Educational Barriers Research Articles

Consequences of forced conjunction: Social work’s struggles for independence from sociology in mainland China

This article critically reviews the relationship between social work and sociology in mainland China, focusing on the reconstruction period from 1988 to the present. The forced conjunction of social work and sociology, initiated by governments and sociologists, has created significant barriers for social work education, research, and practice. Given the proliferation of the field of social work in mainland China, and sociology’s substantial influence on social work, this article emphasizes the crucialness of discipline autonomy of social work and sheds lights on potential solutions including strengthening social work practices at multiple levels and making efforts in promoting social work science.

An interdisciplinary approach to rehabilitation in Parkinson's disease: case series.

Interdisciplinary care is increasingly promoted to enhance satisfaction and outcomes for individuals with complex medical conditions, such as Parkinson's disease (PD). However, there is little research on the feasibility or efficacy of interdisciplinary care in clinical settings. And, while the use of an integrated team of allied health professionals has the potential to provide significant health benefits to individuals with PD, there are educational and logistical barriers to the use of interdisciplinary care in clinical settings. An interdisciplinary care model was described that aimed to facilitate these benefits and alleviate some of these known clinical feasibility challenges. Three cases are also provided to exemplify how this approach to collaborative care was used to address individual needs and to highlight some of the successes and challenges associated with the implementation of an interdisciplinary and person-centered care model via telehealth. These cases may help clinicians adopt techniques to facilitate greater collaboration across disciplines or aid in the development of a feasible interdisciplinary program in their own clinics. Further research is needed to further enhance individual outcomes and integrate other disciplines into the care team.

INCIDÊNCIA E CARACTERÍSTICAS CLÍNICO-EPIDEMIOLÓGICAS DA TUBERCULOSE EM IMPERATRIZ – MA

INTRODUCTION: Tuberculosis (TB) is an infectious disease transmitted by Mycobacterium tuberculosis, which spreads through the airways when infected individuals cough, sneeze or speak, releasing aerosols containing active bacilli. OBJECTIVE: To analyze the incidence and clinical-epidemiological characteristics of tuberculosis in Imperatriz - Ma, between 2019 and 2023. MATERIALS AND METHODS: Descriptive epidemiological study, with a quantitative approach, carried out from compulsory notifications of new cases of the disease available via DATASUS. The incidence coefficients were calculated for each year of the disease. The epidemiological variables were treated using descriptive statistics. RESULTS: During the period under investigation, 447 new cases of tuberculosis were reported in the city of Imperatriz. The detection rate of new cases was higher in 2022 and lower in 2021. Regarding the epidemiological characteristics, most cases were male, brown race/color, pulmonary clinical form, first positive sputum culture, negative TB/HIV coinfection, DOT not performed, non-smoker, non-alcoholic and with evolution to cure. In addition, the age group of 20 to 29 years, incomplete 5th to 8th grade of PE and 6th month bacilloscopy not performed stood out. FINAL CONSIDERATIONS: It is essential to invest in strategies that expand access and adherence to treatment, promote a more humanized approach in patient monitoring, and develop intersectoral actions to address socioeconomic and educational barriers.

Abstract Su1106: Evaluating Culturally Competent Cardiopulmonary Resuscitation (CPR) Training in Urban Minority Communities

Introduction: Timely resuscitation can triple the chance of survival for out-of-hospital cardiac arrest (OHCA) patients. Differences in bystander CPR rates between white and minority communities lead to significant racial and ethnic disparities in OHCA survival rates. Immigrant populations, in particular, face several educational barriers and are often excluded in community CPR trainings. Previous efforts have increased the inclusivity of CPR education for female and disabled citizens through targeted interventions. Significant opportunities exist to apply similar strategies and tackle community-level disparities. Aim: To examine the impact of culturally competent CPR instruction on confidence levels and acceptability of CPR skills among minority citizen groups. Methods: CPR cohorts were taught using a local emergency services syllabus. Through discussion with course site leaders, the syllabus was adapted in three categories: language variations, cultural adaptations, and/or consideration of cultural learning styles. A pre-post design was utilized to assess impact of culturally-tailored CPR training. Confidence and acceptability levels in performing CPR were measured using a digital survey. An unpaired t-test was used to analyze pre/post-course data. Trainings were held from November 2023 to May 2024. Results: All participants were 18 years or older (n=217). The response rate was 36.7% (n=80). Confidence levels increased by 121% for checking for breathing and responsiveness (p<0.0001), 63.9% for communicating with 911 (p<0.0001), 137% for administering chest compressions (p<0.0001), and 172% for connecting an AED (p<0.0001). CPR acceptability improved, with participants reporting a 47.8% reduction in perceived difficulty post-course (p<0.0001). Conclusions: Implementing culturally tailored CPR training significantly improved confidence in CPR skills and acceptability of CPR. Future experiments may compare outcomes between intervention and control CPR cohorts at more course sites.

