Comprehensive School Research Articles

Modifiable factors influencing attention performance in healthy children: insights from a comprehensive school nutrition study

Background There is inconclusive evidence for the effects of various leisure activities on attention performance in children. The literature reports inconsistent associations between activities such as physical activities or media use. To date, no study has thoroughly examined the various factors influencing attentional performance in a larger cohort of healthy children. This study aims to close this research gap.Methods From 2018 to 2019, the Leipzig School Nutrition Study collected data from 1215 children and their families. The children report their dietary behavior (using CoCu- Questionnaire), especially their participation in school lunch and their breakfast habits, through a paper questionnaire. Furthermore, attention performance was assessed using a validated test (FAIR-2) at school. Data on physical activity, media consumption, family eating habits and socio-economic status (SES) were collected from parents using questionnaires. Associations between attention and influencing factors were estimated using hierarchical linear regression. Analyses were adjusted for age, SES, and school type.Results Attending upper secondary schools (ßadj= 23.6, p < 0.001) and having a higher SES (ß= 1.28, p < 0.001) was associated with higher attention performance. Children doing leisure-time sports (ßadj= 4.18, p = 0.046) or reading books for at least one hour/weekday showed better attention performance (ßadj= 3.8, p = 0.040). Attention performance was also better in children having no electronic devices in the bedroom (ßadj= 13.0, p = 0.005) and in children whose parents limited their children’s Internet access (ßadj= 5.2, p = 0.012). We did not find any association between nutritional habits and attention performance.ConclusionsWe found that fostering modifiable habits such as reading and physical activity could enhance attention performance. These findings have substantial implications for the development of prevention and intervention programs that aim to improve attention in schoolchildren. It is important to note, however, that social status as a hardly modifiable factor also impacts attention performance. Therefore, interventions should address personal habits in a systemic approach considering the child’s social status.Trial registrationThe study is retrospectively registered with the German Clinical Trials Register (DRKS00017317, registration: 05-29-2019).

Comprehensive school physical activity program technology practice questionnaire (CSPAP-TPQ)

Comprehensive school physical activity program technology practice questionnaire (CSPAP-TPQ)

A shared vision for a school: developing a learning community

ABSTRACT Background Developing a school as a learning community is a complex process necessitating active engagement from the entire school community. This paper reports on a study from Finland that focused on exploring learning community development grounded in a shared vision. Purpose We sought to investigate the development of a school community with a separate primary and lower secondary school as it progressed towards becoming a unified comprehensive school. The research involved close school-university collaboration to support the community’s transformative journey. Our particular interest in this paper is the relationship between the shared vision and learning community development. Method At the conclusion of the development project, seven semi-structured interviews were conducted with members of the school management team. Thematic analysis of the interview data was undertaken to identify their perceptions of how the shared vision was linked to learning community development. Findings The in-depth analysis revealed five major themes: (1) communication of the shared vision and transparency; (2) present and absent themes in the shared vision; (3) tradition and innovation; (4) the long-term nature of school development; and (5) the role of the vision in everyday school life. The analysis drew attention to how a school’s past and present influence a shared vision and school development. Conclusion This study provides insights into how the preconditions of a school community contribute to the implementation of a shared vision as a catalyst for change. Recognising the distinct needs and starting points of schools is crucial, emphasising the importance of understanding the pre-existing context in school development.

FEATURES OF NEUROLOGICAL DISORDERS IN CHILDREN WITH SPEECH DEVELOPMENTAL DISORDERS

Problems of speech pathology in children attract the attention of doctors, speech therapists and psychologists due to the high prevalence of these disorders and the importance of speech function in the mental development of the child. The result of impaired speech development is the difficulty or impossibility of a child’s education in a comprehensive school. In this regard, the formation of speech in children is a necessary factor for social adaptation and learning. Despite the numerous studies, there are no exact criteria for the early diagnosis of speech development disorders, questions of etiology and pathogenesis have not been resolved, methods for predicting the course and rehabilitation of children with speech development delays require further development, and the features of speech development delays for various variants of comorbid neurological disorders [4]. Delayed speech development in children, if adequate therapeutic and rehabilitation measures are not carried out in a timely manner, may in the future lead to a decrease in the intellectual potential of the nation. KEYWORDS: delayed speech development, neurological disorders.

