Students' study wellbeing plays a crucial role in protecting against social and academic challenges, both within and outside school. However, little is known about how the extent of physical activity and social media use affects study wellbeing. To explore this, we identified profiles of study engagement and burnout among Finnish primary school students (n=345, age 11), and lower secondary school students (n=447, age 14). Using latent profile analysis, we identified five study wellbeing profiles: three showing a negative association between engagement and burnout-engaged, burned-out, and average-and two bivariate profiles-exhausted-inadequacy and cynical. Students reported engaging in physical activity for at least one hour on most days, with the engaged profile showing significantly higher activity than the average profile, while the remaining profiles showed broadly similar levels. In contrast, clear differences emerged in social media use: students in the burned-out profile reported the highest use and those in the engaged profile the lowest, with other profiles falling in between. Primary school students were more likely to belong to beneficial profiles compared to lower secondary school students. Moreover, girls were more often represented in the profiles with exhausted-inadequacy and burned-out profiles, while boys were overrepresented in the cynical profile. Last, class-level clustering revealed that profiles were not evenly distributed across classes, indicating the influence of contextual factors on students' study wellbeing. The findings offer valuable insights for designing targeted interventions aimed at promoting student study engagement and preventing study burnout.

This study aimed to develop the Comprehensive School Readiness Assessment Scale (COSRAS), a multidimensional instrument designed to evaluate school readiness in children aged 57–72 months. Scale development followed DeVellis’s framework. An initial item pool of 216 items was generated based on developmental, learning-related, and functional school readiness constructs and subsequently refined through expert review to 182 items. The finalized scale was completed by teachers of 1813 children, and test–retest reliability data were obtained from 386 teachers. Content validity indices were high, ranging from 0.892 to 1.000. Exploratory and confirmatory factor analyses supported the proposed eight-factor structure, demonstrating excellent model fit (CFI = 0.999; RMSEA = 0.000–0.009). Convergent validity with the Primary School Readiness Scale was strong (r = 0.665–0.695). The internal consistency of the scale was excellent across all domains (α = 0.916–0.969), and test–retest reliability was high (ICC > 0.990). COSRAS demonstrates strong psychometric properties and provides a comprehensive assessment of school readiness by integrating developmental competencies, learning-related skills, and functional performance. The scale enables early identification of children who may be at risk for neurodevelopmental or learning-related challenges before school entry. COSRAS may assist educators and allied professionals in early childhood and school-based settings by offering domain-specific profiles that inform instructional planning, individualized supports, and early intervention strategies.

The study investigated the experiences of emotional neglect and coping strategies of Children with Special Needs (CSNs) at Canduman Elementary School, Mandaue City. It assessed levels of emotional neglect, extent of coping strategies, their relationship, and developed an action plan. Using a mixed-method design, 31 purposively selected SPED learners (20 male, 11 female, Kindergarten–Grade 6) participated through interviews or guided storytelling. Data were collected using the Child Abuse and Trauma Scale (CATS) and KidCOPE/Brief COPE inventory. Descriptive statistics measured neglect and coping, while Pearson’s r tested the relationship between variables. Results showed common disabilities included Intellectual Disability, Autism Spectrum Disorder, and Hearing Impairment. All respondents relied on parents/guardians, with some support from teachers and classmates. Emotional neglect was generally low (mean = 2.19), though communication barriers were noted. Coping strategies were moderately used (mean = 3.31), with distraction, emotional expression, and problem-solving as common, alongside some maladaptive behaviors. Correlation analysis revealed a negligible, non-significant relationship (r = 0.243, p = 0.188). The study concluded that coping was not significantly influenced by neglect, but resilience and institutional support were crucial. These findings highlight the need for comprehensive family, school, and policy interventions to enhance emotional care and adaptive coping among CSNs, which was then used as a basis for the development of a Support System Developmental Plan.