Barriers to opioid use in the Arab world.

The Arab world consists of 22 countries, representing 5.5% of the world's population. Morphine consumption accounts for less than 1% of the world's consumption. This is the first study to identify barriers to opioid use in the Arab world. This study aimed to investigate the barriers to opioid use in pain management in the Arab world. Online survey was developed to investigate barriers to governance, prescribing, distributing, dispensing and administering, as well as educational barriers in the Arab world. The questionnaire was sent via email and a mobile app to one expert physician in pain management and one licensed pharmacist from each Arab country. With the exception of Tunisia, Djibouti and Comoros, 34(77%) participants from 19 Arab countries answered the survey. Most countries lack local opioid production, necessitate special licenses for physicians, and restrict opioid prescribing to medical specialists. Special prescription forms are mandated, and pharmacists lack the authority to correct prescription errors or accept refill or verbal orders on opioids. Storage requirements for empty ampoules and prescriptions are enforced. Nurses are not allowed to carry opioids during home visits, and only first degree relatives can collect opioids for patients. Furthermore, the integration of palliative care and pain management curricula into pharmacies and medical schools is lacking. There is a wide range of regulatory and other barriers to opioid use in the Arab world. There is a substantial need for regulatory review and reform, as well as for educational initiatives, in most Arab countries.

Evaluating Genetic Testing: A Systematic Review of Assessment Frameworks

Abstract Introduction The assessment of the risks and benefits of genetic/genomic tests has long been addressed using various frameworks. They are mostly ACCE-based, focus on technical aspects, but often overlook economic and organizational considerations. The few HTA-based approaches, though more comprehensive, lack validation and implementation. This review’s purpose is to identify all evaluation frameworks for genetic/genomic tests and synthesize their key aspects. Methods PubMed, Scopus, Web of Science, and Google Scholar were searched. Inclusion criteria were documents describing evaluation frameworks for genetic/genomic tests, that were original, specifically created, and covering at least three assessment domains. This study was supported by the EC and MUR under PNRR - M4C2-I1.3 Project PE_00000019 ‘HEAL ITALIA’. Results Overall, 12546 unique records were screened, of which 67 documents were assessed for eligibility. A total of 29 studies were included, reporting 24 different frameworks. These frameworks were published between 2000 and 2019, mostly from USA (50%), Canada (13%) and UK (13%). There was substantial interest in the economic facets of the technology (92%), albeit without extensive detail, and high attention was given to its technical accuracy (70-90%). The clinical value was also consistently mentioned (70-90%), similarly to legal, ethical, and social considerations (70-80%). However, there was minimal emphasis on non-health outcomes (20-50%), and insufficient attention to organizational, educational, and implementation barriers (20-50%). Discussion A pressing need exists for a universally accepted evaluation framework for genetic/genomic tests. Applying a general HTA methodology, potentially based on the EUnetHTA core model, that can integrate solid theoretical and methodological principles, and result in a validated, comprehensive, and widely shared tool for genetic test evaluation, is a viable option to foster the implementation of these technologies. Key messages • Genetic/genomic test evaluations focus on technical accuracy and clinical value, often missing economic and organizational aspects. • A universal, validated, HTA-based evaluation framework for genetic/genomic tests is needed to enhance their implementation in clinical practice.

Overcoming Educational Barriers: Analyzing Root Causes and Solutions for Gender Disparity in Adivasi Education

This paper examines the current state of the gender gap in literacy rates and school education among Adivasi populations in India. Despite significant progress in overall literacy rates in recent decades, Adivasi communities, particularly Adivasi girls, continue to lag behind. We analyze the latest data from the Census of India, National Family Health Surveys, and other government reports to quantify the extent of the gender gap in literacy and school enrollment, attendance, and dropout rates among major Adivasi groups across different states. Root causes including poverty, lack of access to schools, cultural norms, early marriage, and lack of female teachers are explored. The paper also reviews recent government initiatives and welfare schemes aimed at promoting education of Adivasi girls and reducing gender disparity. Based on the analysis, targeted policy recommendations are made to accelerate progress in closing the gender gap and ensuring basic school education for all Adivasi girls in India.

