School Community Research Articles

Fostering Faithful Praxis: Tracing Educators’ Affective Turning Points in an Australian Islamic Teacher Education Program

There has been a rise in Islamic schools in Australia, a trend similarly seen in other Western countries, and yet limited opportunities for teacher preparation on what it means to impart an Islamically grounded education. This study utilizes qualitative research methods, specifically portraiture to shed light on the experiences of in-service Islamic school educators, with varied backgrounds and religious affiliations in a cohort of the Graduate Certificate in Education (Islamic Education) program in Australia. This faith-based teacher education program aims to foster “faithful praxis”, and recenter the Divine in teaching and learning. The research focused on analysing transformative affective shifts as reflected in the program’s final portfolios. Portraits of four participants reflect a reconceptualization of education as a holistic process that aims to nurture the whole student: mind, body, and soul. The portraits also highlight awakening experiences that signify the role of reflexivity and self-reflection of the educator so that educational renewal is of the whole collective in the school community. Implications of this study signify the role of spirituality in teaching and learning and the importance of moving beyond conventional and secular models of teacher education programs.

Development of Website-based Construct 2 Interactive Multimedia for Grade IV IPAS Learning Content at SD Negeri Jatibarang 03

<span>Learning media is a tool used by teachers to help convey material in the learning process. The results of observations show that in learning teachers only use the lecture method and tend to use textbooks as a means of teaching so that students are less enthusiastic in participating in learning. This research aims to develop website-based construct 2 interactive multimedia products as IPAS learning media on the material of various landscapes and livelihood professions of class IV elementary schools. This research is a type of Reseach and Development research with the ADDIE development model (Analysis, Design, Development, Implementation, and Evaluation). The instruments used are questionnaires and tests. Validation results from media experts 91.6% and material experts 90% get the category "very feasible" to use. Website-based construct 2 interactive multimedia gets a very good response from teachers and students. The results of the teacher's response were 90.9% and the results of the students' response were 90%. The results of the effectiveness test of website-based construct 2 interactive multimedia got an N-gain of 0,770 in the "High" category. Thus it is concluded that website-based construct 2 interactive multimedia can be said to be very feasible to use in learning activities and very effective for improving student learning outcomes, especially in IPAS learning material on the variety of landscapes and livelihood professions of class IV elementary school communities.</span>

A study of the correlation between residents’ humanistic care skills and their level of emotional intelligence—A cross-sectional survey

BackgroundThere is variability in the structure of junior doctors’ knowledge of humanistic medicine. The level of residents’ emotional intelligence affects their professional development and the doctor-patient relationship. Currently, there is a paucity of research examining the humanistic competence and emotional intelligence of medical residents, both domestically and internationally.The primary objective of this study was to scrutinize the prevailing status of residents’ humanistic competence and emotional intelligence levels, aiming to assess the correlation between humanistic competence and emotional intelligence.MethodsA cross-sectional survey using the Demographic Characteristics Questionnaire, the Humanistic Care Competence Scale, and the Emotional Intelligence Scale was conducted in September 2022 among residents of a tertiary general hospital in Sichuan Province. The relationship between humanistic care competence scores and emotional intelligence scores among residents was analyzed using Pearson correlation analysis and multiple linear regression analysis.ResultsThe mean score of residents’ humanistic care competence was 188.82 ± 20.80, and the mean score of emotional intelligence was 87.08 ± 13.49.The Pearson correlation results demonstrated a significant correlation (r = 0.400, p = 0.000) between the level of emotional intelligence and humanistic care competence. The results of multiple linear regression analysis indicated that self-emotional appraisal, emotional appraisal of others, emotional control, emotional use, and school community work experience independently predicted humanistic care competence.ConclusionThe scores for residents’ humanistic care competence were notably low, influenced by a multitude of factors that also exhibited varying levels of impact on emotional intelligence development. Emotional intelligence was positively associated with humanistic care competence. Emotional intelligence is an important consideration in the development, implementation, and evaluation of humanistic care interventions. Residency programs should provide education and training in humanistic competencies to improve residents’ levels of emotional intelligence and promote the overall health of society.

