School Community Research Articles

An ethic of care in two community focused schools in Wales

ABSTRACT The relational dimension of schooling has been identified as an important aspect of educational professionals’ everyday practices, yet little is known about how mainstream schools go about the day-to-day act of fostering positive and trusting relationships with children and parents. This paper draws on data generated from a case study involving two schools in Wales which sought to understand how schools foster positive relationships with parents and children. Interviews and focus groups with staff, parents and pupils at two community focused schools in Wales revealed that an ethic of care was crucial to the formation of quality trusting relationships between staff, parents and pupils. It will be argued that the caring relationships which school staff grafted with parents and pupils through day-to-day acts were inextricably bound with their wider social contexts and location in areas of significant socio-economic disadvantage. In this sense, these schools’ wider social contexts informed how they interpreted and enacted policy agendas around both academic performance and community schooling. It is therefore suggested that the fostering of a relational dimension of schooling is crucial to the development of a community focused schools’ agenda in Wales.

Handwashing Practices among Secondary Level Students: A Case from Community Schools in Bardiya District

Handwashing Practices among Secondary Level Students: A Case from Community Schools in Bardiya District

Powering Up Preschool Science: A Home–School–Community Partnership to Support Science Learning with a Focus on Emergent Multilingual Learners

Powering Up Preschool Science: A Home–School–Community Partnership to Support Science Learning with a Focus on Emergent Multilingual Learners

Training and Development for Teacher Competency Enhancement: A Case of Community School Teachers

Training and Development for Teacher Competency Enhancement: A Case of Community School Teachers

Strategies for Developing Quality Community Schools under the Office of the Basic Education Commission

The purposes of this research aimed to develop and validate the suitability, possibility and benefits of strategies implementation, and create a user manual of the strategies of quality community schools under the Office of the Basic Education Commission. This study was conducted in five phases. The first phase was the intensive review of the components of quality community schools using relevant documents, research analysis and multiple case studies of the outstanding quality community schools, and an interview with experts. The second phase was the exploration of the needs of the development of quality community schools under the Office of the Basic Education Commission using a 5-rating scale questionnaire to explore the current condition and desirable condition of 192 administrators and the head of academic affairs department of schools under the Office of the Basic Education Commission. The participants were selected using multi-stage sampling. The third phase was the development of the quality community school development strategies through focus group discussion of nine qualified experts and scholars. The fourth phase was the validation of suitability, possibility and benefits of the quality community school development strategies by 7 participants of experts and stakeholders of the quality community schools. And the last phase was creating and validating the user manual of the strategies implementation. Statistics used in data analysis were mean, standard deviation, percentage and Priority Needs Index (PNImodified).

Global Perspectives on Education: A Cross-Cultural Comparisons in the Philippines and Cambodia

Education is a central pillar for economic growth and societal development in any country. Many developing nations such as the Philippines and Cambodia face extensive barriers in establishing high-quality, equitable education structures to meet the needs of all citizens. The objective of this case study is to offer the examination of education systems in the Philippines and Cambodia and analyzes persistent inequities in access, variable quality and lack of inclusion, especially for remote, poor and minority groups. As methodology, the related information and documents will be collected and reviewed to draw the main constraints, challenges and socio-economic disparities in accessing to the education. Results showed that strategies like decentralized governance, multilingual instruction and community school models that catalyze localized innovation are highlighted as means to enhance access and belonging within wider quality assurance frameworks. The core recommendation promotes integrated community-driven education enabling contextual decision-making on key functions while still meeting national benchmarks. This balances flexibility and consistency. Progressive decentralization stages include localized piloting, legal expansions of school authority, budget direct allocations, integrating informal programs, phased function transfers based on assessments, ongoing monitoring and evaluations driving improvements. Key insights spotlight how innovation and cooperation aid localization that respects diversity while quality depends on appropriate standardization and supports. Based on the comprehensive analysis of the challenges and opportunities within the education systems of the Philippines and Cambodia, a set of strategic recommendations is needed to propose to advance towards more inclusive and community-driven models of education. This approach empowers communities to take ownership over key functions based on contextual needs while upholding minimum quality standards. It balances localization and flexibility with wider systemic consistency.

