Group Interviews Research Articles

교육공동체와 함께 하는 유아교육과정평가 탐구

This study aims to explore curriculum assessment in early childhood education within the educational community. For this study, six early childhood teachers working in an innovative kindergarten in the P region where a professional learning community is activated, were purposefully selected. Group interviews were conducted twice per institution, totaling four sessions, between January and February 2023. The data analysis revealed that the teachers' practices in curriculum assessment were categorized into three themes: ‘curriculum assessment conducted through co-creation and mutual care,’ ‘expansive implementation of curriculum assessment and creation of diverse assessment methods,’ and ‘curriculum assessment as a space for life and a trajectory.’ The findings are as follows: First, the teachers shared the understanding that curriculum is not created by an individual alone but is a process of collective creation, emphasizing that assessment is also a co-creation process driven not by individual teachers but through mutual care. Second, in the educational community, mutual care facilitated the co-creation of curriculum assessment, where teachers experienced curriculum practices that expand children's growth and learning, along with diverse assessment methods. Third, reflecting on the teachers' experiences with the educational community, it was confirmed that curriculum assessment, following the trajectory of children's learning, ultimately unfolds into the realm of life. This study, by examining the practice of curriculum assessment within the educational community alongside early childhood teachers in an innovative kindergarten, explores the teachers' perceptions and discussions about children, play, curriculum, learning, and teaching, seeks the relationship between curriculum assessment and the world, and aims to discover the ‘beyond learning’ co-created by the educational community.

Active ageing in the digital era: the role of new technologies in promoting the wellbeing of older people in Hong Kong

ABSTRACT This qualitative study aims to examine the challenges and barriers older people face in technology usage and the experiences that motivate them to achieve active ageing using technology. A total of 34 older people and 12 professionals participated in the focus group or individual interviews. Technology could enhance older people’s access to health information and social connections, which benefited their overall well-being. Policymakers and community stakeholders are suggested to support them in learning digital technologies. Social workers play a crucial role by tailored communication skills while promoting digital inclusion for older people.

The feasibility of using photovoice as a loneliness intervention with older Myanmar migrants.

Loneliness has detrimental physical and mental health outcomes. To date, there are few studies on loneliness interventions in lower-resource settings. Based on participatory action research methods that are theoretically informed by the social relationship expectations framework, we developed a loneliness intervention called amanane using the photovoice method with older Myanmar migrants in northern Thailand. The aim of our study was to test the feasibility and preliminary effectiveness of photovoice as an intervention for lonely older adults. Over 6 weeks, we coproduced 5 weekly workshops, individual interviews, and a photo exhibition with an older Myanmar migrant cofacilitator and nine participants (57-82 years old). The workshops focused on older people's care provisions. The qualitative evaluation entailed group discussions, interviews, and videos. Results indicated a perfect completion rate and high acceptability. Participants reported a reduction in loneliness due to opening up to each other through photography, feeling united despite cultural differences, and feeling valued by visitors attending the photo exhibition. Overall, photovoice may be a promising intervention for lonely older adults and has the potential to be tested in larger trials across diverse settings.

Family experiences with professionals’ health care attention during end-of-life care at home: a narrative study

ABSTRACT Families experience significant emotional, physical, social and psychological difficulties and challenges at the end of life at home. Healthcare professionals’ care is key to the family's ability to continue to care for the ill person and fulfil dying wishes at home. This study aimed to comprehend families’ experiences concerning the end-of-life care attention received from health professionals at home. A narrative study was carried out with families cared for by the Primary Care System of a region of Pamplona, Spain. Nine families participated, including a minimum of two and a maximum of four people per family. Group and individual narrative interviews were conducted (9 family interviews and 23 individual interviews). These interviews were transcribed and analyzed using thematic narrative analysis. The themes identified were (1) experiencing the need to be cared for; (2) taking responsibility for the patient's care; and (3) missing continuity in patient care. This research revealed the deficiencies in health care experienced by families during end-of-life care. A change in the health care paradigm is necessary to ensure that professionals work together with families in patient care and include them in their care if the highest quality end-of-life care at home is to be achieved.

Meeting Parents' Health Literacy Needs-Designing and Feasibility Testing of a Three-Step Intervention in the Childhood Epilepsy Context.