Unveiling Barriers: Challenges to Access High-Quality Education in South African Music Schools for Underprivileged and Marginalised Communities

Unveiling Barriers: Challenges to Access High-Quality Education in South African Music Schools for Underprivileged and Marginalised Communities

Significance of Educational Leadership Styles on Pupils Academic Achievement in Primary Public Schools in Morogoro Municipality, Tanzania

The study investigated the significance of educational leadership styles towards academic achievement in primary public schools in Morogoro Municipality. A convergent research design was employed. Utilizing a mixed-methods approach, the study targeted teachers and heads of schools, with simple random sampling used for teachers and purposive sampling for heads of schools, resulting in a sample size of 77 respondents. Data were gathered through questionnaires and semi-structured interviews, and analyzed using descriptive statistics for quantitative data and thematic coding for qualitative data, aligning with the study’s research objectives. The study found that, effective leadership styles significantly impact academic performance in primary public schools. Visionary, supportive, and collaborative approaches, coupled with clear communication, create a positive school culture, motivate students, and improve teacher-student interactions, thereby enhancing academic success. The study recommended that school leaders adopt these styles, prioritize vision and support, and foster collaboration to boost educational outcomes. Providing professional development for leaders and encouraging a culture of continuous feedback will further align leadership practices with the needs of the school community, ultimately supporting student success and driving academic excellence.

Evaluating the Role of Electronic Security Surveillance in Enhancing Safety in Secondary Schools: A Case Study of Trans Nzoia County, Kenya

Secondary school safety is critical to sustaining comparable academic performance outcomes. However, there are so many threats that affect the safety of schools that make up this necessity throughout the world. Security challenges in secondary schools in Kenya includes fires, theft and radicalization have been witnessed in school. Nevertheless, the application of electronic security surveillance systems still remains rather low. They work under very high risks and many schools in Trans Nzoia County are especially vulnerable leaving the school community at risk. This research aimed at evaluating the extent to which these systems enhance safety. Based on Situational Crime Prevention Theory and Contingency Theory, the study adopted descriptive survey research design and targeted 14 second schools with previous security threats and deployed with surveillance systems. Participants were 14 principals, 14 boarding teachers, 14 security personnel, 70 students- 10 students from each of the 7 schools, County Director of Education, and the Chief Fire Officer. The sample size for the study was 128 respondents. Data was collected using questionnaires, interview schedules and Focus Group Discussions. The data was analysed through using Social Package for Social Sciences version 25. Regarding electronic surveillance system improvement of school security, 80.8 percent of respondents supported its effectiveness. When national ICT and school safety policies had been included, it was found that the improvement of these systems for the safety of schools has proved 40.9% different (R² = 0.409, F (2, 75) = 26.003, p = 0.000). Of all the forms of surveillance, the study noted that CCTV cameras were the most widely used in secondary schools. That being said, the efficiency of their use in achieving safety objectives was somewhat hampered by operational obstacles. The study therefore suggests that while emphasizing on the use of additional technologies like fire alarms, burglar alarms, Metal detectors and Biometric systems, the school management boards in collaboration with Ministry of education and ICT should devise way of extending the use of such gadgets. Secondly, to guarantee full coverage of the school premises, it is necessary to step up investment in electronic security systems, and improve the support of personnel pertaining to the detection of threats.

Exploring identity building, language transmission and educational strategies for immigrant d/Deaf multilingual learners

ABSTRACT This article, grounded in sociolinguistics, examines the identity building, language transmission and educational strategies of immigrant d/Deaf multilingual learners (IDML). The scientific literature mainly focuses on a single pair of languages – the national spoken language and the national signed one. For example, Deaf Studies traditionally analyse the situation of the White Deaf user of English and American Sign Language (ASL). A major change has recently occurred with the emergence of multilingual, multicultural and inclusive Deaf Studies. At the same time, professionals and members of the school community regularly have to face the increasing diversity of d/Deaf students’ profiles. Qualitative data were collected on an IDML cohort residing in and attending primary or secondary schools in France from families who use a spoken or signed language other than French or French Sign Language (LSF) at home. The main results reveal how the building of d/Deaf identity depends on linguistic and cultural transmission within families and to what extent the diversity of IDML is considered in educational strategies at school. The goal of the present paper is to stress the urgent need for this new and crucial research area on IDML to be developed in the French context and beyond.

Impact of Weight Status on Hemodynamic Parameters and Aerobic Fitness in School-Aged Children: A Study in a Rural School Community.