Reconceptualizing learning loss: the need for trauma-informed and responsive care in K-12 education

Globally, the Coronavirus (COVID-19) pandemic immediately and drastically changed the norms of the K-12 education system when schools were forced to close to mitigate the spread of COVID-19. School closures forced educational collaborators to shift from in-person learning to a virtual platform. As a result, the sudden change to a different modality of teaching and learning contributed to the widening of the opportunity gap for students – particularly students from low socioeconomic statuses, English language learners, students with disabilities, and students whose academic and non-academic needs became inaccessible. With the opportunity gap continuing to expand, collaborators must consider the need for a different approach to address the academic and non-academic needs of students, as students and educators returned to in-person learning. This paper discusses how the pandemic contributed to global discussions on student learning loss and how there needs to be a reconceptualization of learning loss to understand how K-12 education can adapt to a new norm. School districts should consider the need for trauma-informed and responsive care to support students in re-engaging with their school community. The implementation of this level of care will allow students to heal while developing new social, emotional, and academic skills that they were unable to build upon as a result of the pandemic.

The Effect of the Relationship between Principals and School Governing Bodies on Grade 12 Learner Performance

This case study explores the effect of the relationship between the principal of a secondary school within a poor community and the school governing body (SGB) on Grade 12 learner performance. The paper challenges the negative stereotype of the relationship between school principals and SGBs in lower-quintile schools. Much of the literature reports on allegations by principals that SGBs do not contribute to the improvement of schools; rather, they interfere negatively with the management thereof. This paper is couched in the collegial model. Using a single case study, the findings are based on qualitative data collected during interviews conducted with the principal and the chair of the SGB as well as observations in the classrooms and on the school grounds. The study found that there was a good relationship between the principal and the SGB chair. The paper concludes that a harmonious relationship between the principal and the SGB allows the SGB to support the school, resulting in enhanced Grade 12 academic performance in mathematics. A harmonious relationship between the principal and SGB forms the foundation for the academic performance of learners, as the majority of the SGB is represented by parents of the school. The data collected during the research study suggests that the greater school community must ensure that the chair of the SGB and the school principal have a good relationship and that the SGB is supportive of the school in advancing its educational activities.

Implementation of the School Literacy Movement as an Effort to Grow Interest in Reading in Grade 2 Students of SD Negeri 2 Tegal Maja for the 2023/2024 Academic Year

This research aims to describe the implementation of the school literacy movement as an effort to foster interest in reading in grade 2 students at SD Negeri 2 Tegal Maja. This research was conducted at SD Negeri 2 Tegal Maja, Tegal Hamlet, Tanjung Village, Tanjung Klu District. This research is descriptive qualitative research. Data collection techniques were carried out using interviews, observation and documentation. The results of the research show that the implementation of the School Literacy Movement (GLS) carried out by SDN 2 Tegal Maja has been running since 2019, where this program is running very well because all school members support and participate with each other in the program in order to create a literate school community throughout life. The GLS applied really helps students to understand, read, write and listen in teaching and learning activities. GLS at SDN 2 Tegal Maja is implemented through several activities, including: providing libraries, creating reading corners, educational classroom walls and reading subject books before teaching and learning activities begin. The supporting factor in implementing GLS at SDN 2 Tegal Maja is that when the highest leadership of the institution is committed to carrying out a task, it will be carried out well. The enthusiasm of teachers, students and managers of School Literacy Movement activities, the availability of reading corner facilities. The obstacle is the limited number of suitable books/reading materials.

Critical school finance: special volume commentary

ABSTRACT This collection of papers in this special volume explains how school funding policies and community policies perpetuate racial and socioeconomic inequities in the United States, Canada, and Australia. These papers highlight two important research themes in school finance that have been missing: (a) the role that race plays in creating enduring educational funding disparities and by extension school facilities; and (b) the danger that privatisation poses for meeting the resource needs of less affluent and minoritised communities. This commentary explains how these papers contribute to the burgeoning field of critical school finance.

Sosialisasi Upaya Pencegahan Bullying di SD Negeri 56 Perumnas Poka, Ambon

Bullying has become a phenomenon in the world of education, especially education in Indonesia, bullying is not only carried out by adults but also carried out by children in the school environment and society. Nowadays there are many cases of bullying that occur in schools, communities and social media. Efforts to prevent bullying from an early age in schools and in the community can be done by socialization, increasing supervision and providing punishment and sanctions to bullies. Stop bullying can be done in many different ways. One way is to include material about bullying into learning that will have a positive impact on the personal development of students It aims to stop bullying that often occurs in schools. With this, we also conduct socialization counseling on Early Bullying Prevention Efforts. The purpose of this socialization is to educate and shape one's personality so as not to bully in the school environment or community environment.