(1) To codesign a health literacy intervention within a specialist healthcare setting to help the parents of children with epilepsy access, comprehend, use and communicate information and (2) to assess the intervention's feasibility by exploring stakeholders' perspectives on its usefulness, ease of use of trial methods and contextual factors impacting its execution. A codesign participatory approach followed by a feasibility approach inspired by the OPtimising HEalth LIteracy and Access to Health Services (Ophelia) process for health literacy intervention development. (1) The codesign approach included workshops with (a) multidisciplinary personnel (n = 9) and (b) parents (n = 12), along with (c) an interview with one regional epilepsy specialist nurse (n = 1). The participants discussed parents' health literacy needs on the basis of vignettes and brainstormed service improvements. A three-step intervention was subsequently designed. (2) The intervention's feasibility was assessed via interviews with six parents (n = 6), a focus group interview with study nurses, a short doctors survey and a log of time spent testing the intervention. (1) The parents of first-time admitted children to a specialist epilepsy hospital were targeted for the intervention. Nurse-parent consultations were central to the intervention, activating parents in codeveloping and executing a tailored education plan. (2) Feasibility: parents (n = 6) experienced consultations and education plans that were beneficial for enhancing their self-efficacy in managing the child's condition. The study nurses (n = 3) acknowledged positive outcomes in streamlining patient education but felt that their training on the intervention methods was insufficient. Both parents and nurses identified limited personnel resources as a significant barrier to executing the intervention. The codesigned intervention engaged nurses and parents in HL development despite system barriers. The parents experience enhanced self-efficacy in managing their child's condition. However, needs refinements and further feasibility tests are needed before future implementation. The Consort Statement 2010 extension for reporting non-randomised pilot and feasibility studies was used to ensure the methodological quality of the study. A Consort Statement 2010 checklist is provided as an additional file. The collaboration of parents within the target group, the providers involved and the project's steering committee was crucial in codesigning and evaluating this three-step intervention. Parents and multidisciplinary providers actively contributed through workshops, interviews and in discussion meetings. The study nurses testing the intervention played a key role in defining the documentation process for the codeveloped education plan. This three-step health literacy intervention can positively impact parents' self-efficacy in managing their child's condition. Enhancing nurses' communication skills is essential for improving parents' health literacy, making it crucial to allocate resources for such training. The intervention content and strategies to meet parents' health literacy needs require refinement, with more provider involvement to better adapt it to the context. Future studies should focus on further feasibility testing by considering a more flexible time frame. Open Science Framework: https://osf.io/fg9c7/.

‘There’s nothing wrong with me’: experiencing Physical Education at the intersections of disability, ethnicity and gender

ABSTRACT Background: School populations in England continue to diversify, particularly in relation to ethnicity, language, and Special Education Needs and Disabilities (SEND). Yet research demonstrates that Physical Education (PE) often remains structured, organised and delivered in ways that privilege White, male, cisgender, heterosexual, non-disabled students. Whilst the experiences of those students marginalised within PE have been explored, a single-issue approach dominates. That is, disability, ethnicity or gender have often been researched in isolation. More recently an intersectional lens has been used to consider young people’s multiple identities and how these simultaneously influence experiences of PE. However, much of this research has focused on two identities, for example, gender and ethnicity, or gender and disability. Purpose: This paper offers insights regarding the ways that disability, ethnicity and gender intertwine to influence the PE experiences of five girls attending an English secondary school, Hillside High. Methods: Data were generated over two years through focus group interviews and observations of PE lessons. Using a narrative approach to data re-presentation, five stories are presented to reflect the girls’ experiences. Findings and Conclusion: Following the narratives, three themes are discussed: the (ir)relevance of PE; the importance of peer relationships; and school-imposed labels. In concluding, we explore how privilege, inequality, and difference operate; the differences between girls who share identity categories; and consider the utility of adopting an intersectional lens.

Organisational factors associated with burnout among emergency and internal medicine physicians: a qualitative study

ObjectiveTo identify physician perspectives on factors associated with physician burnout, protective factors against burnout, and to seek potential solutions for this pervasive problem.DesignA qualitative study with semistructured focus group interviews...

