Final-year School Research Articles

Understanding the Well-Being Literacy of EFL Learners: Towards a Framework of Learners’ Knowledge and Skills

Well-being has been recognized as a basic human right, a core determinant of success in education, and a skill that can be developed. In language education, the literature suggests that higher well-being is likely to lead to more classroom engagement and ultimately greater success for learners. For English language teachers, there is a need to understand what learners know about well-being, what kinds of support they feel they need, and how best to integrate such support into regular language teaching practice. This paper reports on a qualitative study using focus group data that set out to understand the well-being literacy of a group of 42 Austrian learners of English as a foreign language (EFL) in their final year of school. The findings reveal five categories in which learners demonstrated knowledge of well-being: conceptual understanding of well-being, factors impacting well-being, coping strategies, the role of systemic factors, and issues in the English language teaching context specifically. Based on analysis of these data, we present an initial practical framework for evaluating and guiding EFL student well-being literacy development.

Fertility Knowledge and Educational Experiences of Graduating Medical Students: A Multi-Institution Survey.

Objective: Our goal was to assess the fertility knowledge and educational experiences of graduating U.S. medical students to evaluate areas of improvement for future educational interventions. Design: Web-based cross-sectional survey. Subjects: Medical students graduating in 2023 from the University of Miami Miller School of Medicine (SOM), New York University (NYU) Grossman SOM, Wayne State University SOM, Perelman SOM at the University of Pennsylvania, and Mayo Clinic Alix SOM. Main Outcome Measures: Fertility-related knowledge and educational experiences of U.S. medical students in their final year of school. Results: In total, 117 students (14.4%) completed the survey. The average knowledge score was 78%. Twenty-three (22%) overestimated the age of most precipitous fertility decline, and 50 (52%) overestimated the chance of getting pregnant for a 40-year-old person with ovaries. One-third of students (30, 32%) incorrectly believe that physicians have equivalent infertility rates to the general population. Students were less cognizant of male fertility issues, incorrectly believing there was no negative impact on male fertility by age (43, 42%) among other factors. Seventy-five (81%) reported less than 5 hours of fertility-related education in medical school. Only one-third (32%) were satisfied or very satisfied with the fertility education they received. In an open-response question, students expressed interest in additional education on transgender and cancer patient care, fertility preservation, assisted reproductive technologies, and reproductive life planning in medicine. Conclusions: There is a need and an opportunity for medical education programs to enhance fertility education. Giving students and trainees the knowledge required to make informed decisions for their family-building purposes and improving their ability to counsel patients adequately should be a goal of future educational endeavors. The data collected in this study will serve as a guide for the development of fertility-related learning modules for medical students and trainees.

Longitudinal study of meningococcal carriage in adolescents and young adults in South Australia 2017-2020

This analysis investigated longitudinal changes in meningococcal carriage in adolescents in South Australia over 4 years. Data from the "B Part of It" study, which included a state-wide cluster randomized controlled trial in secondary-school students (n=34,489 in 2017 and 2018) and serial cross-sectional studies in school leavers aged 17-25 years (n=4028 in 2019-2020). Individuals had oropharyngeal swabs collected annually. This study included two unique cohorts: (1) individuals enrolled in 2019, with three consecutive annual swabs taken in 2017, 2018 and 2019; and (2) individuals enrolled in 2020, with swabs taken in 2017, 2018, and 2020. Disease-associated N. meningitidis genogroups were identified using PCR and whole genome sequencing. Univariate analysis identified risk factors for recurrent carriage (≥2). Among school leavers, 50 (1.7%, total n=2980) had carriage detected at successive visits. In participants with meningococcal carriage at successive visits, 38/50 (76.0%) had the same genogroup detected by porA PCR. Of those, 19 had the same MLST type and demonstrated minimal variation, indicating they most likely had sustained carriage of the same isolate (range 226 to 490 days, mean duration 352 [SD 51] days). In the 2019 school leaver cohort, 6.7% acquired carriage in their first year out of school compared to 3.3% in their final school year. Compared to single carriage detection, recurrent carriage was potentially more likely in older adolescents (16 compared to ≤15 years; OR=1.97 (95%CI 1.0, 3.86); p=0.048). Whilst carriage is typically transient, some adolescents/young adults may have persistent carriage and are likely to be an important group in the transmission of meningococci.

The relationship between emotional intelligence, anxiety, and performance in physical education and sport students.