Academic Capital Formation Upon the Transition to Higher Education: First-Year Students’ Experiences After Participation in a Preacademic Program

The transition from secondary education to the first year of higher education is a phase in which students are faced with many challenges. First-year students may lack the academic capital that is needed to understand explicit and implicit rules of higher education. We investigated students’ participation in a preacademic program and the development of their academic capital. In a mixed method study, we showed that first-year students who participated in a preacademic program perceived peer mentors and teachers to be relevant sources of information, learned how to overcome educational barriers, and became more acquainted with explicit and implicit college requirements.

“Throw Dat Hat!”: Educational Experiences, Attainment, and Aspirations of Adolescent Female Trafficking Survivors in a Residential Facility

This study addresses the gap in research on the educational experiences of adolescent human trafficking survivors, with a focus on their past, present, and future educational experiences and goals. Its objective is to inform the best practices for educational programming within female adolescent residential care centers in the United States. Drawing on a subset of data from a broader mixed-methods case study conducted at the Allasso House residential facility, this research involved 11 current residents. The data sources included case files detailing their past educational experiences, assessments of their current educational achievements, and interviews exploring their future aspirations. The findings reveal key themes related to the residents past risk factors, current educational successes and barriers, and tensions in setting future goals. Most of the residents expressed a desire to attain high school equivalency, identifying financial stability as a primary motivation. They also aspired to form healthy families, while placing significant value on material success. Unlike studies that define success primarily through survival, sobriety, and the avoidance of re-trafficking, this research highlights the broader aspirations of these adolescents, emphasizing the critical role of education in general wellbeing, risk mitigation, and future success. This study underscores the importance of prioritizing educational attainment and long-term aspirations in future research and in the design of residential programs for adolescent survivors of trafficking.

Centro Integrado de Educación de Adultos (CINDEA): An educational modality that achieves goals in technical instruction in Costa Rica

This essay discusses how the Centros Integrados de Educación de Adultos (CINDEA) collaborate to break educational barriers in technical training in Costa Rica and how these institutions are a bridge between formal education and the labor market, by providing people with the possibility of developing skills valued in the professional environment. The objective of this essay is to socialize the work dynamics employed in this modality and to expose how it promotes equal opportunities by allowing all people over 15 years of age, without exception, to develop knowledge related to a technical area. It also discusses the challenges they face that, in many cases, hinder their important work in Costa Rican education.

Utilization Postnatal Care Services in Hyolmo Community

Postnatal care (PNC) utilization among the Hyolmo community highlights significant gaps in existing literature and underscores the critical need for targeted healthcare interventions in remote and ethnically distinct populations. This study reveals that, while considerable attention is given to urban and accessible rural populations, remote communities face unique challenges that can impede access to essential maternal health services. The results demonstrate that age, education, and socio-economic factors significantly influence PNC uptake, suggesting disparities that are compounded in remote areas like the Helambu Rural Municipality of Sindhupalchowk District. This study shows that younger mothers, often less aware or hindered by accessibility barriers, are less likely to utilize PNC services compared to their older counterparts. This disparity highlights the necessity for community-specific educational programs that can enhance understanding and encourage the use of PNC services among younger women. Additionally, the influence of education and socio-economic status on PNC utilization points to the broader implications of systemic inequities in healthcare access. Moreover, the study brings to light the role of cultural practices and beliefs in shaping healthseeking behaviors, which varies significantly across different communities. In the traditional beliefs may conflict with modern healthcare practices, there is a clear need for culturally sensitive health interventions that respect and integrate local customs and practices. This research not only contributes to a deeper understanding of the factors affecting PNC service uptake in a specific Nepalese community but also calls for comprehensive policy responses. By addressing the multifaceted challenges faced by the Hyolmo community ranging from geographic isolation to cultural and educational barriers the study advocates for a holistic approach to healthcare. This should include the development of policies that ensure equitable access to health services, enhance community health education, and promote cultural competence among healthcare providers. Ultimately, such efforts are essential for improving maternal and infant health outcomes in remote communities, ensuring that every individual, regardless of their socio-economic or cultural background, has access to the necessary postnatal care.

Pediatric Tracheostomy Education Program Structures, Barriers, and Support: A Nationwide Survey of Children's Hospitals.