Preparing Pre-Service Teachers for Teaching in the Digital Age

At the onset of the COVID-19 pandemic, many traditional contact higher education institutions, such as the institution where the study was based, transitioned abruptly to remote online learning. Students in the School of Education at the institution who are predominantly from the lower end of the socioeconomic digital divide in South Africa had no choice but to navigate digital technologies to further their education. The extent to which their digital learning experience fostered the requisite TPACK (Technological, Pedagogical, and Content Knowledge) and other cross-functional skills needed for the 4IR classrooms remained uncertain. Framed by the TPACK Model, this paper employed a mixed-method approach to understand students' online learning experiences and how their digital learning experiences prepared them for their future teaching practices. Data generated from questionnaires randomly distributed to undergraduate students, followed by a focus group interview with twelve purposively sampled students across the five undergraduate clusters of the school, was used to address the research objective. The findings revealed that it is unlikely that their virtual learning experience could have prepared them for teaching in the digital age. Insights from this paper will benefit academics in their online pedagogical engagements and curriculum design while informing policy directions at the institutional level. Keywords: digital learning, pre-service teachers, 4IR classroom, TPACK, students' experiences

Patient-Reported Perception of Exercise and Receptiveness to Mobile Technology in Cancer Survivors Living in Rural and Remote Areas

Purpose: Cancer survivors in rural and underserved areas face barriers such as limited access to oncology exercise programs and limited facilities, contributing to health inequities in cancer survivorship. This study explored cancer survivors’ thoughts on exercise and mobile technology for exercising with a mobile application (app) during and after treatment in rural and remote areas. Methods: Three online focus groups were conducted in February 2024 using semi-structured interviews with 12 open-ended questions. Eligible participants were adult cancer survivors or caregivers living in medically underserved areas, English-speaking, consented to being audiotaped, and attended one 60-min group interview. The discussions were transcribed verbatim and analyzed via a content analysis approach with consensus. Results: Fifteen participants attended from four States. None of the participants were advised to exercise; availability of exercise resources depended on geographic location and a cancer-specific exercise app was desired. They understood the benefits of exercise after diagnosis but expressed a need for more guidance during treatment. Geographic location shaped their activities, with most engaging in daily physical tasks rather than structured exercise. Most participants were receptive to using an exercise app to manage fatigue. Suggested key features to exercise with an app included live trainers, exercise checklists, visual benchmarks, and programs tailored to different fitness levels. Conclusions: These results emphasize the need for personalized resources, guidance, and on-demand accessibility to an exercise oncology app. A cancer-specific exercise mobile app will mitigate health inequities for cancer survivors residing in rural and remote areas.

A New Agenda for Optimizing Roles and Infrastructure in a Mental Health Service Model for South Korea

Objective As the demand for community mental health services continues to grow, the need for well-equipped and organized services has become apparent. This study aimed to optimize the roles and infrastructure of mental health services, by establishing, among other initiatives, standardized operating models.Methods The study was conducted in multiple phases from May 12, 2021, to December 29, 2021. Stakeholders within South Korea and metropolitan mental health welfare centers were targeted, but addiction management support centers, including officials, patients, and their families, were integrated as well. A literature review and survey, focus group interviews, a Delphi survey, and expert consultation contributed to comprehensive revisions and improvements of the mental health service model.Results The proposed model for community mental health welfare centers emphasizes the expansion of personnel and infrastructure, with a focus on severe mental illnesses and suicide prevention. The model for metropolitan mental health welfare centers delineates essential tasks in areas such as project planning and establishment, community research, and education about severe mental illnesses. The establishment of a 24-hour emergency intervention center was a crucial feature. In the integrated addiction support center model, the need to promote addiction management is defined as an essential task and the establishment of national governance for addiction policies is recommended.Conclusion This study proposed standard operating models for three types of mental health service centers. To meet the increasing need for community care, robust mental health service delivery systems are of primary importance.

Resilience Amidst Adversity: Experiences of Black Older Adults During the COVID-19 Pandemic.

The paucity of research and policy on the impact of COVID-19 on the experiences of Black older adults in Canada and around the world has intensified the enduring impacts of racism on their health and well-being. To bridge this gap, our study explored the mental health of Black older adults in Montreal during the early period of the pandemic. Using an Afro-emancipatory mixed-method research design, we collected and analyzed data from three sources: a survey, focus group interview with service providers from Black community organizations, and individual interviews with Black older adults. Our findings reveal that Black older adults struggled with mental health challenges, including loss, grief, and intergenerational tensions, and encountered systemic barriers in accessing services. Despite these adversities, participants demonstrated remarkable resilience, drawing upon their faith and community networks for support. This study illuminates the complex experiences of Black older adults during the pandemic and underscores the imperative of addressing mental health and systemic barriers. Understanding ongoing challenges is crucial for developing targeted interventions and policies that promote long-term resilience and equitable healthcare for Black older adults.

