School Difficulties Research Articles

Impact of neuro-linguistic programming-based interventions on school triggers: A before and after intervention study on primary Schoolchildren

IntroductionNeuro-linguistic programming (NLP) has been applied in different sectors, including education, to help students develop their skills and overcome academic, social, and behavioral triggers. Due to limited empirical studies and context-specific research, there are significant knowledge gaps in understanding how and to which extent NLP can identify and mitigate specific triggers for school difficulties, such as student engagement and learning outcomes. ObjectiveThis study aims to assess the impact of applying NLP on reducing academic, behavioral, social, and environmental triggers of primary schoolchildren in Lebanon. MethodsA four-month research investigation was performed involving 128 participants aged 6–11 years. The T-test was used to examine outcomes before and after the NLP intervention, and the correlation between the features and the total score per group was performed. ResultsThe NLP intervention reduced academic trigger scores from 3.91 to 3.54 and behavioral trigger scores from 4.48 to 3.9, specifically among children 9 years and above. However, social and environmental trigger scores were significantly reduced among all children post-NLP treatment (p < 0.001 and p = 0.007, respectively). The NLP intervention reduced stress across the different domains, including lower grades, interruptions, disagreements, noise, and bright lights. A negative correlation was identified between trigger scores and age (−0.408, −0.343, −0.448 for academic, behavioral, and social scores, respectively; p < 0.001), indicating a decrease in trigger scores with age. Nevertheless, NLP was more effective in males than females (p < 0.05). The most substantial correlations were observed between students' age and grade (−0.448 and −0.516, respectively) and social trigger scores. Minimal correlations were found between parents' marital status, level of education, economic situation, working status of parents, and the total number of children with any trigger scores. ConclusionThe NLP intervention significantly reduced academic and behavioral trigger scores, especially in children 9 and above. It also reduced social and environmental triggers across all ages. Older children showed greater improvement, and the intervention was more effective in males than females. While students' age and grade strongly correlated with social trigger scores, parental demographics had minimal impact on the results. Thus, NLP strategies prove to be effective in reducing learners' triggers across various dimensions.

Zachowania autodestrukcyjne i suicydalne adolescentów jako odpowiedź na problemy egzystencjalne

The article deals with the issue of self-destructive and suicidal behaviors of adolescents as a response to their existencial problems. Behavior of this type among young people is a big problem for both the people they concern and the people who organize help for tchem. There are many stressors in adolescence. Their source may be relationships with a close person, experience of loss, experience of abuse or humiliation by a caregiver or partner difficulties in school, work, sports or other activities as well as direct or media contacts with people, most often peers, who also display self-destructive behaviors. The study uses the lecture method based on the literature on the subject. The analysis of sources and scientific studies shows that the problem of self-destructive and suicidal behaviours among adolescents increases as a result of unfavourable living conditions and the lack of access to appropriate medical care.

An Extensive Reading Intervention for Emergent Bilingual Students With Significant Reading Difficulties in Middle School

This U.S. study evaluated the effects of a reading intervention for emergent bilingual students with significant reading difficulties in Grades 6 and 7 within a multisite randomized controlled trial. Emergent bilinguals were randomized to a researcher-provided intervention ( n = 171) or business-as-usual comparison condition ( n = 169). Results on a measure of word reading indicated significant differences favoring treatment after Year 1; however, there were no significant differences between groups on standardized measures of reading comprehension. Initial English vocabulary knowledge moderated reading comprehension scores at the beginning of the second year of intervention, indicating that students’ response to instruction varied as a function of their initial English language proficiency. The discussion focuses on interpreting these findings with an emphasis on improving the effectiveness of interventions for secondary grade emergent bilinguals with significant reading difficulties.

Empowering Schools to Implement Effective Research-Based Reading Remediation Delivers Long-Lasting Improvements to Children’s Reading Trajectories

There is a wide gap between what research evidence identifies as effective reading intervention and what is currently offered in schools. This effectiveness study reports the results of a long-term research/school system partnership that is implementing reading intervention for children with reading difficulties in Canadian community schools. In Study 1, growth-curve analyses revealed significant long-term shifts in the reading trajectories of children (n = 731) from Kindergarten to Grade 5 as a function of receiving the Empower™ Reading: Decoding and Spelling intervention. Long-term outcomes were higher in children who received intervention in Grade 2 than in Grade 3, supporting the benefit of earlier intervention. In Study 2, we compare reading outcomes before and after children participated in school system-led intervention (Empower™ Reading, n = 341) to results from previously reported researcher-led intervention and business-as-usual controls. Children in both school system-led and researcher-led interventions showed greater improvement than controls on standardized measures of decoding and reading comprehension. Among school system participants, greater gains were seen for those with stronger reading skills at pre-test. Findings demonstrate successful school system implementation of research-originated and validated reading intervention. Researcher/school system partnerships may be integral in closing the research–practice gap.