Safe discharge for children with tracheostomies requires caregivers to be competent in tracheostomy management, including emergency interventions. Inpatient pediatric units are tasked with preparing families for discharge, yet variations exist in the standards of tracheostomy education across institutions. To address this gap, we aimed to describe the inpatient tracheostomy education programs in children's hospitals across the United States. This is a cross-sectional study conducted between May and July 2022. We distributed an online survey to a purposeful sample of representatives from participating children's hospitals. The 42-item survey evaluated various aspects of tracheostomy education, including teaching strategies, timing of education, operational support, and overall program structure. Descriptive statistics were generated, and researchers reviewed open-ended items to identify themes. Thirty-seven institutions participated, 26 of which were free-standing children's hospitals. All programs surveyed conducted bedside checkoffs, required a rooming-in period, and provided tracheostomy cardiopulmonary resuscitation and low-fidelity simulation for emergency teaching. Programs varied in the order of education and the type of support received. Many programs lacked a postdischarge follow-up structure and the majority evaluated program effectiveness with readmission rates. Lack of private-duty nursing was the primary barrier to discharge, followed by family availability and reluctance to participate in education. The program structure and support variations suggest that more investigation is needed in discharge education and postdischarge follow-up for children with tracheostomies. A national guideline for tracheostomy education and identification of standardized quality metrics for program evaluation would benefit current and emerging programs.

Preparedness of Practicing Nurses in the Care of Sexual and Gender Diverse People in the United States: A Scoping Review.

Sexual and gender diverse (SGD) people in the United States (US) experience health inequities due to societal stigma and marginalisation. The nursing workforce must provide evidence-based affirming, inclusive and culturally responsive care for SGD people to meet individual and community health needs and eliminate disparities. The purpose of this scoping review was to synthesise what is known about (1) nurses' knowledge, skills and attitudes related to caring for SGD people in the US and (2) the existence, development and evaluation of SGD-related educational offerings available to practicing nurses in the US to develop the knowledge and skills needed to promote the health and wellbeing of SGD individuals, families and communities. This review followed the scoping review methodology and PRISMA for Scoping Reviews (PRISMA-ScR). In conjunction with a health librarian, an electronic literature search was conducted using PubMed, LGBT Health, CINAHL, ERIC and Health Source-Nursing. Thirty-two studies were included in this review, including quantitative and qualitative studies that sought to understand the knowledge, attitudes and clinical experiences of nurses related to the care of SGD people; studies that tested educational interventions and studies that identified educational barriers and facilitators. Major gaps in education, practice and research, as well as methodological limitations of existing studies, were noted. Nurses would benefit from expanded access to effective standardised foundational SGD-related health continuing education to help prepare them to care for diverse patient populations. Equity, inclusivity and dignity are key values of the nursing profession. It is imperative that nurses have the knowledge and skills to apply these values consistently in day-to-day professional practice across populations and settings. There is an urgent need to develop standardised, easily accessible evidence-based educational content to address nurses' knowledge of and attitudes towards caring for SGD people. This study adhered to the PRISMA-ScR reporting guidelines. There was no patient or public contribution to this study.

Clinical research vehicles as a modality for medical research education and conduct of decentralized trials, supporting justice, equity, and diversity in research.

Current clinical research lacks diversity in those that participate. This lack of diversity is concerning given its importance for successful drug development. The frequency and severity of many diseases, along with the pharmacological properties of therapies, can display significant differences based on patient diversity. A clinical trial population that is more reflective of these differences will help researchers better understand the therapeutic profile of the treatment and provide generalizable knowledge to the medical community. The advent of decentralized clinical trial designs is meant to help address this lack of diversity by using portable digital health technologies and virtual interactions to enhance clinical trial access and broaden participation. By leveraging these technologies, trial conduct can occur at locations other than traditional research sites. This shift in trial location may help address some of the logistical, educational, engagement, and trust barriers that have historically prevented enrollment of diverse populations. However, these types of trials still have limitations. Ethical concerns around justice, equity, and diversity will still exist with decentralized clinical trials, which could be mediated using clinical research vehicles. When utilized, this modality may enhance the scientific design and conduct of clinical trials and better follow these ethical principles. These enhancements and improved ethical direction could be accomplished through increasing community involvement, improving health literacy, supporting more diverse trial sites, creating community-based research footholds, fostering connections with researchers, limiting technical challenges, and preventing data security issues.