Paediatric kidney transplantation, while life-saving, presents significant academic challenges for children. Frequent hospitalisations, medical treatments and the psychosocial impact of chronic illness can severely disrupt educational trajectories. This study aimed to explore the post-transplant academic experiences of children from the perspective of their parents. A qualitative phenomenological study. Data were collected through in-depth, semistructured interviews and analysed using inductive thematic analysis. The study was conducted in Lahore, Pakistan, with participants recruited from the registry of the Punjab Human Organ Transplantation Authority (PHOTA). Thirteen parents of children who had undergone a kidney transplant and were enrolled in a formal school. Five major themes emerged from the analysis: (1) academic disruption and coping, detailing declines in performance and motivation alongside efforts to maintain engagement; (2) cognitive fatigue and emotional strain, encompassing reduced focus, memory difficulties and psychological distress; (3) school attendance, participation and support, highlighting frequent absenteeism, limited engagement in activities, and the critical role of institutional flexibility; (4) social identity and peer exclusion, revealing fears of stigma, self-isolation and misunderstanding from peers and (5) navigating the future, reflecting parental anxieties about long-term educational and career prospects alongside adaptive hope. The findings underscore that formal support systems in schools and healthcare settings are currently underdeveloped to meet these children's complex needs. This study illuminates the profound and multifaceted academic challenges faced by children after kidney transplantation. The results emphasise that a transplant is not merely a medical event but a life-altering experience with significant educational consequences. There is a critical need for integrated, targeted interventions that provide robust psychological support, flexible educational policies and comprehensive school reintegration programmes to ensure these children can achieve their full academic and personal potential.

Swiss adolescents fall short of the WHO's guideline of 60 min of moderate-to-vigorous physical activity (MVPA) per day. Developing targeted interventions or policies requires an understanding of adolescents' daily activity patterns. Since adolescents spend much time at school, it is essential to consider not only leisure but also school segments when assessing physical activity (PA). Therefore, this study investigates how Swiss adolescents' PA is distributed across different school time segments and examines to what extent they meet recommended activity levels. This cross-sectional study uses baseline data from the Active School project. The sample included 666 7th-grade students (mean age = 13.27 ± 0.55 years, 47.7% boys, 51.8% girls, 0.5% diverse) from 12 secondary schools. PA data, gathered over five schooldays using wrist-worn GENEActiv accelerometers, were segmented into physical education (PE), recess, classroom time, entire school time, and leisure time. Activity levels were categorized into inactivity (IN), light physical activity (LPA), and MVPA. Descriptive and inferential statistics (ANOVAs, t-tests) examined differences across segments and gender. Within school time, MVPA varied significantly by segment (PE: 30.59%, recess: 18.80%, classroom: 5.69%, p < .001) and remained below recommendations for PE (50%) and recess (40%). IN dominated all segments, especially classroom time (75.83%). Overall, only half (49.5%) of Swiss adolescents met the school-based PA recommendation of at least 30 min of MVPA per day, while girls accumulated less MVPA and more IN than boys across all school segments (all ps < .001). Substantial opportunities for PA are lost across all school segments in the Swiss context, with girls consistently less active than boys. Based on these findings, segment-specific and gender-sensitive school PA policies are discussed, and a comprehensive school approach to PA promotion is recommended to support more effective and equitable PA promotion among adolescents. German Clinical Trials Register (DRKS00033362). Date of registration: January 25, 2024. Retrospectively registered.

Most young people live in low- and middle-income countries (LMICs), yet little is known about the implementation of school mental health promotion strategies in resource-poor settings. This study describes the extent of school mental health promotion and its drivers in junior high schools in Surabaya, Indonesia. Data were obtained from a sample of 161 schools (63 public schools (100% participation), 74 private schools (28.79% participation), and 24 madrasas (42.85% participation)) using an online survey supported by the Department of Education. Descriptive statistics (ANOVA and Chi-square tests) were used to analyse data. Most programs addressed mental health as part of comprehensive school health strategies derived from national and local policies. Implementation was reported through five key programs: 1) health-promoting school strategies through the school health unit, 2) safe and healthy school environments through child-friendly schools, 3) support through peer counsellors, 4) mental health as an extra-curricular health education module, and 5) mental health risk assessments to inform school interventions. Public schools reported the highest success in implementing these programs. Madrasas scored lower across all programs. While school mental health promotion is acknowledged through national policies, its implementation in Indonesia appears to be challenging. The development of national standards, investment in school leadership, and support for broader collaboration, especially among ministries of education, religion, and health, could enhance the implementation of school mental health promotion in Indonesia.

