School Difficulties Research Articles

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.
 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.
 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 & 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]<sub>CBC</sub>=16.22; M<sub>ABN</sub>=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<sub>CBC</sub>=5.01; M<sub>ABN</sub>=3.85; p=.001), and a lower pupil diameter average in AOIs (M<sub>CBC</sub>=4.07; M<sub>ABN</sub>=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.

AN INSIGHT INTO PARENTAL PERCEPTIONS AND TRAVAILS IN THE MANAGEMENT OF ORAL HEALTH CARE IN CHILDREN DURING COVID-19 PANDEMIC: A QUESTIONNAIRE STUDY

Background: The World Health Organization characterized the Coronavirus Disease 2019 (COVID-19) as a pandemic. Since it is highly contagious ,the Government had taken measures to restrict peoples transit, which led people to stay at home doors. Due to fear of contracting infection and restriction of dental services at many places children were not able to visit dentist to receive dental treatment. Therefore, educating parents and implementation of preventive measures for maintenance of oral hygiene was considered as the only boon during these times Aim & Objective: To understand the oral health behaviour of school children and difficulties encountered by their parents in availing dental care during pandemic. Methodology: The present study was conducted with a sample of 365 parents through structured online questionnaire survey of the selected schools on their phone numbers given at the school . The questionnaire had 25 mandatory questions pertaining to various parental difficulties faced to access oral health, their attitude towards their childs oral health , the various preventive measures taken by parents and their satisfaction with dental treatment provided during COVID 19 pandemic. Results: Out of 365 parents a total of 12.3% reported the need of their childs dental treatment during lockdown but only 9 % parents visited the pediatric dentist.The overall attitude and practice to maintain the oral health care of their child was not very satisfactory.Most of parents missed their dental appoinments due to transportation problem Conclusion & Clinical Significance:. The pandemic has highlighted significant importance among parents in maintaining the oral health of their child.

DEVELOPING THE READING COMPREHENSION SKILLS OF A STUDENT WITH A SPECIFIC LEARNING DISABILITY THROUGH THE PREDICT-ORGANIZE-SEARCH-SUMMARIZE- EVALUATE (POSSE) READING COMPREHENSION STRATEGY

This study aims to investigate the effectiveness of the Predict-Organize-Search-Summarize-Evaluate (POSSE) reading comprehension strategy in developing the reading comprehension skills of a fourth grader diagnosed with learning diffculty. It was conducted with a student who had learning and reading comprehension difficulties in a primary school in the Western Black Sea region. The data for the study were collected in action research design. They were collected from narrative texts used in primary school grade 1, 2, 3 and 4 Turkish course textbooks, materials and activities designed in accordance with the Prediction-Examination-Summation Organization-Evaluation (POSSE) strategy, using schematic organizers and audio-video recordings. The reading level of the student was determined with a pretest using narrative texts in the 1st grade Turkish textbook. Following the 36-hour pilot trial in which 12 narrative texts were used, 59 main implementations extending over 165 hours were carried out with 40 narrative texts from grade 2, 3 and 4 Turkish textbooks. In the final stage, a posttest was carried out using the narrative texts in grade 2, 3 and 4 Turkish textbooks. The data collected in the study were analyzed with the help of the wrong analysis inventory by Haris and Sipay (1990), Ekwall and Shanker (1988) and May (1986), which had been adapted to Turkish by Akyol (2016). The results suggested that the student’s reading and reading comprehension levels increased from the level of frustrating to the level of independent reading, showing that the Prediction-Examination-Summary Organizing-Evaluation (POSSE) reading comprehension strategy was effective in improving the reading comprehension skills of the student with learning difficulty.

Community health workers' perspectives on integrating into school settings to support student health.

While schools represent key venues for supporting health, they continue to experience gaps in health resources. The integration of community health workers (CHWs) into schools has the potential to supplement these resources but has been underexplored. This study is the first to examine perspectives of experienced CHWs about how CHWs can be applied in school settings to support student health. This qualitative study involved conducting semi-structured interviews focused on implementation of CHWs in schools with individuals who held positions aligned with the CHW scope of work. De-identified transcripts were analyzed, and codes were organized into domains and themes. Among 14 participants, seven domains emerged about the implementation of CHWs in schools: roles and responsibilities, collaborations, steps for integration, characteristics of successful CHWs, training, assessment, and potential challenges. Participants shared various potential responsibilities of school-based CHWs, including educating on health topics, addressing social determinants of health, and supporting chronic disease management. Participants emphasized the importance of CHWs building trusting relationships with the school community and identified internal and external collaborations integral to the success of CHWs. Specifically, participants indicated CHWs and schools should together determine CHWs' responsibilities, familiarize CHWs with the school population, introduce CHWs to the school community, and establish support systems for CHWs. Participants identified key characteristics of school-based CHWs, including having familiarity with the broader community, relevant work experience, essential professional skills, and specific personal qualities. Participants highlighted trainings relevant to school-based CHWs, including CHW core skills and health topics. To assess CHWs' impact, participants proposed utilizing evaluation tools, documenting interactions with students, and observing indicators of success within schools. Participants also identified challenges for school-based CHWs to overcome, including pushback from the school community and difficulties related to the scope of work. This study identified how CHWs can have a valuable role in supporting student health and the findings can help inform models to integrate CHWs to ensure healthy school environments.