Digital Drone Education in Sarawak: Enhancing STEM Learning through Hands-on Training for School Students

In Sarawak, concerns about low STEM enrolment, digital inclusivity gaps for rural children, and the transition from digital consumption to digital creation led to the introduction of the Drone Education Program. Participants began with foundational drone operation training, advancing to capturing images and videos. Subsequently, they were acquainted with elementary photo and video editing techniques, enabling them to enhance their drone-generated content. The aim of this research is to gauge the impact of the Drone Education Program on refining drone operations, bolstering digital editing competencies, and stimulating STEM engagement in students. In our methodology, we employed tailored pre- and post-surveys for evaluation, and younger students provided feedback via an emoji-based survey. Further analytical methods encompassed non-parametric tests, Exploratory Factor Analysis (EFA), and linear mixed-effect modelling. Results indicated significant post-intervention improvements in the targeted skills. The EFA grouped 21 Likert items into five distinct learning domains. Notable insights include district-wise variances in learning outcomes and the influential role of gender. The initiative showcases promise in confronting Sarawak's educational barriers, championing digital inclusivity, and preparing a digitally proficient generation.

The Support Hospital Opioid Use Disorder Treatment (SHOUT) Texas program implementation strategy for expanding treatment for hospitalized adults with opioid use disorder

IntroductionIn 2017, we launched the “B-Team” (buprenorphine team), the first hospitalist-led opioid use disorder (OUD) treatment program in Texas. Based on initial success, we obtained funding from Texas Health & Human Services to expand the model to other hospitals in Texas through the Support Hospital Opioid Use Disorder Treatment (SHOUT) Texas program. MethodsThis is a mixed methods study of the implementation of the SHOUT program, which is an OUD treatment intervention, in different hospitals in Texas. Our implementation approach combined training, tailoring, and technical assistance following the Replicating Effective Programs (REP) strategy with statewide telementoring delivered via Project ECHO. To evaluate the reach, adoption, and impact of SHOUT Texas, we assessed: 1) participating hospitals (adoption); 2) patients screened for OUD (impact); 3) patients started on medications for OUD (impact); 4) patients discharged with coordinated outpatient care (impact); 5) providers and staff trained via ECHO (reach); and 6) satisfaction with ECHO training (impact). Additionally, semi-structured interviews were conducted with key stakeholders at expansion sites to identify strengths and weaknesses of the implementation strategy and supports and barriers to successful implementation. Rapid qualitative analysis was completed by a team of analysts who transcribed and summarized interviews to identify key domains of interest and emergent themes. ResultsBetween 2020 and 2023, the SHOUT Texas program expanded to three additional Texas hospital sites, resulting in 3065 hospitalized adult patients starting treatment for OUD. More than 2500 interprofessional clinicians (physicians, nurses, physician assistants, social workers) received SHOUT training regarding inpatient initiation of OUD treatment, with 241 attending at least one hour-long Project ECHO session. Eight key stakeholders at expansion sites were interviewed. Successful components of the SHOUT program included training resources, in-person launches, and collaboration with specialized addiction treatment subject matter experts. Challenges included identifying outpatient follow-up, pharmacy and medication constraints, and nursing education barriers. Interviews also identified lessons learned, advice to other hospitals, and next steps to build capacity. ConclusionsImplementation of the SHOUT Texas model across diverse hospital settings using REP and Project ECHO resulted in significant provider engagement and rapid increase in the number of patients initiating OUD treatment during hospitalization. Lessons learned from this novel approach may be applicable in other states, particularly those that have not expanded Medicaid.

Evaluating the Readability, Credibility, and Quality of Spanish-Language Online Educational Resources for Knee Arthroplasty: Implications for Patient Education and Health Disparities.

Spanish-speaking individuals may experience language-based disparities related to elective orthopaedic procedures. Because patients often seek online health information, we assessed the readability, credibility, and quality of Spanish-language educational websites for knee arthroplasty. We queried "Google," "Yahoo," and "Bing" using the term "reemplazo de rodilla" (knee replacement in Spanish) and extracted the top 50 websites per search engine. Websites were categorized by information source (physician/community hospital, university/academic, other) and presence of HONcode certification. Information was assessed for readability (Fernández-Huerta formula), credibility (Journal of the American Medical Association benchmark criteria), and quality (Brief DISCERN tool); scores were compared between the categories. A total of 77 unique websites were included (40.3% physician/community hospital, 35.1% university/academic). The median readability score was 59.4 (10th to 12th-grade reading level); no websites achieved the recommended level of ≤6th grade. The median Journal of the American Medical Association benchmark score was 2 (interquartile range 1 to 3), with only 7.8% of websites meeting all criteria. The median Brief DISCERN score was 16 (interquartile range 12 to 20), with 50.7% meeting the threshold for good quality. University/academic websites had better readability (P = 0.02) and credibility (P = 0.002) but similar quality (P > 0.05) compared with physician/community hospital websites. In addition, HONcode-certified websites had better quality scores (P = 0.045) but similar readability and credibility (P > 0.05) compared with noncertified websites. We identified limitations in readability, credibility, and quality of Spanish-language online educational resources for knee arthroplasty. Healthcare providers should be aware of these patient education barriers when counseling patients, and efforts should be made to support the online information needs of Spanish-speaking orthopaedic patients and mitigate language-based disparities.