Emotional intelligence (EI) has been recently the main target in research on sports psychology. The objectives of this study were to investigate the relation between self-report measures of emotional intelligence, pre-competitive anxiety, and performance among students during the physical education exam of the high school final year. This cross-sectional study was conducted on a sample of 350 students attending the physical education exam in the year 2021-2022. Analysis of the correlations between the scores of Emotional intelligence and anxiety showed that self-confidence was positively correlated with all dimensions of Emotional intelligence (Beta = 0.524; p = 0.000). Multivariate linear regression analysis showed that the most related items to performance were self-confidence in a positive direction (r = 0.56; p = 0.000) and negatively with somatic anxiety (r = -0, 39; p = 0.000). Considering the Emotional intelligence subscales, hetero-emotional management was significantly positively associated with performance (p = 0.000) however emotional perception was negatively correlated with performance (p = 0.003). These results demonstrate the importance of social and emotional learning programs for improving self-confidence and better management of emotions during physical education and sports.

A Multicentric Pilot Study of Student Nurse Attitudes and Beliefs toward Sexual Healthcare.

Nurse educators are tasked with the education of students to become providers of holistic care, and part of that care includes sexuality. Students carry attitudes and beliefs that influence their behavior; therefore, students who carry negative attitudes about sexual healthcare are less likely to provide that care. This is an international, multicenter study of nursing students' attitudes and beliefs about the provision of sexual healthcare. The Sexuality Attitudes and Beliefs Survey, which measures attitudes toward the provision of sexual healthcare and has a range of scores from 12 to 72, was given to 129 students across Spain, Portugal, Italy and the United States and revealed negative attitudes about sexuality, with a mean SABS score of 39.95. Higher scores on the SABS reveal more negative attitudes and reduced likelihood of provision of sexual healthcare. Statistically significant differences were found when comparing queer and heterosexual students (41.69 vs. 38.06), and students in their final year of school held more negative attitudes toward the provision of sexual healthcare (41.4 vs. 39.5 and 39.2). This study shows that nurse educators continue to need to focus on the attitudes student nurses carry about sexuality. There is a critical shortage of education strategies to meet the needs of student nurses so that they will be comfortable and confident in providing sexual healthcare.

Developing the HERO within: Evaluation of a brief intervention for increasing Psychological Capital (PsyCap) in Australian female students during the final year of school in the first year of COVID-19

Academic stress is linked to adolescent distress and perfectionism during the final years at school, with girls being at greater risk. The onset of the COVID-19 pandemic was an additional stressor that impacted student learning on a global scale. The present study examines the effectiveness of an intervention targeting Psychological Capital (PsyCap), comprising hope, efficacy, resilience, and optimism (HERO) to increase these HERO resources and assess its impact on mental health symptoms and subjective wellbeing outcomes among a cohort of Year 12 students (n = 82, Mage = 17.09, SD = 0.28, 99% identifying as female) from a girls school during the first year of the pandemic. Primary outcomes of anxiety symptoms, depressive symptoms, and flourishing and secondary outcomes of HERO variables and perfectionism were examined. There were no significant changes in primary outcomes. Significant changes in efficacy, optimism, omnibus PsyCap (HERO combined) and perfectionism were found at post-intervention. Findings indicate the intervention targeting HERO constructs may be promising for developing HERO capabilities in youth and reducing common areas of concern for students (e.g., perfectionism). Future research directions addressing limitations are discussed.

Opinions of conservatoire part-time junior secondary school final year ballet students' parents on ballet training and their children who want to choose a ballet career

Opinions of conservatoire part-time junior secondary school final year ballet students' parents on ballet training and their children who want to choose a ballet career

Textbook Series and English O-NET: Alignments of Prepared Knowledge and Secondary School Final Year Assessment

The preparation for English language teaching materials in Thai secondary schools rely primarily on the use of western-published textbooks. Reasons are given by teachers that the books have assured the accuracy of the language (Ulla, 2019), and they provide proper models of language use (Tomlinson, 2008; Ulla, 2019). By using these textbooks, one of the ultimate goals for every school is to prepare students for the Ordinary National Educational Test (O-NET) in the final year of their secondary education (Grade 12). It is therefore interesting to examine whether or not the textbook series equip students with the knowledge and skills of language which align with the secondary school final year assessment. The preliminary investigation of this study (Sritrakarn, 2021) found that the English O-NET test items designed during the years 2016-2019 were partially aligned with the learning domains of the basic education core curriculum. This present study examined further the alignments of the O-NET tests and the school’s equipped knowledge through textbook series. Taking the lens of Systemic Functional Linguistic (SFL) genre-based approach, the texts and discourses used in the textbook series of one school were compared with those found in the O-NET test items. This paper discusses the findings and the implications of how to prepare the sources of input knowledge for the national assessment.