Maintaining a high level of physical activity provides significant health benefits for children, particularly in enhancing cardiorespiratory fitness and maintaining a healthy weight. This study aimed to investigate the impact of weight status on children's hemodynamic parameters and aerobic fitness levels. This cross-sectional study included 350 rural primary school children (146 boys and 204 girls) aged 11-13 years, randomly selected from two schools in the King Cetshwayo District, KwaDlangezwa area of KwaZulu-Natal. The anthropometric measurements recorded included height, weight, waist circumference, and hip circumference, with percentiles calculated using Cole's Lambda, Mu, and Sigma method. Additionally, skinfold measurements were obtained at four sites (biceps, triceps, subscapular, and suprailiac). Hemodynamic measurements included systolic blood pressure, diastolic blood pressure, and heart rate. Aerobic fitness was assessed using the 20 m shuttle run test, which evaluated speed, level, and age. The healthy group demonstrated significantly lower ratios in several measurements compared to those of the overweight group, i.e., the VO2max was 6% higher (<0.001), the waist-to-hip ratio was 6% lower (<0.001), the body fat percentage was 16% lower (<0.001), the waist circumference was 12% lower (<0.001), and the resting heart rate was 3% lower (p ≤ 0.055). Differences in systolic and diastolic blood pressure were also observed, with the systolic pressure 2% lower (p ≤ 0.116) and the diastolic pressure 3% lower (p ≤ 0.086) in the healthy group. The study revealed a significant association between body weight status, aerobic fitness, and blood pressure parameters. Conducted in rural primary schools in KwaDlangezwa, KwaZulu-Natal, the research highlights notable correlations among weight status, aerobic competence, and blood pressure (BP) in children aged 11 to 13 years. The findings indicate that children with a healthy body weight showed higher VO2max levels and a reduced risk of developing childhood obesity and hypertension, unlike their overweight or obese peers, who displayed lower aerobic fitness and higher blood pressure.

Emerging Insights From a Research‐Practice Partnership Approach to Educational Neuroscience

ABSTRACTAdvances in the field of Mind, Brain, and Education (MBE) have been limited by a fundamental separation between university‐based neuroscience laboratories and school communities, constraining the field's ability to collaboratively devise research studies germane to child development. This commentary explores the assertion that the persistent obstacles in MBE work may stem from how we structure these partnerships. We examine this premise through a detailed case study of a research‐practice partnership that has successfully implemented a range of innovative programmatic elements, including the establishment of specially trained liaisons, situating a neuroscience lab within a school, and actively involving practitioners and students in research. An analysis of the values that iteratively emerged from this approach may encourage other MBE stakeholders to consider affordances of this model when embarking upon future partnership endeavors.

Engaging culturally and linguistically diverse youth in semiotic analysis for community‐based inquiry

AbstractThis manuscript examines multimodal storytelling as community inquiry for an urban high school class of 30 first‐ and second‐generation bi/multilingual immigrant students, most of whom maintained transnational connections. We share how these students, in an A.P. Research class, engaged in community‐based inquiry and utilized various multimodal artifacts from a university cultural heritage collection, including a field trip to the cultural heritage archives, to analyze signs and symbols. We asked: How did students engage with semiotic resources and approaches to support inquiry about their school and neighborhood communities? Findings showed that students drew upon their linguistic and cultural experiences to analyze signs and symbols, yet in their digital storytelling presentations some student groups chose signs and symbols that reified stereotypical views of their neighborhood despite their insider status in the local community. We offer recommendations for using cultural heritage artifacts to advance multimodal meaning‐making in teaching and research.

Impact and Functions of Questioning in English Classes

This study offers valuable insights into how English teachers in Nepali secondary schools are utilizing questioning techniques in the classroom, highlighting both the strengths and challenges of current practices. Adopting a qualitative research design for the study, eight secondary-level English teachers from four community schools in the Rupandehi district were selected as informants. The data were elicited through classroom observation and semi-structured interviews. First, classroom observation of eight teachers was carried out. Then, they were interviewed, and the data were processed. It was found that the teachers employed a range of questioning types, including higher-order, lower-order, and follow-up questions. These varied approaches aimed to foster interactive classroom environments and enhance students' communicative abilities. Critical thinking and brainstorming questions were also used, suggesting an effort to develop students' analytical skills. Most students responded positively to being questioned, indicating a preference for interactive engagement. However, a minority of students expressed fear of making mistakes, which could hinder their participation. Some teachers occasionally used an inappropriate tone, such as shouting or displaying anger, leading to irrelevant or unsuitable questions. This approach negatively impacted student motivation and participation. The findings highlight the importance of using a variety of questioning techniques to promote critical thinking and communication skills. Teachers should be mindful of their tone and approach when asking questions to avoid creating a fearful or uncomfortable classroom environment. There is a need for ongoing professional development to help teachers refine their questioning strategies, ensuring they are effectively fostering student engagement and critical thinking. This study contributes to a deeper understanding of how questioning practices can be optimized in English language teaching to improve student learning outcomes in Nepali classrooms.