Constructing Identities in a Diverse School Setting: From Finnish Learners to Multilingual Experts

ABSTRACT This article investigates how Shanaya and Zona, two 11-year-old multilingual migrant children, construct identities as knowledgeable, multilingual, and socially aware experts in a comprehensive school in Finland. I use ethnographic data that includes school observation and interviews to show how they find moments for overcoming disadvantageous circumstances through identity construction, and thus empower themselves. This empowerment seems to happen in informal situations, implying that there is little space for being something other than Finnish or Finnish-speaking elsewhere in the school. This study describes the children’s lived experience holistically by showing how linguistic, ethnic, and social identity categories intertwine and manifest in language use. It adds to our knowledge of the empowerment of young migrant children in school-related discourses outside of the anglophone world and calls for acknowledging children’s voices in developing education globally.

Risk factors and integrated assessment of health disorders in teachers of rural comprehensive schools

Teaching is an occupation with high stress levels and extremely poor health indicators, which tend to decline as working records become longer. The aim of this study was to investigate risk factors able to cause health issues in teachers of rural comprehensive schools and to determine the significance of clinical and laboratory indices as early indicators. The work uses the results of hygienic, clinical and laboratory studies aimed at assessing health and working conditions of teachers employed at comprehensive schools in rural areas of the Republic of Bashkortostan. Sanitary and hygienic conditions in classrooms of rural comprehensive schools were assessed in conformity with the Guide R 2.2.2006-05. Medical check-ups resulted in 255 various somatic diseases diagnosed in 70 teachers, overall, 3.64 diseases per one examined teacher. Laboratory tests revealed elevated hemoglobin levels in 20.00 % of the examined female teachers and low ones in 8.57 %. Erythrocytosis was established in 64.29 % of the examined teachers. We also established some slight changes in hematocrit levels, which were elevated in 4.29 % and low in 8.57 % of the examined teachers. Accordingly, in case hemoglobin levels were low, erythrocyte indices MCV and МСН went down as well in 30.00–32.86 % of the female teachers. The number of workers with elevated glucose and cholesterol levels went up as their work records grew longer (the correlation coefficients were 0.94÷0.98). Examination of microflora found in the upper airway mucosa revealed clinically significant contamination, which was mostly represented by cocci bacteria, the most significant microorganisms being Staphylococcus epidermidis, Staphylococcus spp and β-hаemolytic streptococci. Our integrated study has shown that working conditions at workplaces of teachers in rural comprehensive schools do not conform to safety standards as per work hardness and work intensity (intellectual, emotional and sensory loads). The study results confirm high importance of diagnostic methods as indicators of health issues in teachers employed at comprehensive schools. Preventive measures aimed at protecting teachers’ health in rural areas should consider peculiarities of pathomorphosis that determines their health status.

Факторы риска и комплексная оценка нарушений здоровья педагогов общеобразовательных школ в сельской местности