This article employs a case-study approach to explore how immigrant populations, particularly children and youth, develop a sense of belonging within Icelandic society, with a focus on the educational system. Iceland offers a unique context due to its relatively recent immigration history, small population, and comprehensive yet homogenous educational system. By analysing secondary data, including statistics from Statistics Iceland and OECD reports, as well as qualitative insights from academic and institutional studies and media, this research examines the interplay between societal attitudes, educational policies, and immigrant experiences. The article highlights the opportunities and challenges inherent in fostering belonging among immigrant students in a rapidly diversifying society. Iceland's comprehensive school system, which emphasises inclusivity and equal access, provides a foundation for integration. However, significant barriers remain, including language acquisition challenges, social isolation, and uneven policy implementation. Furthermore, the article warns against the potentially harmful effects of increasingly critical political and public discourse around immigration, which risks undermining efforts to foster inclusion and belonging. This article underscores the importance of educational systems as central spaces for cultivating belonging and inclusion, offering lessons applicable to other countries navigating similar demographic changes.

Abstract This study explores what types of metacognitive skills (MS) (planning, monitoring and evaluation) are activated with students in three age cohorts by a mathematical problem-solving task and reflective prompts. The study is also interested in determining possible age-based differences in students’ MS. The data consisted of material from 225 Finnish comprehensive school students from the sixth, seventh and ninth grades. The students participated in an individual in-person interview with a researcher, at the beginning of which they solved a closed problem-solving task. Employing theory-guided content analysis complemented by quantitative analyses, the findings revealed a strong emphasis on planning skills, with some significant differences observed across grade levels regarding planning and evaluation skills in favour of ninth graders compared to sixth graders. However, in most cases, MS were not activated without reflective prompts. This suggests that reflection is not inherently embedded in the design of closed mathematical problems. While the problems themselves can initiate reflection, prompts significantly enhance the activation of MS. Thus, in the context of mathematics education, it is crucial to embed structured reflective prompts within problems to effectively support students’ metacognitive development. The findings highlight the need for further research on how various types of tasks influence the activation of MS across different age groups. Such insights are essential for designing mathematics tasks that not only foster proficiency in mathematical problem-solving but also stimulate students’ metacognitive processes critical for mathematical learning.

North Lombok is a central earthquake-prone zone, making inclusive school safety and preparedness in special needs schools a crucial issue. This study aims to analyse the implementation of the Safe School Program (SPAB, Satuan Pendidikan Aman Bencana) at State Special Needs School (SLBN) 1, North Lombok, focusing on the evaluation of the Three Pillars of SPAB within the context of multiple risks and inclusive requirements. This qualitative research employs a case study method, utilising structured observation and in-depth interviews with the management team, teachers, and parent representatives to collect data. The researchers conducted the data analysis using a qualitative descriptive approach based on the Comprehensive School Safety Framework (CSSF). The findings reveal a significant imbalance between physical readiness (hardware) and managerial/capacity readiness (software). Pillar I (Safe Facilities) is at an adequate level—marked by structural resilience following the 2018 earthquake and a commitment to inclusive design—but is hampered by administrative weaknesses (lack of technical audit documents) and a failure in inclusive non-structural mitigation. Conversely, Pillar II (School Disaster Management) is assessed as weak and unsustainable due to financial governance failures (no routine SPAB budget allocation in the School Expenditure Plan/RKAS) and the absence of emergency response SOPs specific to Children with Special Needs (CSN).Furthermore, schools do not fully implement Pillar III (Risk Reduction Education), as evidenced by infrequent evacuation drills. The failures in Pillars II and III collectively exacerbate the double vulnerability of students with special needs. This study concludes that SLBN 1 North Lombok has only reached the initial awareness stage and has not yet achieved an adequate level of institutional resilience due to fundamental weaknesses in institutional sustainability and inclusive operational aspects. A holistic intervention focusing on routine budget integration, the legalisation of inclusive SOPs, and strengthening school–family partnerships is recommended.