The Effectiveness of a Training Program Based on Emotional Processing in Improving the level of Social Competence of a sample of people with Learning Disabilities

The goal of the current research is to identify the effectiveness of a training program on emotional preparation in improving the popular level of a group of (12) male and female students in the second grade in the integrated stage with learning difficulties in government schools in Ismailia Governorate, spanning only (13-15) years, average. My age is (35.14), and the standard deviation is (30.0). The sample was drawn into two equivalent groups (experimental and control), and a social education measure (prepared by the researcher) and the training program (prepared by the researchers) were applied. The results of the research resulted in effectiveness The training program evidenced emotional preparation in improving the social level of students in the experimental group with learning difficulties and its continued effectiveness during the follow-up period (one month).

Childhood Exposure to Firearm Violence in Chicago and Its Impact on Mental Health

ObjectiveTo describe how often Chicago children are exposed to firearm violence, the types of exposure, and the parent-reported impact of these exposures on child mental health symptoms. MethodsData were collected in May-July 2022 using the Voices of Child Health in Chicago Parent Panel Survey, administered to parents with children aged 2–17 years from all 77 Chicago neighborhoods. Firearm violence exposure was characterized as indirect (hearing gunshots or knowing someone who was shot) or direct (witnessing a shooting, being threatened with a firearm, being shot at but not injured, or being shot and injured). Parents indicated if children in their household had any of the following mental health symptoms associated with firearm violence exposure: fear, anxiety, sadness, isolation, difficulty concentrating, difficulty in school, or aggression. Chi-squared tests and multivariable logistic regression models were used for statistical analysis. ResultsResponses were received from 989 Chicago parents. More than one third (37%) of children were exposed to firearm violence with an indirect exposure prevalence of 32% and a direct exposure prevalence of 10%. Mental health symptoms associated with firearm violence exposure were reported for 20% of children. Mental health symptoms were reported for 7% of children without firearm violence exposure compared to 31% with indirect exposure (aOR 6.2, 95% CI: 3.7, 10.6) and 68% with direct exposure (aOR 36.1, 95% CI: 16.6, 78.6) ConclusionsChicago children with indirect and direct exposure to firearm violence had more parent-reported mental health symptoms than unexposed children. Trauma informed care approaches to mitigate the negative mental health effects of both direct and indirect firearm violence exposure are critical.

Meningkatkan Kemampuan Membaca dengan Metode VATK (Visual, Audio, Taktil, Kinestetik) pada Anak Kesulitan Membaca di Sekolah Dasar

Early reading skills are basic skills that children need to have to understand various knowledge. In the learning process that plays an important role is the learning method, the application of the VAKT Method is one method that can be used to improve early reading skills in early grade elementary school students. This study aims to determine the effectiveness of the VAKT method on improving early reading skills in children with reading difficulties in elementary schools. The subjects of this study were 6 students in elementary school. This study used a quasi-experimental design. The sample of this study amounted to 6 people. The treatment given to the subject is the application of the VAKT method. Data analysis methods used with nonparametric techniques (Wilcoxon). The results showed that the application of the VAKT method can improve reading skills in children with reading difficulties in elementary schools, increase initial reading skills in students who have difficulty reading, obtained a Z value of -2.214. The significance value obtains a value of 0.027. judging from the significance value of 0.027&lt;0.05, it means that there is an increase in reading ability with the VATK method (Visual, Audio, Tactile, Kinesthetic) in children with reading difficulties in elementary school

Associations of generalized anxiety and social anxiety with perceived difficulties in school in the adolescent general population.

