlier child labor laws. In these cases, reformers often worked to enact factory inspection with the help of labor movements. Throughout Agents of Reform, Anderson details the social, economic, and political contexts that reformers operated in as well as the backgrounds and political activism of the reformers themselves. Most of these agents of reform will be new to readers, but familiar faces such as Florence Kelley also appear. It is the depth and breadth of child labor law history that make Agents of Reform an impressive must-read not only for historians of child labor, middle-class reform, and the welfare state but also for those studying education, capitalism, and labor. In part I alone, Anderson compares two reformers in laissezfaire Prussia while tracing the eventual passage of child labor laws, in part, to compromises with chambers of commerce; she compares the cases of France and Belgium and argues that France passed child labor laws when Belgium did not because their agent of reform was flexible and effectively articulated and cited his proposal; she likewise relates the common school movement in Massachusetts to uncontroversial child labor laws there. In part II, readers are guided through a chapter each on the passage of toothless factory inspection laws in Germany, what Anderson calls "conciliatory" factory inspection laws in Massachusetts and, finally, robust factory inspection laws in Illinois that gave women enforcement powers. These six chapters collectively reveal the painstaking work that went into reconceptualizing the government as a protector of children and workers at a time when economic liberalism was at its height. This rich synthesis of child labor reform histories may, however, overshadow Anderson's social scientific framework as the highlight of Agents of Reform. As a trained social scientist, Anderson seeks to objectively answer the question of why some "states" passed labor laws protecting children while others did not. Across case studies, Anderson compares reformers, whom she refers to as policy or administrative entrepreneurs (the former push for legislation while the latter work from within bodies that administrate law), using variables including their abilities to effectively frame policy proposals, compromise, and signal expertise. Yet while these are collectively meant to be predictors of a reformer's success, Anderson's definition of success is ambiguous, particularly in part II. Moreover, her variables shift the focus away from other crucial factors in [End Page 314] child labor history. For example, at the times when Massachusetts passed child labor laws and Illinois passed factory inspection laws, both states were run by a single party (Whigs and Democrats, respectively) that supported the legislation. In the case of Belgium, which did not adopt child labor laws during the 1830s, child labor was...

An African American Dilemma: A History of School Integration and Civil Rights in the North

Zoë Burkholder, professor of educational foundations and director of the Holocaust, Genocide, and Human Rights Education Project at Montclair State University, has written an essential account of the complex and often troubling history of America's implementation of meaningful school integration strategies. In particular, the author focuses upon the northern United States and its frequently uncomfortable legacy, as reflected in failed educational integration in its many diverse school districts, both urban and suburban. As Burkholder states, “the North is an imagined landscape as much as a physical one; a place that has long been associated with freedom and opportunity for African Americans. This study focuses specifically on communities north of the Mason Dixon line and east of the Mississippi River where the largest Black communities developed over the course of the first and second Great Migrations” (p. 5). As a social history, An African American Dilemma also explores, as is referenced on several occasions, the same racial divides and challenges that Gunnar Myrdal confronted in his classic An American Dilemma (1944). As Burkholder declares, her book “emphasizes white racism as the cause of the African American dilemma, or the question of whether school integration or separation provides the best route to equality and justice” (p. 8). The analysis follows a chronological format beginning with the common school movement in 1840. Organizationally, the chapters unfold in the following manner: introduction; chapter 1, “Caste Abolished: Integration for Freedom, 1840–1900”; chapter 2, “The Education That Is Their Due: Separation for Racial Uplift, 1900–1940”; chapter 3, “A Powerful Weapon: Integration for Equality, 1940–1965”; chapter 4, “Conflict in the Community: Separation for Black Power, 1966–1974”; chapter 5, “An Armageddon of Righteousness: Integration for Justice, 1975–Present”; and conclusion. The chapter titles reflect a broader intellectual focus than simply defining the integration debate through the prism of Brown v. Board of Education (1954), which falsely suggests that integration is a solved southern educational problem.