Teaching is an occupation with high stress levels and extremely poor health indicators, which tend to decline as working records become longer. The aim of this study was to investigate risk factors able to cause health issues in teachers of rural comprehensive schools and to determine the significance of clinical and laboratory indices as early indicators. The work uses the results of hygienic, clinical and laboratory studies aimed at assessing health and working conditions of teachers employed at comprehensive schools in rural areas of the Republic of Bashkortostan. Sanitary and hygienic conditions in classrooms of rural comprehensive schools were assessed in conformity with the Guide R 2.2.2006-05. Medical check-ups resulted in 255 various somatic diseases diagnosed in 70 teachers, overall, 3.64 diseases per one examined teacher. Laboratory tests revealed elevated hemoglobin levels in 20.00 % of the examined female teachers and low ones in 8.57 %. Erythrocytosis was established in 64.29 % of the examined teachers. We also established some slight changes in hematocrit levels, which were elevated in 4.29 % and low in 8.57 % of the examined teachers. Accordingly, in case hemoglobin levels were low, erythrocyte indices MCV and МСН went down as well in 30.00–32.86 % of the female teachers. The number of workers with elevated glucose and cholesterol levels went up as their work records grew longer (the correlation coefficients were 0.94÷0.98). Examination of microflora found in the upper airway mucosa revealed clinically significant contamination, which was mostly represented by cocci bacteria, the most significant microorganisms being Staphylococcus epidermidis, Staphylococcus spp and β-hаemolytic streptococci. Our integrated study has shown that working conditions at workplaces of teachers in rural comprehensive schools do not conform to safety standards as per work hardness and work intensity (intellectual, emotional and sensory loads). The study results confirm high importance of diagnostic methods as indicators of health issues in teachers employed at comprehensive schools. Preventive measures aimed at protecting teachers’ health in rural areas should consider peculiarities of pathomorphosis that determines their health status.

Correlation between Obesity and Socioeconomic and Psychological Characteristics of Students Attending Different Rural School Types.

In a cross-sectional study, BMI values were measured in 114 students in grades 5, 7, and 10. In addition to the demographic data, data on nutrition, physical activity, and mental well-being were collected using a questionnaire. A total of 44% (11/25) of the comprehensive school students and 15% (13/89) of the high school students are overweight, and 24% (6/25) of the comprehensive school pupils and 6% (5/89) of the grammar school pupils (p = 0.009) are obese. In addition, 91% (10/11) of the students with obesity, 36% (4/11) of the students with pre-obesity, and 31% (26/84) of the normal-weight students (p = 0.001) are concerned about their weight. Among the children with obesity, 82% (9/11) are afraid of gaining weight. In addition, 6% (5/82) of the normal-weight students, 25% (3/12) of the students with pre-obesity, and 70% (7/10) of the students with obesity feel restricted by their weight when exercising. School attendance and parental socioeconomic status appear to correlate with students' weight statuses. There is a high level of suffering, and they feel uncomfortable with their bodies and worry about weight regulation.

Transmission of Mental Disorders in Adolescent Peer Networks.

Previous research indicates that mental disorders may be transmitted from one individual to another within social networks. However, there is a lack of population-based epidemiologic evidence that pertains to the full range of mental disorders. To examine whether having classmates with a mental disorder diagnosis in the ninth grade of comprehensive school is associated with later risk of being diagnosed with a mental disorder. In a population-based registry study, data on all Finnish citizens born between January 1, 1985, and December 31, 1997, whose demographic, health, and school information were linked from nationwide registers were included. Cohort members were followed up from August 1 in the year they completed ninth grade (approximately aged 16 years) until a diagnosis of mental disorder, emigration, death, or December 31, 2019, whichever occurred first. Data analysis was performed from May 15, 2023, to February 8, 2024. The exposure was 1 or more individuals diagnosed with a mental disorder in the same school class in the ninth grade. Being diagnosed with a mental disorder during follow-up. Among the 713 809 cohort members (median age at the start of follow-up, 16.1 [IQR, 15.9-16.4] years; 50.4% were males), 47 433 had a mental disorder diagnosis by the ninth grade. Of the remaining 666 376 cohort members, 167 227 persons (25.1%) received a mental disorder diagnosis during follow-up (7.3 million person-years). A dose-response association was found, with no significant increase in later risk of 1 diagnosed classmate (HR, 1.01; 95% CI, 1.00-1.02), but a 5% increase with more than 1 diagnosed classmate (HR, 1.05; 95% CI, 1.04-1.06). The risk was not proportional over time but was highest during the first year of follow-up, showing a 9% increase for 1 diagnosed classmate (HR, 1.09; 95% CI, 1.04-1.14), and an 18% increase for more than 1 diagnosed classmate (HR, 1.18; 95% CI, 1.13-1.24). Of the examined mental disorders, the risk was greatest for mood, anxiety, and eating disorders. Increased risk was observed after adjusting for an array of parental, school-level, and area-level confounders. The findings of this study suggest that mental disorders might be transmitted within adolescent peer networks. More research is required to elucidate the mechanisms underlying the possible transmission of mental disorders.