Efficacy and safety of intracardiac echocardiography-guided "one-stop" procedures combining radiofrequency catheter ablation and left atrial appendage closure in elderly patients with atrial fibrillation

Objective: To assess the efficacy and safety of "one-stop" procedures combining radiofrequency catheter ablation and left atrial appendage closure by guidance of intracardiac echocardiography(ICE) in elderly patients with atrial fibrillation. Methods: A retrospective cohort study was conducted on patients who underwent ICE-guided "one-stop" procedures at the Department of Cardiology, General Hospital of Northern Theater Command between December 2020 and January 2023. Patients were divided into elderly group (age≥60 years old) and non-elderly group (age 18-59 years old). The clinical characteristics, acute success rate, peri-operative complications and follow-up data between two groups were compared. Multivariate logistic regression analysis was used to analyze whether age was the influencing factor for perioperative complications and atrial fibrillation recurrence. Results: A total of 213 atrial fibrillation patients were enrolled, including 158 (74.18%) in the elderly group (age: (68.3±5.0) years; 56.96% male) and 55 (25.82%) in the non-elderly group (age: (53.7±5.2) years; 81.82% male). The elderly group had lower proportions of males, persistent atrial fibrillation, and left atrial spontaneous echocardiographic contrast compared to the non-elderly group (P<0.05). CHA2DS2-VASc and HAS-BLED scores were higher in elderly group (P<0.05). The acute success rate,"one-stop" procedure time, fluoroscopy time and the rate of peri-operative complications (6 (3.80%) in elderly group vs. 2 (3.64%) in non-elderly group) were similar between two groups (all P>0.05). The average time of clinical and telephone interviews in elderly group and non-elderly group was (16.9±6.1) months and (17.9±5.9) months, respectively. There was no significant difference in the rate of atrial fibrillation recurrence or clinical events between two groups (47 (30.72%) vs. 14 (26.42%), P=0.554; 10 (6.54%) vs. 2(3.77%), P=0.689, respectively). Iatrogenic atrial septal defects in 3-month transesophageal echocardiography follow up were detected in 44 patients (36.97%) in elderly group and 9 patients (19.57%) in non-elderly group (P=0.032). Multivariate logistic regression analysis results showed that age was not the influencing factor for peri-operative complications and atrial fibrillation recurrence (P=0.905 and P=0.676, respectively). Conclusion: Intracardiac echocardiography-guided "one-stop" procedures in the treatment of atrial fibrillation in elderly patients are safe and effective.

Participatory Action Research to Enhance Patient-Centred Goal Setting in Geriatric Rehabilitation: A Nursing Team's Quest.

The aim of this study was to provide insights into how, through exploring goal-setting interventions, a nursing team in geriatric rehabilitation might refine their patient-centred strategies. The study design was participatory action research (PAR). Team members and nursing students, under the guidance of a facilitator, performed two PAR cycles. In the first cycle, the action phase consisted of preparing a multidisciplinary team meeting (MTM) with a patient. In the second cycle, based on the evaluation of the first, the participants worked with goals on a whiteboard in the patient's room. The data were collected in The Netherlands between February 2020 and June 2022. The data collection methods included the facilitator's logbook, observations, (group) interviews, charting activities and short surveys. Data analysis was conducted in weekly team sessions. The Guidelines for Best Practices in the Reporting of Participatory Action Research were followed. In the first PAR cycle, the team learned that preparing an MTM with a patient did not enhance the patient's engagement in achieving their rehabilitation goals, but it was beneficial for the nurses' intermediate role between the patient and the multidisciplinary team. Clarity about responsibilities in the multidisciplinary team was a prerequisite for nurses to take on this role adequately. In the second PAR cycle, it became clear that working with a whiteboard in the patient's room had a positive effect on the patient's engagement in the rehabilitation process, and the nurses gained knowledge about a broader variety of professional rehabilitation domains. Through PAR, the nursing team learned two lessons: cooperating with patients through MTM preparation and working with whiteboards enhanced their patient-centredness, but patients needed tangible goals to become engaged in their rehabilitation planning. Prepare the multidisciplinary team meeting with the patient, as discussing rehabilitation goals can indirectly boost motivation by making older patients feel seen and heard, even if they seem unable to fully participate in the conversation. Clarify responsibilities in the multidisciplinary geriatric rehabilitation team. This is a prerequisite for nurses to take on an advocacy role for patients in multidisciplinary team meetings. To enhance patient-centred care, consider working with tangible goals on a whiteboard in the patient's room. No public and patient involvement.