Abstract This study investigates the effectiveness of a Self-Determination Theory (SDT)-based intervention in enhancing motivational resources and skill development in general music education among 236 sixth-grade students from German comprehensive schools. Utilizing a quasi-experimental design with three experimental groups, the intervention focused on fostering autonomy, relatedness, and competence during music lessons. Results revealed that students in the intervention group reported increased autonomy satisfaction and maintained higher motivation levels compared to the control group. Additionally, these students showed significant improvement in auditory perception and musical memory skills. However, the motivational effects diminished over time, highlighting the need for further research on long-term impacts. The study highlights the potential of SDT principles in enhancing educational outcomes in non-core subjects, such as general music education.

This study aimed to investigate the current practices of technology use for promoting physical activity in K-12 schools in the United States. A total of 367 registered Active Schools Champions completed the Comprehensive School Physical Activity Program Technology Practice Questionnaire (CSPAP-TPQ). Descriptive statistics identified commonly used technologies, and χ2 tests and multiple regression analyses explored associations between personal and school characteristics and technology use. The most frequently used technologies were audio systems in physical education (95.1%), computers in physical activity programming before, during, and after the school day (79%), and email for staff involvement and family and community engagement (79%). The multiple regression model for personal characteristics indicated that race (β = 6.6, p = .004) and certified/licensed teacher status (β = -13.0, p < .001) were significant predictors of individual technology use, R2 = .381, F(5,361) = 12.24, p < .001. In contrast, the multiple regression model for school characteristics did not predict school use of technology for physical activity promotion. The widespread adoption of technology to promote physical activity in K-12 schools, which is significantly influenced by personal characteristics such as race and teacher certification, underscores the urgent need for targeted professional development. Future initiatives should focus on the equitable expansion of access and providing dedicated support for diverse school staff in technology integration.

Currently, there are issues with child education in the transition from kindergarten to primary school in China, including advanced implementation of the primary curriculum, senior kindergarten students being transferred to other educational institutions for pre-primary preparation, and parents’ biased understanding of the transition. Employing a grounded theory approach, this study aims to explore the factors influencing the conception of child education in the transitional period among parents of preschool children and develop a grounded theory model of the interaction mechanism of these factors. First-hand data on parental views on the transition were collected through interviews and underwent three-level coding via NVivo software analysis. Coding and analysis results reveal that the parent’s conception of the transitional process could be improved and grow increasingly scientific. Nevertheless, there remained contradictions in the parent’s conception of this subject, including contradictions between comprehensive habit cultivation and primary school knowledge training, between prioritizing healthy growth and forcing advanced learning, and between multi-stakeholder collaboration and reliance on the kindergarten as the sole provider of the education in question. The study concludes that the parent’s conception of the child’s kindergarten-to-primary school transition is modifiable, that their evaluations of kindergarten education inform their conception of the transition, that the interaction among the influencing factors drives the transformation of their conception, and that their biased attitudes towards child education in the transition largely stem from their psychology of comparison and vague perceptions of primary school. Recommendations are also proposed based on respective roles of various stakeholders.

The Philippines, located within the Pacific Ring of Fire and typhoon belt, remains one of the world’s most disaster-prone countries. Educational institutions play a pivotal role in cultivating disaster awareness, preparedness, and resilience among learners and communities. Anchored on Republic Act No. 10121 or the Philippine Disaster Risk Reduction and Management (DRRM) Act of 2010, this study examined the compliance and predicaments encountered in the implementation of school-based DRRM programs among selected public academic institutions in General Mariano Alvarez (GMA), Cavite. Using a descriptive-correlational design, the study gathered data from 259 faculty members and School DRRM Officers across elementary, junior high, and senior high schools. Results revealed high compliance levels across academic tiers, with senior high schools demonstrating relatively higher compliance due to greater institutional autonomy, more established administrative systems, and better access to resources. Financial constraints emerged as the most recurring challenge, followed by human resource limitations, while technical issues were least encountered. ANOVA results indicated no significant differences in compliance or challenges across academic levels, suggesting that uniformity in compliance may reflect effective top-down policy dissemination under DepEd’s DRRM mandates rather than equal resource access. The findings underscore the critical need for increased budget allocation, staff augmentation, and sustained capacity building to strengthen DRRM integration in schools. These implications align with the Department of Education’s Comprehensive School Safety Framework, Republic Act No. 10121, and the Sustainable Development Goal (SDG) 13 on Climate Action.