Middle Level Teacher Development for Advocacy: A Systematic Review of the Literature

In the realm of middle level education, advocacy is an integral aspect of school culture and community. Advocacy helps to foster a school environment characterized by a sense of respect and value for young adolescents and should take up an awareness of the social and cognitive characteristics of young adolescents. Advocacy competency is also a necessary teacher disposition to foster socially just and successful middle school cultures and climates. We conducted a systematic review of the literature guided by the following driving question: What does the research say about middle level teacher development and advocacy? Our review yielded 38 relevant sources and key thematic ideas across four thematic categories. We anticipate this review of the literature will be of interest to and inform middle level educators and researchers around equity- and justice-oriented middle level teacher development.

Co-Creation and Implementation of a Healthy Snacks Policy in Primary Schools: Data from Sintra Grows Healthy.

Policy interventions in the school food environment can improve dietary behaviors. However, the literature describing its development and implementation is scarce. This manuscript aims to describe the process of co-creation, implementation, monitoring, and evaluation of a Healthy Snacks Policy, in the scope of Sintra Grows Healthy intervention. Through a community-based participatory research methodology, the co-creation of the Healthy Snacks Policy comprises six stages: snacks evaluation, feedback sessions, class assemblies, school community assemblies, school cluster policy approval, and process evaluation. Within one school year, a Healthy Snacks Policy was co-created, approved, incorporated in the school regulations, implemented, continuously monitored, and evaluated. Regarding snacks evaluation, 1900 snacks were evaluated at the beginning of the school year and 1079 at the end of the school year. There were three feedback sessions, twenty-two class assemblies, and three school community assemblies. Most teachers perceived that children began to consume healthier snacks (72%); 66% of the children were considered to have started eating healthier; and most families said "yes or sometimes" when asked whether their children started requesting healthier snacks (70%), trying new foods (63%), and noticing improvements in their eating habits (74%). The co-creation of a Healthy Snacks Policy establishes an approach to effectively implement existing guidelines for school food supplies, complying with national priority implementation recommendations.

Control and elimination of Schistosoma mansoni infection in adult individuals on Ukerewe island, northwestern Tanzania: baseline results before implementation of intervention measures

BackgroundCommunities living along the shoreline and on the islands of Lake Victoria in northwestern Tanzania remain endemic for schistosomiasis and suffer from the life-threatening morbidities associated with the disease. Nevertheless, the control measures particularly the mass drug administration do not cover the adult population. The current project on Ukerewe island aims to close this gap by involving adult community members in the control program. Here we report the baseline results of S. mansoni infection and associated hepatosplenic morbidities and factors before implementing the project activities.MethodsA cross-sectional analytical study was conducted with 4,043 participants aged ≥ 18 years living in 20 villages on Ukerewe island, northwestern Tanzania. Individual stool and urine samples were collected and examined using the Kato-Katz (KK) technique and point-of-care circulating cathodic antigen testing(POC-CCA) to identify S. mansoni eggs and antigens, respectively. All study participants underwent ultrasound evaluation of S. mansoni hepatosplenic morbidities using the Niamey protocol. Rapid diagnostic tests were used to diagnose HIV infection, hepatitis C and chronic hepatitis B. A questionnaire was used to collect demographic data and reported clinical symptoms of study participants.ResultsA total of 4,043 participants took part in the study, of which 49.7% (n = 2,009) and 50.3% (n = 2,035) were male and female, respectively. The overall prevalence of S. mansoni infection was 30.4% (95%CI:29.0-31.9%) and 84.7% (95%CI:83.3–85.9%), respectively, based on the KK technique and the POC-CCA test. The geometrical mean eggs per gram of faeces (GMepg) was 105.3 (95%CI:98.7-112.3% GMepg) with 53.9%, 32.4% and 13.7% of the participants having mild, had moderate and severe intensity of infection. The prevalence of hepatitis C, HIV, and hepatitis B was 0.4%, 2.2% and 4.7%, with 0.2%, 2.2% and 5.4% of the infected individuals coexisting with S. mansoni infection. The prevalence of splenomegaly, periportal fibrosis, hepatomegaly, and portal vein dilatation was 40.5%(95%CI: 38.8–42.1%), 48.1%(95%CI:64.4–49.7%), 66.2%(95%CI:4.6–67.7%) and 67.7%(95%CI:66.2–69.2%), with their prevalence varying depending on the demographic information and infection status of the participants. Other detectable ultrasound-related morbidities included ascites (1.7%), collateral veins (18.3%) and gall bladder wall thickness (40.4%). Age groups, gender, reported clinical characteristics, reported non-use of the drug praziquantel, liver imaging pattern, and place of residence remained independently associated with hepatosplenic morbidities.ConclusionThe current study setting is endemic for S. mansoni infection and the population has a high prevalence of the disease associated hepatosplenic morbidities characterized by hepatomegaly, splenomegaly, ascites, gall bladder wall thickening, periportal fibrosis and portal vein dilatation. Several demographic, clinical and epidemiological circumstances remained independently associated with S. mansoni infection and associated morbidities. These findings call for integrative intervention efforts, starting with whole community MDA that includes all out of schools community members.