Patterns of ethnic-racial identity and critical consciousness and associations with science, technology, engineering, and math engagement and perceived barriers: A latent class analysis of youth of color.

Despite the well-documented scholarship highlighting ethnic-racial identity (ERI) and critical consciousness (CC) as promotive of positive academic outcomes, little research has explored what role these cultural assets may play in shaping science, technology, engineering, and math (STEM) engagement and perceptions of barriers to STEM for youth of color. This work explored relations between racially minoritized youths' patterns of ERI and CC in association with STEM engagement and perceptions of STEM career and educational barriers. Latent class analysis and analysis of variance were used with a predominately Black and Latinx sample (N = 265, Mage = 15.83, SD = 1.35; 49% female). Four classes emerged. Members of the naïve affirmed advocates class had significantly higher STEM engagement than the disillusioned class. Youth in the affirmed and critical class reported the highest perceptions of STEM-related career barriers, followed by the affirmed advocates class. Findings highlight the critical link between ERI and CC as promotive factors for academic engagement for racially minoritized youth in STEM and promote awareness of STEM-related barriers that may be useful to prepare and navigate future STEM challenges. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Leveraging Social Media to Enhance Historical Awareness: A Case Study of the Inspect History YouTube Channel

Limitations in educational curricula, ineffective teaching methods, and insufficient resources can hinder a nation's ability to foster historical awareness. However, advancements in information and communication technology (ICT) present opportunities to address these challenges. The rise of social media platforms, especially YouTube, has become a powerful tool in disseminating historical knowledge. This study employs a qualitative research design with a case study approach, focusing on the YouTube channel "Inspect History." Data were collected through observations of the channel's content, online interviews, and document analysis. The study specifically examines how this platform contributes to enhancing historical consciousness. The "Inspect History" YouTube channel, with 580 thousand subscribers and 257 videos as of July 20, 2022, demonstrates the effectiveness of animated videos in fostering historical awareness. Viewers reported increased engagement with and understanding of historical events through the platform's accessible content. The findings suggest that social media, particularly YouTube, can significantly enhance the public's understanding of history. The case of "Inspect History" illustrates how well-curated digital content can compensate for limitations in traditional educational settings, providing an engaging alternative for learning. This study highlights the potential of social media platforms to promote historical awareness. The success of "Inspect History" underscores the value of utilizing digital tools to overcome educational barriers and cultivate a deeper public understanding of history in the digital era.

Unlocking Potential Overcoming Educational Challenges through Leadership in Qatar: A Thematic Analysis-Based Approach

Background: Qatar's ambitious vision of becoming a knowledge economy necessitates a robust education system. However, persistent challenges such as students’ socioeconomic disparities, gender inequality, and language barriers impede educational progress. Addressing these barriers requires effective leadership strategies within the educational administration. Aim: This qualitative study aims to investigate the educational barriers and challenges in Qatar’s schools and propose leadership solutions to overcome them. By exploring the perspectives of teachers, it seeks to identify key challenges and inform leadership approaches that enhance the accessibility and quality of education in schools. Method: An inductive thematic analysis approach was employed, involving semi-structured interviews with experienced school teachers (N=10) to achieve the main aim of the study. Data collection and analysis were conducted systematically using qualitative data analysis software to identify emergent themes and provide insights into the challenges of educational administration and potential solutions. Findings and Results: The analysis revealed significant challenges in Qatar's education system, particularly schools, including the impact of students’ socioeconomic status, gender inequality, language barriers, and inadequate support for special needs. However, the potential for leadership initiatives to address these challenges and improve educational outcomes was evident. Conclusion: Effective educational leadership in Qatari schools is crucial for overcoming barriers and fostering a conducive learning environment for all students. By implementing targeted interventions, promoting inclusive practices, and collaborating with stakeholders, educational administrators, i.e. school leadership, can drive positive change and unlock the nation's educational potential.