“We can do this”: Physical educators’ role breadth self-efficacy to be involved with CSPAPs from an occupational socialization perspective

In the United States, the Comprehensive School Physical Activity Program (CSPAP) is a whole-of-school framework to ensure youth meet physical activity guidelines. Physical education teachers (PETs) are poised to be CSPAP leaders, but implementation is low. PETs’ involvement with CSPAPs may be better understood through the lens of their role breadth self-efficacy, which captures how professionals feel about their ability to undertake expanded workplace roles. Furthermore, investigating PETs’ CSPAP-related role breadth self-efficacy from the perspective of occupational socialization theory could help to identify critical intervention points in PETs’ career development to support CSPAP implementation. The purpose of this study, therefore, was to explore PETs’ perceptions of how the phases of occupational socialization theory influence their role breadth self-efficacy to be involved with CSPAPs. Stratified random sampling and convenience sampling were used to recruit 25 PETs ( n = 16 female) in the United States. Data were collected using individual, semi-structured interviews and analyzed using constant comparison. The findings are represented in three overarching themes, each accompanied by corresponding subthemes: (a) modeling and encouragement from socializing agents, (b) learn by doing: mastery experiences, and (c) agent of change: “I believe in this.” The PETs’ childhood physical activity experiences, physical activity leadership development within teacher education, mentorship from experienced educators who exemplify effective strategies, and the capacity to foster social capital within the workplace are key factors impacting PETs’ CSPAP-related role breadth self-efficacy. Further investigation into mentorship programs for novice PETs to lead CSPAPs and best practices for CSPAP training in teacher education is recommended.

Neighborhood Disadvantage, Social Groups, and Adolescent Violence: Assessing Mechanisms in Structural-Cultural Theories

Structural-cultural perspectives link contextual characteristics to interactions with associates who transmit definitions favorable to crime, thus influencing behavior. Drawing on this, we predict that: (1) adolescents in disadvantaged neighborhoods will be more likely to have parents, friends, and schoolmates who hold violent rationalizations, (2) exposure to associates who hold violent rationalizations will increase an adolescent’s own violent rationalizations, and (3) one’s willingness to rationalize violence will be associated with self-reported violent conduct. Using panel data from the University of Missouri – St. Louis Comprehensive School Safety Initiative and structural equation models, our findings indicate that respondents residing in disadvantaged neighborhoods are more likely to be exposed to associates who report a greater willingness to rationalize violence, which in turn predicts an adolescent’s own rationalizations. Further, one’s willingness to rationalize violence is predictive of violent conduct and mediates the effects of associates’ attitudes on self-reported violence.

Mental health after the COVID-19 pandemic among Finnish youth: a repeated, cross-sectional, population-based study