Investigating the Pedagogical Values of Smartphones: Students’ Experiences from Nepal’s Rural Community Schools

Investigating the Pedagogical Values of Smartphones: Students’ Experiences from Nepal’s Rural Community Schools

Manajemen Pembiayaan Pendidikan di Sekolah Dasar Islam Terpadu Al Fatih Depok

The operational structure and funding of education is an important component in educational administration management which has the capacity to have a significant impact on the quality of human resources. This study intends to ensure the following: (1) Plan the budget in order to improve educational standards; (2) allocate human resources for the purposes of managing education financing; (3) implementing education financing management; and (4) supervising the education financing system in order to improve standards at SDIT AL FATIH Depok. Qualitative, analytical and descriptive methods were used in this study. Documentation, interviews and observation are the techniques used to obtain data. Data collection, data reduction, data presentation, and drawing conclusions are the four components of Miles and Huberman's interactive analysis model used in the data analysis approach. Credibility, transferability, dependability and confirmability are used in the process of determining data validity.The findings show the following: 1) SDIT AL FATIH Depok prepares and describes education budget planning in the form of RAPBPT, which is implemented at the end of each year by identifying all appropriate programs and budgets. 1) The process of allocating funds for education starts from the source, where the head of the foundation decides on the choices that have been reached through meetings involving stakeholders from the school community and repeats the assessment. Putting human resources in charge of overseeing the money is secondary. The principal is responsible for the financial management of SDIT AL FATIH Depok, in accordance with the organizational structure; The foundation and education department oversee the management of SDIT AL FATIH Depok's education funds. 3. The budget implementation process is used to fund school programs, as well as spending on goods and services, development, and so on. 4. After that, the School Committee, the AL FATIH Depok Foundation, and the Education Office received the school's financial accountability report.

Randomized Controlled Trial to Evaluate the Efficacy of Positive Mental Health Program for Adults: Study Protocol.

To evaluate the effectiveness of a positive mental health program for adults (PMHP) in the community. Positive mental health (PMH) can be seen as a construct represented by six factors (personal satisfaction, prosocial attitude, self-control, autonomy, problem resolution, and self-actualization, and interpersonal relationship skills) according to the Multifactorial Model for PMH. Although there are several interventions in promoting mental health, research on effective promotion of PMH for adults in the community with structured and validated programs of PMH is scarce. This study protocol describes a randomized controlled trial (RCT) following a wait-list control design, aimed at evaluating the effectiveness of a PMHP in the community. This study was approved in June 2019 by the Ethics Committee. Participants will be recruited from the school community of teachers. Participants aged ≥ 18 years. The participants will be randomized 1:1 to either (a) an intervention group, which will integrate the PMHP, or (b) the standby control group. Three assessment moments for both groups will take place initial, after the intervention, and a follow-up of 3-6 months. The evaluation instruments will include a sociodemographic questionnaire, a PMH questionnaire, and a psychological vulnerability scale. The current study provides an innovative approach to PMH. Further, the study may demonstrate new interventions in PMH in the community, based on a program with systematized guidelines and sessions structured according to individual needs. It is expected that at the end of the program, the experimental group will increase the level of PMH. To allow future official implementation of the PMH program and the replication of the study in other professional groups as a promotion tool. There was no funding to remunerate a participant for this study. ClinicalTrials.gov identifier: NCT04600401. Registered on May 15, 2020.