Identifying developmental disability in national surveys: Addressing the knowledge gap with special education histories

BackgroundIn the United States nearly 20% of children ages 12–17 have developmental disorders. Some attain population-based developmental milestones after a delay, or increase functioning through special education, medication, technology, or therapy. Others have severe lasting impairments. An indicator identifying those groups in surveys of adults could help shape policies to improve lives. HypothesesWe hypothesized that survey histories of special education could indicate functional status levels. MethodsData were from the nationally representative Panel Study of Income Dynamics (1997–2017, n = 2745). With measures of diagnoses, behaviors, functional status, service use, and adult outcomes, we tested three special education groups as indicators of: (1) no impairment (no special education), (2) disorders, developmental diagnoses that adversely affect educational performance, but with development after a period of delay or only moderate disability, indicated by transfer from special education; and (3) severe lasting disability, the diagnoses combined with life-long needs for supports or services, with limitations in areas including self-care, mobility, and capacity for independent living, indicated by special education in the individual's final year of school. ResultsAcross the special education groups, from no impairment to severe lasting disability, there were trends of: increasing severe and lasting disability (respectively 4.8%, 35.6%, 76.4%); increasing special services use (13.5%, 43.1%, 83.7%); increasing severe emotional disorders (2.3%, 11.3%, 17.9%); lower percentages attaining at least an associate's degree by age 25 (42.1%, 20.7%, and 8.9%); and more chronic diseases. ConclusionsSpecial education histories provide a useful indicator of developmental disability impairment levels in adults.

An exploratory study of 21st century skills of undergraduate education students: A comparison between freshman, second, and graduation years

ABSTRACT This study is an exploratory study aiming to add to the scarce research exploring the enhancement of 21st century skills across the undergraduate years of Education student. Data were collected from 329 undergraduates (96% females), who learned at Ashkelon Academic College, Israel. 103 students (31%) were at the beginning of the freshman year, 102 students (31%) were at the end of the second school year, and 123 students (38%) were at the end of the graduation and final school year. The 21st century skills were assessed using a 32 Likert-type item questionnaire about 21st century skills. Results indicated of positive relations between all 21st century skills, and between undergraduates` matriculation examination grades and all these skills, except for ICT. Significant differences in 21st century skills were found between freshman year and advanced years. 21st century skills mastery was higher in advanced years compared to freshman year. Educational implications are discussed.

(Mis)Guided interpersonal deictic choices in primary school writing under language assessment

This paper aims to present a research on modal and temporal deictic choices in texts written by 4th graders under the 2008 National Assessment of Portuguese Language, conducted by the Ministry of Education of Portugal. These texts were produced as a response to a writing task under the title “If I were one… for a day”, which guided students towards writing hypothetical narratives. In the specialized literature on language development of school-age children and adolescents, linguistic constructions of hypothetical referential meanings are described as an indicator of late writing development, achieved in the final years of schooling. This study is based on the systemic-functional linguistics principles on language as a socio-semiotic system for the realization of the socio-semiotic system of culture. Portuguese descriptive grammars are used to describe the verbal system of the Portuguese language. The corpus consists of 50 texts, on which information about verbal morphology and deictic choices were annotated. Results point to different patterns of deictic choices in the students’ texts, ranging from texts entirely constructed with temporal deixis; texts entirely constructed with modal deixis; and texts with mixed patterns of both deictic choices. Such results suggest that writing hypothetical narratives does not seem to fit the meaning potential developed by 4th grade children. This may be explained not by the lack of lexicogrammatical resources, but by children's unfamiliarity with the kind of socio-semiotic activity requested in the task, which cannot be recoverable from social writing situations in primary school literacy contexts.