High levels of mental health problems among young people were reported during the COVID-19 pandemic, but studies of the post-pandemic period are scarce. We assessed mental health problems among Finnish youth before, during, and after the COVID-19 pandemic using nationwide population-based samples. Our aim was to examine in which direction the heightened levels of adolescent mental health problems have developed after the pandemic. In this national, repeated cross-sectional, population-based study in Finland, we recruited students at lower and upper secondary level (aged 13-20 years) who were taking part in the Finnish School Health Promotion (SHP) survey in 2015-23 (119 681-158 897 participants per round). The SHP is based on total sampling and conducted biennially between March and May. Self-reports covered the seven-item Generalized Anxiety Disorder Scale; the two-item Patient Health Questionnaire for depression; the Mini Social Phobia Inventory for social anxiety; the Short Warwick-Edinburgh Mental Wellbeing Scale for mental wellbeing; loneliness; the Sick, Control, One Stone, Fat, Food measure for disordered eating; and suicidality (suicidal ideation, deliberate self-harm, and suicide attempts). Scales were dichotomised using validated cutoffs. Presence of any and comorbid mental health problems was assessed. Logistic (for dichotomised outcomes) and linear (for Short Warwick-Edinburgh Mental Wellbeing Scale) mixed effects models were used to analyse the effect of survey year on mental health, controlling for sociodemographic background factors and stratified by gender and school level. Cisgender and transgender youth were compared. Between 2015 and 2023, the SHP study recruited 722 488 students (371 634 [51·6%] girls and 348 857 [48·4%] boys) with a mean age of 15·8 years (SD 1·3) who were either in the eighth and ninth grades of comprehensive school or the first and second years of general and vocational upper secondary schools in Finland. The proportion of participants with generalised anxiety, depression, and social anxiety symptoms above the cutoff increased from pre-COVID-19 levels to 2021 and remained at these higher levels in 2023 among all study groups. Among girls in lower secondary education, prevalence of generalised anxiety, depression, and social anxiety symptoms increased from 2021 to 2023, as did social anxiety among girls in upper secondary education. Among boys, the proportion with social anxiety symptoms decreased between 2021 and 2023. Mental wellbeing scores decreased in all groups between 2021 and 2023, and disordered eating increased in girls, and in boys in lower secondary education. Suicidality increased in girls but not in boys. Loneliness was the only measure to show improvement in all groups from 2021 to 2023. In 2023, 55 895 (72·6%) of 76 994 girls and 22 718 (32·8%) of 69 205 boys reported at least one mental health problem, and 37 250 (48·4%) girls and 9442 (13·6%) boys reported comorbid mental health problems. Among both transfeminine and transmasculine youth, the prevalence of generalised anxiety and depression symptoms decreased from 2021 to 2023, but compared with cisgender youth, the proportions were significantly higher throughout. The effects of the COVID-19 pandemic on youth mental health could be long lasting. In this study, the substantial change for the better among transgender youth was a positive exception. Providing adequate support and treatment for young people with poor mental health is essential, but solutions to the mental health crisis need to address a wider societal perspective and should be developed in partnership with young people. NordForsk, Research Council of Finland. For the Finnish and Swedish translations of the abstract see Supplementary Materials section.

Adolescent Weapon Carrying Inside and Outside of School: The Impact of Experiences and Perceptions of Violence

This study examined factors that distinguish adolescent weapon carrying in school compared to only in the community. We look at how experiences (offending, victimization, and gang-involvement) and perceptions (school, neighborhood, individual) toward violence are associated with self-reported weapon carrying in these two locations. Data came from two waves of the University of Missouri – St. Louis Comprehensive School Safety Initiative, a longitudinal study on the causes and consequences of school violence. Multinomial logistic regression was used to predict weapon carrying among three mutually exclusive categories: those who do not carry, those who carry only in the community, and those who carry both in school and in the community. We find that victim/offenders are more likely to carry weapons regardless of context, but school weapon carrying is positively associated with fatalism and gang-involvement. One school factor, school commitment, impacted carrying both inside and outside of school. Our results identify unique factors that can reduce adolescent weapon carrying in general and specifically in school.