Generalized anxiety disorder (GAD), marked by excessive worry, and social anxiety disorder (SAD) are among the clinically most important anxiety disorders in the adolescent population. This study aimed to explore the associations between perceived difficulties in school and heightened levels of self-reported noncomorbid and comorbid GAD and SAD symptoms. Survey data of 37,905 Finnish upper secondary school students with a mean age of 17.33 years (SD = 0.63) were obtained from the School Health Promotion study, implemented in April and May 2015 in Finland. Exploratory factor analysis was used to determine indicators of academic and social difficulties in school. Logistic regression analysis was conducted to examine multivariate associations between anxiety symptoms and difficulties in the school. The anxiety symptom thresholds were based on the seven-item Generalized Anxiety Disorder Scale (≥10 points) for GAD-relatedsymptoms and the Mini-SPIN (≥6 points) for SAD-related symptoms. Self-reported generalized anxiety and social anxiety were both significantly associated with various perceived difficulties in school among this adolescent general population sample. Noncomorbid and comorbid GAD and SAD symptoms were both associated with an increased risk of academic and social difficulties, even when controlling for school performance. Comorbid symptoms were associated with significantly higher rates of social difficulties than noncomorbid symptoms of GAD or SAD. Furthermore, GAD symptoms were associated with a high risk for academic difficulties, irrespective of comorbidity. Excessive worry, a defining feature of GAD, is central to school-related impairments among adolescents. The present study highlights the importance of school-based interventions for anxious adolescents. Interventions to improve adolescents'; school functioning should account for the interference of pathological worry related to GAD.

How do we best support adolescents with low academic performance and learning disabilities in the era of pandemic learning loss? The importance of intensive learning strategy interventions

The COVID-19 pandemic put a spotlight on learning loss that teachers of low-performing adolescents, including those with learning disabilities (LD), have confronted for decades. Federal funding offers opportunities for school districts across the country to implement evidence-based interventions that promote outcomes for students with learning difficulties in middle and high schools including those from culturally and linguistically diverse backgrounds. There is a risk, however, of funding weak models of tutoring that prioritize subject-specific “homework help” in contrast to more effective programs. Research directs schools to the use of coherent intervention programs which are built into the school day, integrated into IEPs, facilitated by competent educators, employ a model of explicit-intensive instruction that has the most significant impact on learning outcomes for students with learning difficulties, and prioritize strategies that generalize to multiple content areas. Recommendations are presented for developing Individualized Education Programs for adolescents with LD, which align with the need for challenging, ambitious goals and special education services that are based on an extensive body of research.

Self-reported stressors experienced by migrant youth in Canada

BackgroundFirst-generation migrant youth experience higher levels of stress than their Canadian-born counterparts but have lower mental health service utilization rates. ObjectiveThe present study aims to report on the social context of migrant youth, focusing on their own experiences of post-migration stressors that impact their mental health. MethodsThe study utilized Concept Mapping in which participants responded to the open-ended question “What are the mental health stressors that you face?”. Youth participants then independently grouped responses made by all youth into concepts. ResultsParticipants grouped the statements into seven concepts, including stressors associated with family, isolation, communication, anxiety, overburdened, school difficulties and working with others. ConclusionsPost-migration stressors for migrant youth exist in a social context where they experience racism and discrimination. The stressors can intersect and accumulate, leading to the perceived necessity and associated pressure to meet others’ expectations.

The psychosocial status of siblings and mothers of children with cancer from the perspective of mothers

Aims: In the low/middle income countries (LMIC), a few of health centers provide psychological support to siblings and mothers of children with cancer. The aim of study was to draw attention to psychosocial status of siblings and mothers of children with cancer in a LMIC.&#x0D; Methods: The study was a case-control study which was conducted at a tertiary center in Mersin, Turkey. The sample consisted of two groups as follows; siblings of children with cancer (n=39) were included as study group and children without cancer diagnosis in family (n=49) were included as control group. Behavioral problems of the children were evaluated with the Child Behavior Checklist 4-18. Beck Depression Inventory (BDI) and Multidimensional Perceived Social Support Scale (MSPSS) were used for maternal depressive symptoms and maternal perceived social support.&#x0D; Results: In contrast to what was expected, there was no statistical difference in behavioral problems among two groups. Maternal BDI was higher and MSPSS was lower in the study group compared to the control group. Study group had more school difficulties such as absenteeism (p

Developing Teaching Material “Jurus Kilat! 6 Minggu Mahir Membaca Tanpa Eja” To Solve Initial Reading Difficulties in Primary School

Developing Teaching Material “Jurus Kilat! 6 Minggu Mahir Membaca Tanpa Eja” To Solve Initial Reading Difficulties in Primary School

Teacher attitudes towards evidence-based practices for social, emotional and mental health difficulties in school and association with teacher academic research engagement