Individualized education program quality for transition age students with autism

BackgroundStudents with ASD have some of the worst postsecondary outcomes when compared to other students with disabilities indicating transition planning may not be working effectively. One source of support for postsecondary planning is development of the transition Individualized Education Program (IEP). However, little research is available to describe the current contents of transition IEPs for students with ASD. This study aimed to describe IEP and postsecondary planning quality for students with autism in their final year of high school. MethodIEPs for 20 students with autism (Mage = 18.2 years; SD = 1.1) from two mid-southern states were analyzed. Descriptive analyses were used to identify strengths and weaknesses of IEPs and postsecondary goals based on federal law requirements and best practice recommendations. ResultsIEPs contained an average of 3.1 IEP goals and 1.6 postsecondary goals. IEP goals were most frequently related to academic, learning/work, or communication skills. All IEPs contained an employment postsecondary goal while less than half of the IEPs included an independent living postsecondary goal. Key findings include lack of goals related to social skills and the lack of alignment between present levels of performance, IEP goals, and postsecondary goals. ConclusionsIEPs for students with ASD in their final year of school do not consistently meet standards outlined by federal law or best practice recommendations necessary for successful transition from high school.

Trajectories of Health Status during the Transition from School to University: Piloting the Method of Biographical Mapping in German Medical Students.

Health status and health behavior change during the transition from school to university. However, it is still unclear whether these changes occur at specific points in time, and whether these changes are stable. Therefore, our aim was to conduct a pilot test on biographical mapping (BM) for the first time in this research area in order to map the trajectories of the health status of university students over time. This enabled us to also test the practicability of BM, and to assess the agreement of the findings of BM with those of a standardized questionnaire. We included 30 fourth-year university students. First, they filled in a standardized questionnaire on their sociodemographic information, current health status, and health status compared with that for their final year of school. Second, they filled in a BM grid that allows for drawing the changes in health status that have taken place over the transition period. The health status changed during the transition (e.g., slight decline in general subjective health), and was related to specific events before and after the transition (e.g., examinations), showing that all health variables were not stable over time. The findings of BM were also reflected in the standardized questionnaire. Using BM revealed the changes in health during a six-year-period, including the school–university transition. The identified changes in health during transition and at specific time points underline that not only assistance before the transition, but also psychological support during studies, seems to be important for the health promotion of students. Besides this, BM seems to be a useful, although time-consuming, instrument for which the results were similar to those in the questionnaire.

A Study of Internet Addiction Levels of Primary School and Secondary School Final Year Students (The Example of Adıyaman Province)

Bu araştırmanın amacı, ilkokul ve ortaokul son sınıf öğrencilerinin internet bağımlılık düzeylerinin incelenmesidir. İlişkisel tarama modeli kullanılmıştır. Araştırmanın evrenini 2017-2018 eğitim-öğretim yılında Adıyaman il merkezinde bulunan devlet okullarından; 26 ilkokuldan 4337 son sınıf öğrencisi, 28 ortaokuldan 4178 son sınıf öğrencisi olmak üzere toplamda 8515 öğrenci oluşturmaktadır. Araştırmanın örneklemini evrende bulunan okullar içerisinde tesadüfi olarak seçilmiş; 26 ilkokuldan 1923 son sınıf öğrencisi, 28 ortaokuldan 1756 son sınıf öğrencisi olmak üzere toplamda 3679 öğrenci oluşturmaktadır. Ulaşılan 3679 öğrenciden 2808 tanesi değerlendirmeye alınmıştır. Veri toplama aracı olarak İnternet Bağımlılığı Ölçeği ve kişisel bilgi formu kullanılmıştır. Veriler, tek yönlü varyans analizi (One Way Anova) testi, iki aşamalı küme metodu (Twostep Cluster), t-testi ile analiz edilmiştir. Değerlendirmeye alınan 2808 öğrenci içerisinden 272’si (% 9.7) bağımlı grupta, 553’ü (% 19.7) bağımlılık riski taşıyan grupta, 796’sı (% 28.3) eşik grubunda, 1187’si (% 42.3) bağımlı olmayan grupta yer aldığı bulunmuştur.

Randomised Controlled Trial of Study Without Stress: A Cognitive Behavioural Therapy Program to Reduce Stress in Students in the Final Year of High School.