Ethical sense, medical ethics education, and maieutics

Context The toolbox of instructional methods available to medical ethics educators is richly stocked and well-catalogued. However, the history of ideas relating to its contents is relatively under-researched in the medical education literature. History This paper proposes an approach to professional medical ethics education that adapts the ancient maieutic, question-asking method associated with Socratic dialogue, and particularly its uptake in educational theory developed by nineteenth and twentieth century American pragmatic philosophers, who in turn were profoundly influenced by the eighteenth century Common Sense school of philosophy from the Scottish Enlightenment. Theory The ‘ethical sense’ postulated in this article is a distant echo of moral sense in Scottish Enlightenment thought. However, ethical sense as posited here is not the natural faculty variously theorised by Scottish Enlightenment philosophers such as Francis Hutcheson and Thomas Reid, but derives from the pre-understandings of students with respect to professional medical ethics. Conclusions The ethics educator can engage the ethical sense of students through maieutic ‘teaching and learning by asking’ in relation to actual clinical narratives, beginning not with the teacher’s questions but importantly with those of the learners based on what they would need to know in order to determine the professional ethical obligations entailed.

Lessons in a Green School Environment and in the Classroom: Effects on Students' Cognitive Functioning and Affect.

The positive impact of short-term exposure to nature during a green recess in a school day is documented in the literature. In this study we investigated cognitive, academic, and affective effects of a single contact with nature during a regular school lesson in the greenness, compared to an usual classroom lesson, on young students in second and third grades (N = 65). In a within-subjects design, for the cognitive effects we examined children's (a) selective and sustained attention and (b) math calculation performance in common school tasks. For affective effects we considered (c) their positive and negative mood and (d) the perception of environmental restorativeness. Findings revealed that after a single lesson taught in the green school garden, children had greater selective attention and math calculation performance in two tasks than after a similar lesson in the classroom environment. Moreover, children with higher self-reported emotional difficulties showed greater selective attention and reported a statistically significant increase in positive affect and a tendency to a significant decrease in negative affect after the lesson in the greenness than in the classroom. Students also perceived the green space as more restorative than the classroom environment. Results are discussed against theories on the benefits of exposure to natural environments, highlighting the theoretical and practical significance of the study.

SPECIALIZED EDUCATIONAL SERVICE (SES) AS A TOOL OF ACCESS IN THE INCLUSIVE PROCESS

The present study aims to discuss and understand the implementation and organization of Specialized Educational Assistance-SEA while tool for accessing the inclusive process in the Brazilian educational system. It examines the organization, the implementation process and the methodology of this new educational model, through the most recent theoretical and legal assumptions. A debate was developed around the characteristics and challenges that permeate special education as a priority service for the inclusive process of students with disabilities, autistic spectrum disorder and high abilities/giftedness in ordinary schools, with a view to meeting their needs, in a so that they can overcome the barriers imposed by the common school and participate in their class with autonomy. The present article favored the qualitative approach and the bibliographic research as a technique. The study was based on national and international legal texts and on the concepts of Mantoan (2010), Glat &amp; Ferreira (2005), Smith (2008), Dorziat (2015), Fávero (2005), Minayo (2001), among others.

Education in the French Outermost Regions: Interculturation as a basis for a necessary work of memory?

The French outermost regions are fully part of the European Union though they are geographically distanced from continental France. Moreover, these regions inscribe within France’s history though they also have their own history apart from France, a history grounded within their geographical surroundings but also a history between slavery and colonization. In 2022, education is still both a priority and an enigma for the French government when it comes to its outermost regions (Guadeloupe, Guyana, La Reunion, Martinique, Mayotte and Saint-Martin). Strong differences have been pointed out between these environments and metropolitan France regarding the education system and its efficiency. The main issue for the French government is indeed that the Outermost regions are different from metropolitan France but they are also very different from one to another. These various disparities make it difficult to think of a common school system and curriculum. The goal of this article is to provide an update on education issues France has to deal with regarding its outermost regions. We will then investigate how these issues can be related to memory matters, both individual and collective, and how an intercultural perspective can be regarded as a basis for a necessary work of memory towards a more appropriate educational system.