The Status of Food and Nutrition Literacy and its determinants among Elementary School students in Egypt: community nursing-led design

AimTo assess food and nutrition literacy status and its determinants among elementary school students in El-Beheira Governorate, Egypt.BackgroundDeveloping strategies to enhance food and nutrition literacy necessitates a deeper understanding of the food and nutrition literacy situation among elementary school students and associated factors.DesignA cross-sectional descriptive research design was adopted.MethodsA final sample of 400 primary school students (aged 6–12 years) at Itay El Barud public elementary schools in El-Beheira Governorate were administered (1) a socio-demographic characteristics and anthropometric measurements questionnaire developed by the researchers, and (2) the Food and Nutrition Literacy Scale. The derived data were analyzed using descriptive and non-parametric tests.ResultsThe majority (61%) of students had low food and nutrition literacy scores. The results have shown that overall socio-demographic variables were significant in predicting understanding food and nutrition information, nutritional health knowledge, interactive functional and nutritional literacy, critical food and nutritional literacy, and food labeling.ConclusionThe study reveals that elementary school students in Egypt have poor knowledge and skills in food and nutrition literacy, largely due to a lack of nutrition education and family awareness. Factors like residential location, income, and education level also contribute to this disparity.Implications for the professionTo improve nutrition literacy among students, a nursing approach involving community stakeholders and school nurses is recommended. This includes integrating nutrition-related topics into the school curriculum, organizing workshops, and conducting age-appropriate health education sessions. Active engagement between community health and school nurses is crucial for raising awareness about healthy nutritional choices.ImpactThese findings hold an important impact on the education system and those designing curricula, emphasizing the need for significant incorporation of knowledge and skills related to food and nutrition within schools.Reporting methodCompliance with the STROBE checklist for cross-sectional studies was maintained throughout the research.Patient or public contributionNo Patient or Public Contribution.

Perception of the elementary mathematics teachers about assessment for learning: a case study of Sukkur IBA community colleges, Sindh, Pakistan

This study aims to explore the perceptions of elementary mathematics teachers regarding assessment for learning (AfL). The participants of this study included three elementary mathematics teachers, each with over 5 years of teaching experience at Sukkur IBA community colleges and schools in Sindh, Pakistan. These participants were selected using purposive sampling techniques. A qualitative exploratory case study research approach was used, with data collected through semi-structured interviews and observations. To ensure the trustworthiness of the study, the interview guide and observation checklist were reviewed by experts. The data were analyzed using thematic analysis. The findings of this study revealed that teachers had a limited understanding of the concept of assessment for learning. Based on these results, the study recommends several measures: the initiation of an assessment literacy program, an increase in class time, reducing the number of students per class, using moveable chairs to enhance classroom flexibility, and making amendments to the assessment policy.

Conducting 24-hour movement behaviour research with preschool children in middle-income countries: Lessons from the SUNRISE pilot study in Mexico.

ObjectivesMovement behaviour research among preschoolers is nascent in low- and middle-income countries, where levels of physical activity, sleep, and sedentary time in children are largely unknown. This study aimed to adapt and assess the acceptability and feasibility of the International Study of Movement Behaviours in the Early Years (SUNRISE) in Mexico, and report on challenges and solutions while implementing the protocol. Study designPilot study of the SUNRISE protocol in Mexico. MethodsSafety, logistic challenges, local dynamics, and population needs were considered to adapt the SUNRISE protocol. A gender-balanced sample of 100 children aged 3-4 years from urban and rural communities were recruited through early childcare and education centres (ECECs). Measures on children’s movement behaviours, anthropometry, gross and fine motor skills, and executive functions were collected. Challenges and solutions for implementing the protocol were documented. ResultsThe protocol was well accepted by the school community (School response rate: 83.3%). Data were collected from 132 children (response rate: 44.4%); 88 children had valid accelerometer data (average wear time: 766.8 min/d).Challenges faced included: stringent regulations to access ECECs, low confidence in the research team and protocol, low literacy levels among parents, lack of basic services in rural areas (e.g., electricity, transportation, accommodation), and poor compliance with accelerometer wear time. To overcome them, changes to the protocol considered: adaptions to meet ECECs dynamics, strategies to enhance trust in the research team and protocols (face-to-face communication, demonstrations, and encouraging parental engagement), seeking community leaders to facilitate access to rural areas and ensure the research team’s safety and access to basic facilities, and strategies to improve accelerometer adherence. ConclusionsThis study demonstrates the feasibility of conducting movement behavior research among preschool children through ECECs in Mexico and provides relevant lessons learned that may hold relevance for researchers in settings with similar contexts to Mexico.