Aim is to improve the physical development and physical fitness of primary school children who are overweight through physical education. Materials and methods The study was conducted from January to May 2024 at the comprehensive school in Moscow (Russia). The pedagogical experiment involved schoolchildren who study in grades 1-4 who were diagnosed with obesity of varying degrees (72 children). Children in the experimental group did physical education with a separate instructor according to the experimental program, and schoolchildren from the control group studied in one with the rest of their class. Before and after the pedagogical experiment, all schoolchildren completed control tests that assessed their level of physical development and physical fitness. Results During the study period, the schoolchildren from the control group showed an increase in the indicators of less than 2% in the EVC, Height, Weight, BMI, Jump and Run tests (p&gt; 0.05). In the RI test, the indicators improved from 10.3±1.6 to 9.4±0.65 (t=0.52; p&gt;0.05), the increase was 9.6%. In the Torso test, the indicators improved by 11.5% (p&gt; 0.05), and in the Jump Rope test, the result was higher by 14.6% (p&gt; 0.05). In the experimental group, a reliable increase in the results was recorded in 7 of 9 tests. The smallest increase in results was noted in the Height test - 1.1% (p&gt;0.05) and Run - 0.6% p&gt;0.05. The EVC increased by 14.2% (p&lt;0.05), the Weight decreased by 7.8% (p&lt;0.05), the BMI decreased by 9% (p&lt;0.05), in the Jump test the result improved by 9% (p&lt;0.05). In the RI test the result improved from 10.9±1 to 7.1±0.75 (t=3; p&lt;0.05), the increase was 53.5%, in the Torso and Jump Rope tests the indicators improved by 31.4% (p&lt;0.05) and 38.3% (p&lt;0.05), respectively. Conclusion The results of the study in the control group indicate the low efficiency of the standard physical education program in a comprehensive school for children aged 7-11 who have excessive weight; the program is more suitable for children who do not have health limitations. The results of the tests in the experimental group indicate the efficiency of using the experimental program for children aged 7-11 who have excessive weight. These schoolchildren should do physical education according to a special program and perform physical exercises that are feasible for them. BJMS, Vol. 25 No. 01 January’26 Page : 253-262

ABSTRACT Despite growing attention in educational research to young people’s increasingly complex post-secondary transitions and aspirations, studies exploring these topics in Latin America are still incipient. Against this background, this article seeks to address this gap and employs a biographical-narrative approach to analyse and compare how Year 12 students from academic and vocational tracks in a Chilean comprehensive school construct their post-secondary life projects. Our findings show that: (i) most students, regardless of their track, aspire to continue tertiary studies while planning to combine work and study after compulsory education; (ii) students from academic and vocational tracks envisage highly complex and non-linear life projects; and (iii) vocational students, when compared with academic students, show significantly more strategic thinking when planning how to achieve their life goals. A policy implication of these findings is that they problematise the value of the track divide policy in enabling the construction of continuous life projects, especially given the weak articulation of secondary and tertiary VET in Chile. While recent policy initiatives have attempted to articulate such levels, we argue that these policies overlook VET students’ strategic approaches when building their life projects.

School threat assessment is a widely used strategy for preventing violence. However, there have been few studies of student attacks following a threat assessment. Additionally, most existing studies have been conducted within a single state, limiting the generalizability of findings. Thus, the primary purpose of this study was to identify student- and school-level correlates of attack rates in a multistate sample of schools. We hypothesized that most threat assessment cases will not lead to attacks, but that attacks will be more likely in more serious threat cases. We hypothesized that attacks will be lower in schools using safety staff (including school resource officers and security guards) and anonymous reporting systems. Based on 2,349 case records from 166 schools in five U.S. states, this study examined the frequency of student attacks following a threat assessment using the Comprehensive School Threat Assessment Guidelines. The study also examined the relationships between threat classification and school safety measures with student attack outcomes (injury or no injury). There were 234 (10%) cases involving an attack, and seven (0.3%) resulted in serious injury to the target. The odds of an attack were approximately 20 times greater for serious threats compared to nonserious threats. The presence of school safety measures did not significantly correlate with student attacks or injury. School threat assessment teams can manage student threats of violence with few subsequent attacks but should anticipate that threat classification is strongly associated with the likelihood of an attack and therefore warrants increased intervention and preventive actions. (PsycInfo Database Record (c) 2026 APA, all rights reserved).