“You’re not taught to think about the words you use and then it just perpetuates”— a qualitative examination of medical students’ perspectives of stigmatising language in healthcare

BackgroundStigmatising language is used commonly in healthcare, affecting healthcare providers’ perceptions of patients and care delivery. Using person-first language is best practice, however, it does not reflect reality.MethodThis study examined medical students’ perspectives on stigmatising language in healthcare. Twenty-one medical students at the RCSI University of Medicine and Health Sciences participated in four focus group interviews; a thematic analysis of the data was conducted.ResultsSeven themes were identified: prevalence of stigmatising language, its impact on students and patients, being sensitive versus medically accurate, evolving nature of recommendations for language use, barriers to changing practice, power dynamics and cultural context influencing language use, stigmatising language being a societal issue. Participants provided recommendations for improving language use in healthcare: open discussions and student feedback on language in the learning environment, lecturers signposting person-first language, training workshops on person-first language for clinicians and lecturers, and social intelligence skills training.ConclusionStudy findings highlight the impact of stigmatising language in healthcare. To address this issue and inform guidance for future generations of professionals, medical students recommended more open dialogue and improved social intelligence.

Image of mathematics: A case study of two women's early mathematics experiences

AbstractPeople often view mathematics as abstract, cold, and irrelevant to real life, and their school experiences likely influence such views. In this case study, we investigated the mathematics experiences of two women who participated in an afterschool girls‐only STEM club 30 years ago when they were in fifth and sixth grades. We explored how the participants' early in‐ and out‐of‐school experiences informed their images of mathematics. We collected data through a survey, focus group interviews, and individual interviews. We employed oral history methods in interviews to grant participants a significant degree of freedom to retrospectively recount and reconstruct their experiences. Through a (dis)continuities lens, the findings reveal that individuals' images of mathematics are dynamic and strongly linked to their learning experiences across various contexts, extending beyond traditional school settings. We recommend that educators bridge out‐of‐school practices with in‐school mathematics learning by introducing approaches that deviate from stereotypical models. Additionally, we encourage educators to reconsider mathematics learning goals, aiming to help students perceive mathematics as a normal facet of human practices.

The lived experience of sport education: a web of interconnected experiences

ABSTRACT Background There would be little debate that sport education is the most researched pedagogical model. From the earliest descriptive accounts of student and teacher behaviors to quantitative studies testing the efficacy of the model’s objectives, there are now meta-analyses of students’ motivation, knowledge, skill and motor performance. However, the early research using student voice involved small sample sizes and focused on what Kretchmar ([2000]. “Moving and Being Moved: Implications for Practice.” Quest 52 (3): 260–272. https://doi.org/10.1080/00336297.2000.10491714) would call surface level explanations such as fun and enjoyment. By consequence, what is missing in the literature are rich descriptions of the lived experience and meanings that students attach to their experience in classes informed by the model. Purpose The task of this research was to better understand what makes sport education meaning friendly. By examining sport education as it is subjectively lived, it may be possible to discover new meanings and appreciations, or perhaps reorient our understanding of the model itself. Hence, the essential phenomenological question of this study was, ‘What does it mean to participate in a season of sport education?’ Method Participants were 67 seventh-grade students from a school in the southeast United States. The students participated in two seasons, each lasting three weeks over two semesters. Forty-two students participated in small group interviews (2–4 per group) which began by asking them to identify central or personally relevant aspects of their sport education experience. In the days after, we conducted short and informal discussions to help understand individual students’ comments that required further clarification with relevant examples. The students’ testimonies (88 pages) were independently categorized into the three domains of meaning by these authors. This was followed by identifying commonalities among words and phrases at the sentence level throughout the document, a process that occurred collectively. Findings Analysis of the transcripts confirmed that three fundamental components (serious competition, time, and persisting team) were the essence of the sport education experience. The next step involved identifying commonalities among words and phrases at the sentence level throughout the document. Thirteen domain-specific features of the pillars (e.g. winning, losing, communicating, friends, etc.) that pinpointed the experiential aspects that gave sport education meaning for the students were identified. In addition, the students’ descriptions of their experiences made it clear that they were interdependent with each other. Hence, the metaphor of a spider web is presented as an authentic representation of the data. Further, as each spider will have its own spiral width and tension within its web and will rarely build its web in the exact same way, each student will experience the elements of sport education in similar, but not identical, ways. That is, for each student, the pillars and features will have a different degree of impact on their lived experience. This metaphor helps explain how sport education allows a balance between individual and team interests. Conclusion These findings serve to provide more specific explanations of ‘why’ sport education has had such success in terms of promoting positive outcomes with respect to motivation as well as in the motor and cognitive domains.