ABSTRACT The study examined the association between teacher engagement with academic research to inform practice for pupils with Social Emotional Mental Health Difficulties (SEMHD) and teacher attitudes towards the adoption of evidence-based practices (EBP) for pupils with SEMHD in a sample (n = 79) of undergraduate and postgraduate primary school trainee teachers in England, UK. A questionnaire was used to assess teachers’ academic research engagement operationalised as positive attitudes towards academic research, use of academic research, and knowledge about research. The Evidence-based Practice Attitude Scale (EBPAS) was used to examine attitudes towards EBP. The findings showed that while appreciation of academic research in the sample was high, the use of academic research to inform practice and knowledge about research was low. A positive attitude towards academic research, less scepticism towards the value of academic research to inform school practice, and high research knowledge was associated with a more positive attitude towards EBP. More scepticism towards academic research to inform school practice for SEMHD and weaker understanding of research methods was linked to more scepticism about the relevance of EBP for school practice. The findings have implications for pre-service and in-service teacher training on SEMHD and the implementation of EBP for SEMHD in schools.

Mental calculation achievement according to teaching approach: A study with eye-tracking from a neurocognitive approach

Currently mathematics difficulties in schools are a major problem due to several factors. Some research suggest that mathematics teaching-learning methodology could be one of the causes. As a result, alternative teaching methods to the traditional approach (ciphers-based closed algorithm [CBC]) have emerged, such as numbers-based open algorithm (ABN) method. Some research about this new approach has emerged, including neuropsychological studies. The current study aims to analyze performance and potential cognitive differences in solving a computerized task linked to eye-tracking device, comparing CBC and ABN approaches. 18 5th &amp;amp; 6th graders participants were evaluated through a computerized mental arithmetic task. Nine participants learned mathematics with CBC, and nine with ABN approach. Participants were distributed according to his/her mathematical performance rate in three sub-groups, three students per sub-group: low, medium, and high. The ABN method group obtained a higher overall score in the computerized task (mean [M]&lt;sub&gt;CBC&lt;/sub&gt;=16.22; M&lt;sub&gt;ABN&lt;/sub&gt;=17.11), but the differences were not statistically significant (p=.690). However, significant differences have been found in two eye-tracking measures. ABN method group obtained a lower number of fixations average in areas of interest [AOIs]) (M&lt;sub&gt;CBC&lt;/sub&gt;=5.01; M&lt;sub&gt;ABN&lt;/sub&gt;=3.85; p=.001), and a lower pupil diameter average in AOIs (M&lt;sub&gt;CBC&lt;/sub&gt;=4.07; M&lt;sub&gt;ABN&lt;/sub&gt;=3.91; p=.001). This occurred regardless of the participants’ mathematical performance. These results suggest that differences between groups were not in task performance, but in cognitive effort spent in solving the task.

Research Memories and Hauntings

In this critical meta-authoethnography, the author returns to the site of an ethnography she conducted five years before in a U.S. high school. JanCarlos, then a fifteen-year-old student, had taken up the position of interviewer and asked the author about her experience of the April 16, 2007, school shootings at Virginia Tech. His question—“Were you there when that kid killed all of those people?”—disrupted traumatic memories. Because JanCarlos had experienced increasing trouble and bullying in school, the author shamefully wondered about his motives in asking about the violent event. In a published book chapter, she writes about the difficulties of the April 16 conversation, including her discomfort at losing control of the interview, as well as her fear, ignorance, and stereotypes about school violence and bullying. In the end, the conversation had transformed her research, inviting her to seek to establish vulnerable presence with participants, experience emotion as instructive, embrace remembering as research, interrogate power with intersectional analysis, and acknowledge limitations to knowledge production. Five years later, she returns to re-engage in conversation with JanCarlos. She layers more understandings to her previous analysis of the April 16 conversation, as well as gains insight into JanCarlos’s difficult school year, bullying, and home/community experiences. The author delves into personal and methodological concerns, concluding with how a critical autoethnographic method is a humanizing way to be more transparent about knowledge production.

Examination of a multitiered RtI-model for identifying and supporting students at risk of reading difficulties in primary schools in Sweden

ABSTRACT Some Swedish schools do not identify and support students with reading difficulties efficiently enough during the first years at school. A longitudinal design was used to examine a multitiered RtI-model for identifying and supporting students at risk of reading difficulties in a Swedish school context. The results demonstrated that the RtI-model could be successfully applied. The proportion of students in need of support (i.e., below the 25th percentile) was significantly reduced after two years. Compared to students in the reference group (n = 759), significantly fewer students in the RtI group (n = 113) scored below the 25th percentile in word and non-word decoding and reading comprehension in a short text at the end of Grade 2. The discussion highlights the RtI-model’s original ideas.