A-52 Cognitive Functioning After Concussion is Associated with Academic Problems and School Stress

Abstract Purpose Students experiencing concussion symptoms also report school difficulties and academic impacts. We examined the relationship of cognitive functioning with self-reported academic concerns and school stress, hypothesizing that students with lower working memory (WM) and processing speed (PS) scores would have higher reported academic concerns and greater school stress. Methods 184 youth aged 8 to 18 diagnosed with a concussion (Mean age=14.4±2.2, 51% female, 67% white) completed the Concussion Learning Assessment and School Survey, 3rd Edition (CLASS-3), a validated self-reported rating scale of post-concussion academic problems and school stress. Pearson’s partial correlations, controlling for age and sex, assessed the relationship between the Academic Problems and School Stresses scales from the CLASS-3 with the WMI and PSI from the Wechsler Adult Intelligence Scale, Fourth Edition (WAIS-IV) and Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V). Results There were negative correlations between Processing Speed and Academic Problems (r(144)=-.33, p<.001) and School Stresses (r(160)=-.29, p=<.001). There was also a negative correlation between Working Memory and School Stresses (r(162)=-.24, p=.002) and Academic Problems (r(144)=-.15, p=.07). Conclusions Students with lower working memory and processing speed tend to report higher academic problems and school stresses. These results suggest that students with lower cognitive function experience higher school concerns, implying a need to establish appropriate school supports, particularly in students who experience cognitive dysfunction after a concussion.

Pupils’ school mobility during elementary school: what motives and results?

In France, a quarter of pupils change schools during their elementary education. In this article, we analyse families’ motives in changing schools. Using a rich longitudinal database, we distinguish different motives for mobility: strategic mobility (search for a better school), reactive mobility (due to school difficulties) and residential mobility (due to a move). These different mobilities concern different academic and social student profiles. We then examine the extent to which school mobility influences later school performance. Using matching methods, we show that mobile pupils have significantly higher academic achievement than non-mobile pupils at the end of elementary school. These results are nevertheless heterogeneous with a neutral influence of strategic mobility, a negative influence of reactive mobility and a positive influence of residential mobility.

Troubled in school: does maternal involvement matter for adolescents?

We estimate the causal effect of mother’s involvement on the amount of trouble an adolescent experiences in school based on a sample of high school students in the USA. Our measure of mother’s involvement encompasses discussing school-related matters and providing help with school projects. We use multiple measures of trouble in school to construct a composite that we link to noncognitive skills. Using an instrumental variable based on a suitably chosen peer group, our main finding is that an increase in maternal involvement leads to a significant decrease in adolescents’ trouble in school. This result is robust across a large number of sensitivity tests aimed at detecting selection effects, shocks at the peer group level, and further potential violations of the exclusion restriction. Additionally, we present evidence suggesting adolescents’ college aspirations, mental health and the perception of parental warmth as potential channels through which the mother’s involvement effect operates.

Islamic Higher Education Role on Teacher Competence and Students' Learning Difficulties in Islamic School

Education is an inseparable integration regarding level and resources in higher education. This study aims to analyse the role of Islamic higher education in improving teacher competence and student learning difficulties. This research uses a qualitative method with a literature study approach. Research shows that Islamic higher education’s role is to build education, especially human resources, by developing and improving teacher competence to help students with learning difficulties. Islamic higher education is more attention to problem-solving in madrasah through seminars, training, research and educational evaluation. Efforts to increase teacher competence in overcoming learning difficulties through independence and motivation by increasing skills and experience in solving problems in the learning process. The implications of Islamic higher education facilitated teachers to communicate with parents and students, take inventory of learning difficulties, participate in professional activities independently, and carry out gradual and continuous evaluations.

Pedagogical components in the inclusion of students with mathematical learning difficulties in mathematics classes

ABSTRACT This study examined the pedagogical components involved in the inclusion of students with mathematical learning difficulties (SMLD) in primary schools in Saudi Arabia as perceived by teachers and educational supervisors. A qualitative method was used to gather information from 22 mathematics teachers and six educational supervisors about their opinions, practices, and experiences. Data were collected through semi-structured interviews, focus group discussions, and documents, and then analyzed using thematic analysis. The findings revealed three levels of pedagogical components that impact inclusion: systemic and structural components (such as readiness for inclusion and educational programs), teacher-related components (such as mastery of instructional practices and teacher preparedness), and student-related components (such as learned helplessness and learning tendencies). These findings stress the importance of considering the learning environment and developing effective strategies to support the inclusion of SMLD.

Students with emotional and behavioural difficulties in Irish post-primary schools: a role for occupational therapy

Purpose Higher levels of participation in school are linked to greater academic performance, better health and well-being and positive long-term outcomes for young people. Evidence shows that for students with emotional and behavioural difficulties (EBD), participation in school-based occupations is often restricted in comparison to their peers. Given the recent advancements towards introducing a new model of school-based occupational therapy in Ireland, this paper aims to discuss how occupational therapy can support students with EBD to increase their participation within the post-primary school context. The opinions in this paper are derived from the authors’ experience in the development of this practice in the Republic of Ireland. Design/methodology/approach The authors reviewed current literature and reflected on current practice to describe the unique role of occupational therapy in supporting students with EBD in the school environment. Findings Occupational therapists have potential to play a key role in school-based support for students with EBD. The authors describe how occupational therapists can promote whole school understanding of EBD and enable skill development, self-regulation, participation and school belonging, among youths with EBD. There is a significant lack of literature guiding practice in this area. Further research is required to explore professional issues and identify best practice. Originality/value This paper aims to provoke consideration of how school-based occupational therapists can play a crucial role in supporting students with EBD who are otherwise at risk of occupational injustice.