Beyond academics: Links from teaching practices in Swedish schools to students’ achievements and mental health complaints

BackgroundDespite extensive research on the relationship between teaching practices and learning outcomes, limited attention has been given to their potential links with students’ mental health. AimsThis study investigates the relationships between three teaching practice types – teacher-centered, student-centered, and student-dominated – and both student mental health complaints and academic achievement. It furthers explores variations in these associations based on students’ socioeconomic status (SES). SampleThe analysis includes 4573 grade 9 students (aged 15–16 years) in the Swedish comprehensive school system. MethodsEmploying structural equation modelling techniques, we analyze a dataset comprising students’ cognitive test scores, their perceptions of classroom processes, self-reported mental health complaints, as well as register data on teacher-assigned grades and parental education. ResultsTeacher-centered practices are positively associated with academic achievements but lack robust links with mental health complaints. Conversely, student-centered practices are positively associated with academic achievements and correlate with lower mental health complaint frequencies. However, student-dominated practices demonstrate poor relationships with both mental health and academic achievements. Limited variations based on students’ social background reveal only two differing associations between low and high SES students: teacher-centered teaching shows stronger academic achievement associations for low SES students, while student-dominated teaching is more adversely linked to low SES students' mental health. ConclusionsThe results affirm the benefits of both teacher- and student-centered teaching practices for academic achievement while cautioning against excessive self-directed teaching. Importantly, the study highlights the role of instructional approaches in shaping not only academic outcomes but also students’ mental health.

Developing a Study Unit in the Arabic language Based on Literary Awareness and testing its Effectiveness in Developing Literary Appreciation Skills among Twelfth Grade Female Students in Jordan

This study aimed at developing an instructional unit in Arabic language based on literary awareness and test its effectiveness on developing the skills of literary appreciation among second year scientific secondary school students in Jordan. The participants of the study consisted of (80) female students from the second year of scientific secondary school at Al-Baqa’a Comprehensive Secondary School for Girls. The sections were randomly assigned into two groups, so that Division (C) represented the experimental group that was taught using the developed unit, and Division (A) represented the control group that studied using the usual way. To achieve the objectives of the study, the unit was developed, the literary appreciation test was prepared, and the test was applied to the two groups before and after teaching, as the experimental and control group studied for (20) days in the second semester of the academic year (2021/2022), and the results of the statistical analysis showed the absence of statistically significant differences in literary appreciation skills between the experimental and control groups on the pre-test among students of the second grade of scientific secondary school in Jordan, and the existence of statistically significant differences between the experimental and control groups in the literary appreciation test in favor of the experimental group attributed to the development of the unit based on literary awareness. In light of the results the study recommended conducting more studies on the development of academic units in other branches of Arabic language, with the concern of curriculum makers in the inclusion of literary awareness in the Arabic language.

Disaster Preparedness amongst Schools Teachers: A Holistic Approach towards Development of a Research Tool

The Comprehensive School Safety Framework (CSSF) is a complete strategy for creating safe learning environments for administrators, teachers, students, and school staff. The CSS framework has three pillars: safe learning facilities, school disaster management, and risk reduction and resilience education. This study was conducted to develop a research tool to assess disaster preparedness among school teachers using the Comprehensive School Safety Framework (CSSF). A questionnaire was developed by the researcher, which had 27 items. There were 320 school teachers selected from 64 schools. On the basis of factor analysis, there were seven factors found for the disaster preparedness of school teachers: online learning and emergency preparedness, local risk awareness, physical safety and infrastructure, organization disaster management, online teaching readiness, active learning and disaster training, general awareness, and immediate response. The tool developed by the research was named disaster preparedness and risk reduction (DPRR). This tool is validated and reliable on the basis of factor analysis for the assessment of disaster preparedness amongst school teachers.

METHODOLOGY OF TEACHING ELEMENTS OF COMBINATORICS AT THE COMPREHENSIVE SECONDARY SCHOOL

The object of the study is the elements of combinatorics at the comprehensive secondary school. The aim of the article is to improve the methodological system of teaching elements of combinatorics at the comprehensive secondary school. The article discusses methodological issues and problems of studying combinatorics elements in the process of teaching mathematics. The methodological features of studying combinatorics elements at the comprehensive secondary school are identified and characterized, their role in the course of mathematics from the point of view of improving the effectiveness of learning is considered. The methods and methodical techniques of teaching combinatorial material, which were previously tested in our educational process, are presented. The possibilities and expediency of their application in connection with the age peculiarities of students are substantiated. Methodological guidelines for teaching individual topics of combinatorics are given. Within the framework of teaching each topic, interesting tasks of applied significance are presented. Effective methods of their solution are given. The presented tasks have been tested for years in our teaching practice. In the process of teaching the elements of combinatorics, methods of cooperative learning, mathematical modeling, graphical modeling, coding, methods that promoting inter- and intra-subject connections were used.