OPTIMIZING EDUCATION MANAGEMENT TO IMPROVE LEARNING QUALITY

This study aims to explore how optimizing educational management can improve the quality of learning through the literature review method. The research method used is a literature review, which involves the collection, analysis, and synthesis of information from various academic sources such as journals, books, research reports, and scholarly articles. The research process begins with the identification and selection of relevant literature, followed by a critical analysis of these sources to evaluate their quality and relevance. Subsequently, the collected information is synthesized to identify common themes and best practices in educational management that can be adopted to improve the quality of learning. The findings of this study indicate that strategic planning, effective organization, well-coordinated program implementation, and robust monitoring and evaluation systems are key components of effective educational management. Additionally, transformational school leadership, community and parental involvement, innovation and adaptation to technological advancements, student well-being, inclusive education, and continuous professional development for teachers also play crucial roles in enhancing the quality of education. These findings support existing theories and contemporary research in educational management, providing a comprehensive framework for improving educational quality through more effective management practices.

CONSCIOUS ADOLESCENCE

The field research focused on teenage pregnancy had the general objective of sensitizing and educating the school community about the challenges associated with early pregnancy, promoting prevention, quality of life formation, and appropriate support. To achieve these objectives, the research utilized an exploratory and descriptive methodology, employing both qualitative and quantitative approaches to gain a comprehensive understanding of the topic. During the research, questionnaires and interviews were conducted to collect data on students’ knowledge about contraceptive methods, the consequences of teenage pregnancy, and the importance of family planning. Additionally, discussion groups were held to promote open dialogue about sexuality, prevention, and support for pregnant teenagers. The findings indicated significant gaps in understanding of contraceptive methods, family planning, and the implications of teenage pregnancy among the participants. Consequently, most participants expressed a need for more information and educational resources on the subject. The educational and awareness activities were well-received, and participants reported an improved understanding of the issues addressed. The research also highlighted the importance of adequate support for pregnant teenagers, emphasizing the need for emotional and social support in schools. Thus, the field research not only contributed to raising awareness about teenage pregnancy but also provided practical directions for future interventions, focusing on preventive education and support for pregnant teenagers within the school environment.

A Global Study of the Wellbeing of Adolescent Students During the COVID-19 2020 Lockdown

AbstractAs the COVID-19 (SARS-CoV-2) virus spread across the world, countries took drastic measures to counter the disease by requiring their citizens to home self-isolate i.e., lockdown. While it was not known how young people would cope with the social distancing restrictions, there was concern that the lockdown would have a debilitating effect on youth mental health. This study examined whether there was an association between adolescent subjective wellbeing and the amount of time spent in lockdown. Global Research Alliance researchers in 15 countries collected data using the Mental Health Continuum (Keyes in Am J Orthopsych 76:395–402, 2006) from over 7000 middle-school students aged 11–18. Findings show a decline in eudemonic wellbeing, particularly among females during the first 6 months of lockdown, which was most strongly associated with diminished psychological wellbeing, followed by social wellbeing, while emotional wellbeing remained relatively stable. An adaptation effect was noted after approximately 6 months. There was evidence suggesting females were slower to adapt to lockdown conditions compared to males. More attention should be paid to the wellbeing of students in lockdown to overcome languishing tendencies and educators should be cognizant of diminished student wellbeing, particularly among females, when students return to school. Positive school experiences, and positive relationships within the school community, may assist in reducing the risk of languishing in lockdown conditions, so schools should design interactive online activities for off-campus learning.

Measures of Economic Disadvantage Explain Outcomes Differently Across Geographies

Alternative poverty measures have been proposed in response to the emerging insufficiencies of the National School Lunch Program (NSLP) eligibility data. The analysis presented here involves seven poverty measures. Using outcome measures as a yardstick, we can assess how poverty measures explain these outcomes and note variations between geographical locales (assessing predictive validity). An analysis of 2019 data from Montana revealed that no poverty measure emerges as consistently meeting or exceeding the results found with the NSLP on the state level. Results are mixed based on locale (size) and distance from an urban centre, and within school communities.

School gardens as sites for community, empowerment, and justice: a participatory action research study

ABSTRACT School garden advocates often describe and justify school gardens for the ways that these spaces can improve content knowledge, physical health, and ecological stewardship of K-12 students. Rather than begin with these outcomes in mind, this study explores the meaning of a school garden through Participatory Action Research (PAR) within a low-income neighborhood in a small mid-western U.S. city. Participants included community partners and school staff who led the garden project. Using photovoice, mapping, and interviews, participants shared their perspectives and reflections on the garden. The findings revealed three overarching themes of community, empowerment, and justice, voiced by participants when describing the meaning and hopes they had for the garden. Such themes demonstrated the ways school garden practitioners experienced the depth of possibility in a garden project, far beyond the typical measures and outcomes used to assess school gardens. This research suggests that school garden projects hold meaning and transformative possibilities for schools that are critically important though may often be overlooked. When it comes to sustaining and justifying school garden programs, it is important that districts consider the latent experiences and values that these spaces may bring to students, staff, and communities.