Aotearoa New Zealand primary school students’ perspectives on their experiences of Physical Education: a qualitative study

ABSTRACT Exploring students’ perspectives is a democratic method for educational policy-making and practices. Research into primary students’ perspectives on Physical Education (PE) in Aotearoa New Zealand is insufficient. We thus used a qualitative study design to explore 24 students’ perspectives on their PE experiences in four primary schools. Data were from documents and focus group interviews with photos. Our thematic analysis revealed the students’ perceived intentionality of PE in two themes: (1) keeping fit and losing weight, and (2) we are always having fun. The findings showed students’ partial understanding of the intentionality of PE, focusing on the physical and fun. We discussed the students’ perspectives on what they experienced (the content), where their PE was going on (the spatiality), and how they experienced PE (fun). We argue that students’ PE learning should include diverse ways of involvement with local cultures and contexts to offer all students inclusive experiences.

Healing Through Humanized Care: Lessons from a Patient-Centered Perinatal Loss Protocol

Background/Objectives: Perinatal loss is a challenging experience that significantly impacts families and healthcare professionals. This study aimed to explore the perceptions and experiences of the nursing team in the gynecology unit at a Spanish hospital regarding the implementation of a new protocol for perinatal bereavement care. Methods: A qualitative descriptive study was conducted involving a focal group interview with nursing staff from the gynecology unit. Participants were selected through purposive sampling, and data were analyzed using thematic analysis to identify recurring patterns and insights. Results: The findings revealed a disparity in attitudes toward perinatal bereavement care, with some nurses demonstrating empathy and understanding, while others expressed discomfort and avoidance behaviors. Barriers to effective care included a lack of formal training, insufficient emotional support, and practical challenges in implementing the protocol. Participants suggested improvements such as enhanced communication training, the appointment of a bereavement coordinator, and earlier psychological interventions to support both families and staff. Conclusions: The study highlights the need for continuous education and emotional support to facilitate the adoption of perinatal bereavement protocols. Involving nursing staff in protocol development and addressing systemic barriers can improve the quality of care for bereaved families while supporting healthcare professionals’ emotional well-being.

Exploration of Adolescents’ Perspectives on Quality Time with Their Parents

Adolescence is a crucial phase, where family support greatly influences the well-being of adolescents. The pandemic has disrupted family dynamics, affecting the quality of time spent together. While research on parents’ efforts exists, little is known about adolescents’ perspectives on quality time with their parents in the Indian context. This study aims to bridge this gap by exploring the expectations of 26 adolescents (aged 10–19) through personal and focus group interviews. Thematic analysis revealed six themes: meaningful interactions, travel and outings, co-viewing, playing together, pursuing common interests, and mutual assistance and support. These findings provide insights for parents, fostering stronger parent-child relationships and aiding adolescents’ transition to adulthood. The study highlights the importance of understanding adolescents’ needs and tailoring parental support accordingly, contributing to the overall well-being and family dynamics during this critical phase.

School principals’ proposals for preventive actions to improve mental health

BackgroundSchool principals face a demanding work situation that puts them at risk for stress-related poor mental health. Ideally, preventive actions should be based on knowledge about the underlying notions that motivate action. However, knowledge about prevention areas and suitable initiatives for school principals is scarce or lacking, leaving key stakeholders without the overview necessary for effectively engaging in preventive actions.ObjectiveTo describe school principals’ proposals for suitable target areas and preventive actions that may decrease their workload and improve their mental health.MethodsAn aggregated analysis was conducted using data from a larger project involving two national surveys (N = 2871), nine group interviews (N = 39), and eleven workshops (N = 270). The project was designed a priori to examine multiple questions, including identifying target areas and collecting proposals for preventive actions.ResultsForty-four proposals for preventive actions spanning various levels and six major themes were identified: Role demands and role conflicts (8 proposals); Organizational support (6 proposals); Resources and resource allocation (3 proposals); Continued professional development and coaching (2 proposals); The principal as a coworker (6 proposals); Personal actions (19 proposals).ConclusionsThe considerable number of proposals and their content reveal that preventive actions are needed at all levels of the educational system and that the school principals’ personal resources matter for improving their work situation and mental health. The pattern of results also underscores the importance of having a deep understanding of what problems to address, and in which context they unfold, before engaging in preventive actions.