Technology of multilingual skills formation of schoolchildren of the basic comprehensive school in the conditions of an additional modular general educational program “Linguistic Workshop”

Importance. The problem of the formation of a multilingual student’s personality is important and relevant for modern language education. The purpose of the study is to propose a technology for the formation of multilingual skills of schoolchildren (grades 5-9) based on a modular general development program for the study of languages and cultures in an additional training course.Research Methods. Based on scientific literature theoretical analysis, the refined concept of “modular general educational program of additional education” as a means of multilingual skills forming of schoolchildren is presented. It is proved that a prerequisite for the multilingual skills formation of schoolchildren is their awareness of the value of their multilingual development, upbringing and development of a multilingual personality based on mastering socially significant experience, which is embodied in language knowledge and skills, language and speech activity. The main methods of polylinguistic skills’ formation are: comparative, communicative, method of control and self-control.Results and Discussion. It is revealed and substantiated that the use of a modular general development program in an additional training course will allow developing the student’s multilingual personality, its linguistic thinking, and language ability, which arouses great interest in the didactic possibilities of the proposed technology.Conclusion. The application of the research results can contribute to the development of new directions in linguodidactics and the design of an effective multilingual school environment.

Formation of learning goals in music education in Estonian general comprehensive schools 1918–2023

Eesti koolides on muusikaõpetusel muusikakultuuri alusena eriline roll. Uuringud on kinnitanud muusikaõpetuse potentsiaali toetada õpilaste kognitiivsete võimete, emotsionaalsuse ja sotsiaalsete oskuste arengut ning kujundada üldist kultuuripilti. Uurimuse eesmärk on analüüsida muusikaõpetuse eesmärgiseadet, millest sõltub selle korraldus. Analüüs aitab mõista meie kultuuri- ja haridusruumi sobivatele alusprintsiipidele püstitatud eesmärkidele vastava õppesisu valikut ning teha sellest lähtuvalt informeeritud otsuseid. Vabariigi esimese perioodi muusikaõpetuse eesmärgid olid vajalikud rahvusliku haridussüsteemi loomisel, tänaseks on jõutud individuaalsete ja kollektiivsete identiteetide ning laiema muusikalise kirjaoskuse omandamiseni. Artiklis käsitletakse õppekavadele (1918–2023) ja intervjuudele (n = 5) tuginedes muusikaõpetuse eesmärkide kujunemislugu. Summary

Sexually explicit media literacy education: a scoping review of parental perspectives and relevant resources

ABSTRACT Viewing sexually explicit media (SEM) can influence young people’s sexual attitudes and behaviours. Media literacy education can help young people navigate this, yet parental opposition is sometimes cited as a barrier to the implementation of comprehensive school programmes. A scoping review explored parent perspectives towards and comfort with SEM literacy education, parent-focused resources, and the level of parental engagement in resource development. An expansive view of SEM included pornography alongside sexually explicit content in movies, television shows, video games, or other online spaces. Collectively, a focused search of five academic databases, an online search for grey literature and resources from non-governmental and government organisations, and interviews (n = 7) with key stakeholders were undertaken. Screening reduced 4,745 peer-reviewed records to seven. The online search located 35 resources from 28 organisations. While parents support SEM literacy education for their children, other sexuality education topics (e.g. contraception and the prevention of sexually transmitted infections) were more widely endorsed. Parental comfort in providing such education was variable. Online resources vary in type and content, with limited information available about development processes or evaluation. Further research and co-design are needed to ascertain parent needs to support their children’s SEM literacy knowledge and understanding.