Typically students in their final year of school report high levels of anxiety, depression and stress. This study evaluated Study without Stress, a group cognitive behavioural program to reduce student stress. Fifty-six final year students (77% female) from four Australian secondary schools were randomly allocated to Study without Stress delivered by school staff, or to an 8-week usual care condition. Changes in self-reported stress, anxiety, depression, self-efficacy, and teacher reported emotional problems were assessed pre to post-treatment using intent-to-treat analyses. Maintenance of changes were examined 3-months later. Compared to usual care, Study without Stress led to significant reductions in self-reported stress and distress, and increases in self-efficacy that were maintained over time, with no significant changes in anxiety, depression or teacher reported emotional problems. Study without Stress is beneficial for reducing academic stress and improving self-efficacy in final year students when delivered in a school setting.

Emocije u obrazovnom kontekstu i procena kvaliteta postojećih platformi za onlajn nastavu na teritoriji Kosova i Metohije

The theoretical basis of the work is represented by the theory of control and value of emotions and Pekurn's understanding of academic emotions as well. The main goal of the research was to examine the expression of positive emotions such as enjoyment, pride, relaxation or relief and negative emotions as well, such as anger, boredom, anxiety at students during online classes, as well as their relationship to overall success and quality assessment of online teaching platforms in use.The following material was used in this work: Achievement Emotion Questionnaire (AEQ), Questionnaire on Quality Assessment of ongoing Online Teaching Platforms (UPKPON1) and Questionnaire of Sociodemographic Variables. A hundred high school final year students from Kosovo and Metohija were involved in this sample. The results showed that during online classes positive emotions such as enjoyment, pride and relief are experienced more intensely than negative ones such as anger, anxiety and boredom; the most expressed positive emotion is enjoyment, and the most expressed negative emotion is boredom. Experience of positive and negative emotions during online teaching doesn't correlate significantly with students' school success. The most of students were using laptops to monitor online classes and they had adequate internet speeds as well as their own device for monitoring classes. Students expressed a neutral general attitude towards online teaching; Google Meet platform was the most used platform to follow online classes. A significant correlation between the experience of positive and negative emotions and the general attitude towards online teaching was proved. The students who felt more anxious, angry and got bored during online classes expressed more satisfaction with online classes. There is a difference in the expression of certain positive and negative emotions during online classes with regard to the gender and type of high school that students attend.

A multi-stratal perspective on circumstantial meaning

ABSTRACT This paper provides a “broader” understanding of what is previously known from a grammatical perspective as “circumstantial meaning” or circumstantiation. This “broader” perspective takes into account more abstract meanings beyond grammar, considering both field (at the register stratum) and discourse semantics, in addition to lexicogrammar. The paper shows how the lexicogrammar alone is not able to adequately account for the meaning potential of “circumstantial meaning”, and how by examining this region of meaning from three strata, a fuller account of circumstantial meaning is made possible. A richer account of circumstantial meaning is necessary because, while circumstances may be considered structurally peripheral, earlier explorations of circumstantial meaning show that this area of meaning often makes important contributions to the register of any given text and to the building of disciplinary knowledge. This exploration is demonstrated through two texts: a student’s high scoring piece of creative writing from the subject of English in the final year of schooling and a synopsis of a history book on the Chinese fishing industry in colonial Australia. These texts reveal the significantly different ways in which circumstantial meanings are used in different subject areas – i.e., to contribute to setting up an “ambience” in literary texts and to developing knowledge in history.

The Effect of Structured Feedback on Performance: the Role of Attitude and Perceived Usefulness

In higher education, university students need to be equipped with the necessary knowledge and skills for their future workplace. Companies provide opportunities for students to participate as trainee consultants in innovation-related projects as a form of experiential learning. We designed a quasi-experimental study to investigate how supervisors’ structured feedback can influence students’ learning and project performance. We recruited 28 business school final year undergraduates who formed teams of four students either by themselves or with the help of the school. We randomly assigned three teams with 12 students to the treatment group and four teams of 16 students to the control group. In the treatment group, company supervisors were asked to provide structured written feedback for the treatment group using structured feedback forms, which focus students’ attention on task level, process level, and self-regulation level at three project milestone stages. In the control group, students received feedback from company supervisors without any feedback form. At the end of this project, a survey was conducted to measure students’ attitudes toward feedback in supporting learning and their perceived usefulness of company supervisors’ feedback. The results show that company supervisors’ structured feedback positively affected students’ overall project performance in presentation and report, and students’ positive attitudes toward feedback and perceived usefulness of company supervisor’s structured feedback are positively related to students’ report performance.