Disability, migration, and education. Greek primary teachers’ conceptualisations

ABSTRACT The present study aims to investigate primary school teachers’ views regarding including migrants/refugees with disabilities (M/RD students) in the Greek educational system. The research questions concerned the attitudes of educational stakeholders towards the inclusion of migrant-refugee students with disabilities, teachers’ views about characteristics of the Greek educational inclusion policy regarding M/RD students, and teachers’ ideas regarding the inclusion of M/RD students. Twenty-three primary school teachers participated in this study. The semi-structured interview was the research tool used for this study. Findings revealed that the teachers in our study hold an ambivalent attitude towards including people with a migrant or refugee background and others in the school community. Furthermore, double labelling seems to mediate their opinions since the social representations of migrant and disabled characteristics that intersect in these cases shape their treatment by the social context.

Preventing Intolerant Understandings, Attitudes, and Behaviors Among Generation Z Muslims in Public and Islamic Schools

This research aims to explore school efforts to enhance resilience against intolerance through school policies. The study builds upon a survey conducted by previous researchers, which revealed that intolerant thoughts, attitudes, and behaviors have influenced Generation Z Muslim students in high schools. This research employs a qualitative method by conducting an in-depth and comprehensive analysis of the phenomena and the meaning of events, social dynamics, attitudes, beliefs, and perceptions of individuals or groups closely related to intolerance in high schools. The phenomena are examined through interviews, observations, and focus group discussions (FGD). The research findings conclude that schools have implemented various measures to enhance the resilience of the school community members through both internal and external policies. These include school policies and vision, curriculum quality and teaching, leadership and management, culture, student activities, and collaboration with external parties, including the facilitation of extracurricular activities. The research provides recommendations for more comprehensive efforts by developing a model of school policy insertion, both internal and external, that emphasizes tolerance values and prevents violence in schools. Keywords: Intolerance, Violence, School Prevention, Z-generation

We See You: A Co-Constructed Autoethnography of Black Women Educators Subverting Carcerality in Community with Black Students

This study examines the school experiences of Black students and the perceived impact that we (the researchers) as Black women educators have had on these experiences. We conducted a series of focus groups with thirty-four former and current students, all of whom identify as Black. Our questions centered around various aspects of the students’ high school experiences, specifically as they related to their reflections on their relationships with Black teachers compared to the school community at large. We found that overall, students reported having positive experiences with us as Black women and often felt humanized in our classes. These findings suggest that Black women educators like us, who use their pedagogy (influenced by their positionality) to subvert carceral and antiblack school policy and culture, employ what we have conceptualized as the Core Tenets of Spiritual Nourishment: (1) a sense of belonging, (2) visibility, (3) room to make mistakes, (4) representation, (5) support navigating the pressures of systemic racism and Black fatigue, (6) safe spaces to unpack traumas and (7) love perceived.

“You Have to Humanize Your feelings:” Black fathers’ Reflections on How Youth Violence Prevention and Perpetration Influence Their Overall Health and Fathering Practices

ABSTRACT In Baton Rouge, LA, and nationally, youth violence is a serious public health problem affecting the lives of community members. Fortunately, Black fathers have responded to the urgent call to prevent youth violence in Louisiana. In 2021, the SUPPORT project was launched to unearth stories of Black fathers’ prevention practices and interventions. Since relationships are embedded within and across various systems, the Social-Ecological Model for Violence Prevention was applied to a semi-structured interview approach to investigate two aims with 12 Black fathers from Baton Rouge: (1) how their experiences with youth violence influence their mental and social health, and their children’s violence exposure, and (2) the benefits of addressing youth violence. Using Braun and Clarke’s (2021) thematic analysis, the three major themes that emerged related to Black fathers’ history with violence were: (1) self-reflexive moments on lessons learned, (2) the impacts of victimization and bullying, and (3) socioemotional responses to youth violence. Related to the second aim, the salutary impact on the neighborhood and improvement of the school community were the major themes that emerged regarding the perceived benefits of addressing youth violence. These findings demonstrate that interviewees are cognizant of how their history of violence led to maladaptive coping mechanisms in response to youth violence and influenced their fathering ideologies; moreover, they were concerned with familial betterment. Further research is needed to deepen understanding of how Black fathers’ socioemotional responses to youth violence impact their wellness and fathering practices as their children mature.