Stres wojny i migracji – konsekwencje dla dzieci i młodzieży

STRESS OF WAR AND MIGRATION – CONSEQUENCES FOR CHILDREN AND ADOLESCENTS Stress caused by war and forced migration is an extremely traumatic experience for everyone, both adults and children, consequently causing impairment in general functioning and negative changes in mental health. Children and youth are especially vulnerable to negative effects of traumatic stress and data collected by UN indicate, that, in different parts of the world, millions of children experienced traumatic events, witnessing death of a close relative or being exposed to physical violence. Post traumatic stress disorder is the most frequently observed mental disorder in such circumstances as well as depression and anxiety disorders. Moreover some traumatized children exhibit impairment in school performance and difficulties in social functioning. This article presents a review of literature on traumatic war experiences of children and youth from different countries as well as on consequences of trauma – post traumatic stress disorder, other disorders and impairment in functioning.

Dziecko-uchodźca w polskiej edukacji

STRESS OF WAR AND MIGRATION – CONSEQUENCES FOR CHILDREN AND ADOLESCENTS Stress caused by war and forced migration is an extremely traumatic experience for everyone, both adults and children, consequently causing impairment in general functioning and negative changes in mental health. Children and youth are especially vulnerable to negative effects of traumatic stress and data collected by UN indicate, that, in different parts of the world, millions of children experienced traumatic events, witnessing death of a close relative or being exposed to physical violence. Post traumatic stress disorder is the most frequently observed mental disorder in such circumstances as well as depression and anxiety disorders. Moreover some traumatized children exhibit impairment in school performance and difficulties in social functioning. This article presents a review of literature on traumatic war experiences of children and youth from different countries as well as on consequences of trauma – post traumatic stress disorder, other disorders and impairment in functioning.

Identifikasi Permasalahan Kesulitan Belajar IPA di Sekolah Dasar Negeri Dukuh 1 Kabupaten Tangerang

This study is the first study in the identification of the problems faced in science subjects. The purpose of this research is to identify the underlying science difficulty in elementary school. The study is a quantitative study using descriptive research methods. These data collecting techniques use interview instruments, observation sheets and learning results (cognitive) tests. The findings of this study provide information leading to the difficulty of learning elementary student science. One of the subjects that has to be mastered at an elementary level is the subject of natural science. The implications of elementary science study should make it possible to cultivate the curiosity of learners scientifically. But the reality is not that all trainees have mastered competence as expected. This lack of natural science concepts is due to the difficulty of learners in responding to learning given by their teachers.

Natural history of GM1 gangliosidosis-Retrospective cohort study of 61 French patients from 1998 to 2019.

GM1 gangliosidosis is a rare lysosomal storage disorder associated with β-galactosidase enzyme deficiency. There are three types of GM1 gangliosidosis based on age of symptom onset, which correlate with disease severity. In 2019, we performed a retrospective multicentric study including all patients diagnosed with GM1 gangliosidosis in France since 1998. We had access to data for 61 of the 88 patients diagnosed between 1998 and 2019. There were 41 patients with type 1 (symptom onset ≤6 months), 11 with type 2a (symptom onset from 7 months to 2 years), 5 with type 2b (symptom onset from 2 to 3 years), and 4 with type 3 (symptom onset >3 years). The estimated incidence in France was 1/210,000. In patients with type 1, the first symptoms were hypotonia (26/41, 63%), dyspnea (7/41, 17%), and nystagmus (6/41, 15%), whereas in patients with type 2a these were psychomotor regression (9/11, 82%) and seizures (3/11, 27%). In types 2b and 3, the initial symptoms were mild, such as speech difficulties, school difficulties, and progressive psychomotor regression. Hypotonia was observed in all patients, except type 3. The mean overall survival was 23 months (95% confidence interval [CI]: 7, 39) for type 1 and 9.1 years (95% CI: 4.5, 13.5) for type 2a. To the best of our knowledge, this is one of the largest historical cohorts reported, which provides important information on the evolution of all types of GM1 gangliosidosis. These data could be used as a historical cohort in studies assessing potential therapies for this rare genetic disease. This article is protected by copyright. All rights reserved.