Best practices of selected schools in the division of Camarines Norte in their implementation of Comprehensive School Safety (CSS)

The study examines the characteristics of aggressive behavior in adolescents with disabilities in comprehensive school settings. The research involved 15 adolescents with disabilities aged 12-16 years and 15 neurotypical adolescents. Using the Buss - Durkee Hostility Inventory and other methods, qualitative distinctiveness of aggressive behavior was identi ed in adolescents with disabilities, manifested through the predominance of direct aggression forms (physical and verbal), high impulsivity, and irritability coupled with low self-control levels. Statistical analysis con rmed signi cant di erences compared to neurotypical peers. The obtained results have practical value for developing intervention programs aimed at enhancing self-regulation and communication skills in adolescents with disabilities within inclusive educational environments.

Adolescent overweight is increasing in many low- and middle-income settings and is shaped by diet-related knowledge, daily activity patterns, and the school environment. Objective: This study aimed to examine the association between students’ dietary knowledge and physical activity level with excess weight categories among Grade VIII students at SMPN 271 Jakarta in 2024. Methodology: A quantitative cross-sectional analytic study was conducted among 183 Grade VIII students selected using stratified random sampling. Dietary knowledge was measured using a validated 11-item questionnaire (Cronbach’s alpha = 0.931) and categorized as good, moderate, or poor. Physical activity was assessed using the WHO Global Physical Activity Questionnaire (GPAQ) and categorized into low or moderate levels. Associations between dietary knowledge and excess weight categories, and between physical activity and excess weight categories, were tested using the chi-square test (p &lt; 0.05). Findings: Almost half of students had good dietary knowledge (48.1%), while most reported low physical activity (89.1%). Dietary knowledge level was significantly associated with excess weight category (p = 0.004), and physical activity level was also significantly associated with excess weight category (p = 0.004). Implications: The findings support integrated school-based interventions that combine nutrition education with strategies to increase daily physical activity and reduce sedentary routines, including optimizing the school food environment and expanding opportunities for active breaks and extracurricular activities. Originality: This study provides context-specific evidence from an urban junior high school in Jakarta by assessing dietary knowledge and physical activity concurrently in relation to excess weight categories, offering practical insights for designing comprehensive school health programs targeting adolescents.

With most states lacking comprehensive legislation addressing overdose preparedness in schools, there is an urgent necessity for prompt and effective solutions that accommodate existing resource constraints. Arizona, the primary entry point for over 55% of US fentanyl trafficking, responded to this critical public health challenge by initiating the nation’s first unfunded grassroots collaboration between community and government sectors to enhance statewide school overdose prevention and preparedness. The School Training, Overdose Preparedness and Intelligence Task force (STOP-IT) included more than 60 volunteers from the health care, legal, education, local government and behavioral health fields and worked collaboratively with the Arizona Department of Education to develop a response. Within 6 months of inception, STOP-IT conducted a comprehensive school survey to identify barriers to naloxone accessibility, created evidence-based school policies, established a sustainable and complimentary naloxone supply chain for schools with an ordering platform, and implemented a statewide naloxone distribution plan. The amassed resources were organized into a Fentanyl and Overdose Response Toolkit, widely disseminated to more than 2000 public, private, and charter schools. Moreover, STOP-IT launched both a local and national public information campaign to effectively raise awareness about the opioid crisis in schools. Using various media channels such as webinars, podcasts, media broadcasts, newsletters, and peer-reviewed publications, the campaign successfully amplified its message and enhanced community engagement. The STOP-IT initiative emerged as an innovative collaboration between government and community leaders, united in their mission to combat the growing opioid crisis in schools.