Finding More than I Asked For <em>Discussing the Impact of COVID-19 on the Film Heritage Foundation, Mumbai, and Korean Film Archive, Seoul</em>

Finding More than I Asked ForDiscussing the Impact of COVID-19 on the Film Heritage Foundation, Mumbai, and Korean Film Archive, Seoul Victoria Duckett (bio) It is ironic that on the day I have put aside to write a reflection on film archives in Asia for this second iteration of "Conversations"—one with Shivendra Singh, founder and director of the Film Heritage Foundation in Mumbai, and another with Sungji Oh, head of the Korean Film Archive's Cinematheque team—I had my first COVID-19 test. I woke to find my teenage son sprawled across a beanbag on the living room floor, confiding in a rasping voice that he had a sore throat and was unable to sleep. With COVID-19 cases slowly on the rise in Victoria, and with our first hard shutdown of the border with New South Wales imposed three days ago, on January 1, 2020, I felt duty-bound to bundle my son into a car, drive him through a testing site, and impose quarantine on the household until our results were in. Yes, the cotton swab made me gag and brought tears to my eyes. But there were some positives. As the doctor attending our car cheerfully told us, we had been lucky to be tested today; yesterday, the queues were five hours long. I was possibly being overly cautious in taking us to be tested. After all, no one I know in Australia has had COVID-19, traveled to the hot spots listed in our daily news cycles, or been abroad, and only one family member has presented with a sore throat. But I also actively provide support to aging parents. Moreover, my partner's mother is a healthy ninety-five-yearold who similarly depends on us for groceries, technological support (i.e., Sunday Mass on Zoom), and company. I am therefore acutely concerned about community transmission. Moreover, the father of my boys recently flew into Australia from abroad and is currently in quarantine. He managed to obtain a visa only because one child is a minor. Significantly—particularly in view of what Shivendra Singh speaks to me about in terms of poverty and class in India—he was also able to pay for hotel quarantine and a very expensive business class airplane ticket to Melbourne (which was the only ticket available for purchase). If he records two COVID-19 negative results, he can see his children for the first time in more than a year. Both have grown. The oldest one has just completed his final year of school, doing this largely online after schools shut down in Victoria in March. These particular circumstances—to which I would add an extraordinarily busy academic year of online teaching while negotiating homeschooling and 111 days of lockdown—pale into insignificance when I look at what colleagues, family, and friends are facing abroad. Or better, my understanding of the enormity of what is occurring because of COVID-19 is crystallized when I reflect on the conversation I had with Shivendra for this article in October. My previous "Conversations" were undertaken in May 2020. At this early point in the coronavirus pandemic, I joined Meg Labrum (of the National Film and Sound Archive in Canberra) to reflect on archival practice following a summer of bushfires and Matteo Pavesi (as director of the Cineteca Italiana in Milan) to detail the initiatives his archive was taking in reaching new, intergenerational audiences through curating online initiatives from home. At that point in time, I did not ask about mortality rates, migrant populations, or the "actual" lived experience of lockdown. What I sought, instead, was information about archival capacity: I asked Labrum and Pavesi about organizing teams to work from home, the focus given to curatorial projects, and the public outreach they were enjoying—the same, and yet different. In [End Page 231] hindsight, it is as though COVID-19 was being imagined as a pandemic impacting an archive's work practices and online visibility (it moves largely online, or at least newly develops materials in this space). INTRODUCING INDIA Shivendra began our discussion by reminding me of the desperate reality India is facing. Given just four hours' notice on...

Managing acceptable academic outcomes in a context of multiple deprivation: Making do in a South African township school

This article explores the intervention strategy used by the staff and school management team of a South African township school to ensure that final-year learners exposed to an environment of multiple deprivation are adequately prepared for the year-end standardised examination. Analysis of the interview data confirms literature findings on the debilitating effect of multiple deprivation, in the form of absolute poverty, on learners’ chances of learning successfully. Research findings reveal strategies related to an intervention programme to prepare final-year learners for the year-end examination. The intervention programme, consisting of Saturday morning and school holiday morning classes and a study camp event a fortnight before the final examination commences, counteracts inhibiting home and environment conditions, to support learners holistically to achieve acceptable academic outcomes. However, the negative influence on learners’ diligence of extending their final school year over two years and the constraint on knowledge and skills attainment of a pass mark of only 30% for some subjects are adverse factors limiting the chances of social mobility for learners with multiple deprivation.