School Involvement Research Articles

A RETROSPECTIVE REVIEW OF THE THERAPEUTIC CHALLENGES OF 16 FITBONE INTRAMEDULLARY FEMORAL LENGTHENINGS COMPLETED AT SHEFFIELD CHILDREN'S HOSPITAL BETWEEN 2021 AND 2022

IntroductionAt Sheffield Children's Hospital, treatment of leg length discrepancy is a common procedure. Historically, this has been done with external fixators. With the development in intramedullary technology, internal nails have become the preferred modality for long bone lengthening in the adolescent population. However, it is important to review whether this technology practically reduces the known challenges seen and if it brings any new issues. Therefore, the aim of this review is to retrospectively evaluate the therapeutic challenges of 16 fit-bone intramedullary femoral lengthening's at Sheffield Children's Hospital between 2021–2022.Materials & MethodsThe international classification of function (ICF) framework was used to differentiate outcomes. The patient's therapy notes were retrospectively reviewed for themes around structural, activity and participation limitation. The findings were grouped for analysis and the main themes presented.ResultsThere were 8 males, mean age 17.4 years (range 17–18) and 8 females, mean age 15.9 years (range 14–18). 5 right and 11 left femurs were lengthened. Underlying pathology varied amongst the 16 patients. All patients went into a hinged knee brace post operatively. Structural limitations included: pain, fixed flexion deformity of the knee, loss of knee flexion, quadriceps muscle lag, muscle spasms and gluteal weakness. The primary activity limitation was reduced weight bearing with altered gait pattern. Participation limitations included reduced school attendance and involvement in activities with peers. Access to Physiotherapy from local services varied dramatically. Five of the cohort have completed treatment.ConclusionsAnecdotally, intramedullary femoral lengthening nails have perceived benefits for families compared to external fixators in the adolescent population. However, there remain musculoskeletal and psychosocial outcomes requiring therapeutic management throughout the lengthening process and beyond. Therefore, quantifying these outcomes is essential for measuring the impact on each patient for comparison. To interpret these themes, we need to evaluate the outcomes objectively, this was not done consistently in this review. Future research should look at outcome measures that are sensitive to all aspects of the ICF. With an aim of improving the therapeutic treatment provided and the overall outcome for the children treated.

Parental involvement and learners’ academic performance at primary leaving examination in Rural Government-Aided Primary Schools in Ssisa Sub-county, Wakiso District, Uganda

The study sought to establish the level of parental involvement and learners’ academic performance at P.L.E in rural government- aided primary schools in Sissa Sub-County, Wakiso District, Uganda. Three specific objectives guided the study thus; · To establish the level of home-based parental involvement in rural government-aided primary schools in Ssisa Sub county, Wakiso district. · To establish the level of school-based parental involvement in rural government-aided primary schools in Ssisa Subcounty, Wakiso district. · To examine the relationship between parental involvement and learners’ academic performance at PLE in rural government-aided primary schools, Wakiso district. The study employed a descriptive research design using a mixed methods approach. The study also adopted a cross- sectional research method to gather the data from headteachers and teachers. Both qualitative and quantitative research approaches were applied in the collection, analysis, and interpretation of data. Results indicated that the level of home-based parental involvement in government aided primary schools in Sissa Subcounty was high at a mean of 3.64 with a standard deviation of 1.23. The results of school-based parental involvement in government aided schools in Sissa indicated that there was a high level of parental involvement with a mean of 3.66 and a standard deviation of 1.2. Results also revealed a positive and significant relationship between parental involvement and learners’ academic performance at (r = -.120, N = 102, p = .230 > 0.05). The study recommended that; Parents should; provide a conducive learning environment to their children at home, provide quality supervision to children when given homework and show a positive attitude to their learners in home-based activities since it enhances performance of these children at P.L.E. The education department at the dsitrict should fully sensitize the public about the relevance of parental involvement and how it enhances performance. School administrators should create close partnerships between parents and learners.

Social Relations Management On School Development

Schools currently should be supported by society in order to develop relevant and adequate educational elements which start from human resources, curriculum tools, funding, management, good facilities, and infrastructure that are enough and able to accommodate schools’ needs. Social management needs to be designed in such a way as to invite the community to participate in developing schools and facilitating policy-making as the schools’ needs. Several strategies that can be implemented to reach communication in social relations management include community data collection, community mapping, community engagement, and community school involvement to develop education, funding, and consulting forms.

The Impact of the Development of social media on the Interaction of Parent-Teacher- School Leadership Involvement in the Arab Schools in Israel

This study examines the interaction between parents, teachers and School Leadership through digital channels. Its purpose was to explore the characteristics of teachers' and parents' and School Leadership conduct through this interaction and to identify patterns of behavior among teachers, parents and School Leadership s on these platforms. To conduct the current study, two questionnaires were developed and distributed online: one of the questionnaires was intended for the parents of seventh-grade students in Arab schools in Israel. The second one was handed to the teachers and School Leadership s of the students. Those two questionnaires have undergone a process of analysis and comparison to come up with results and findings. The present study revealed insights and findings in the context of parent-teacher- School Leadership involvement through digital interaction. The parental involvement is very considered in the process of their children’s learning. It is part of the education process and they need to be engaged actively in the way that this study sees it. The study also shows that parental involvement through digital channels is considered as phenomenon among different and diverse populations.

Perspective on the Prevention of Suicide among School Learners by School Management.

Adolescents in South Africa have higher suicide rates than older people. A suicide or unexpected death of a fellow student can result in increased copycat behavior. Previous studies have placed emphasis on the significance of school involvement in the prevention of suicide. The study sought to explore the perspective on the prevention of suicide among school learners by school management. A qualitative phenomenological design was applied. The study used purposive sampling to select six high schools. In-depth interviews were conducted with six focus group discussions comprising fifty school management. A semi-structured interview guide guided the interviews. Data were analyzed using a general inductive approach. Findings revealed that school management should be supported through workshops to increase their skills in handling stressful situations at school. Support for learners through audio-visuals, professional counseling, and awareness campaigns also emerged. Parents-school partnership was said to be effective in preventing suicide among learners as both parties will be free to discuss the problems faced by the learner. In conclusion, empowering school management in the prevention of suicide is critical for Limpopo learners. Awareness campaigns conducted by suicide survivors where they can share their testimonies is necessary. School-based professional counseling services should be established to benefit all learners, particularly those experiencing financial challenges. Pamphlets in local languages should be developed for students to convey information about suicide.

Relations Between Violence Exposure and Gun Carriage: Identifying Protective Factors Among African American Youth Living in Low-Income Urban Communities

This study identified risk, promotive, and protective factors for handgun carriage among 265 primarily African American adolescents ( Mage = 14.3) living in low-income urban areas. Community-based violent victimization and witnessing violence and in-person and cyber forms of peer victimization increased the probability of handgun carriage. Community collective efficacy, including caregiver-reported social connectedness and informal social control, and community developmental strengths/supports, including youth-reported community recognition for prosocial involvement and community developmental assets, moderated relations between both violent victimization and witnessing violence and handgun carriage. School developmental strengths/supports, including school developmental assets and family prosocial involvement in school, moderated relations between in-person and cyber victimization and handgun carriage. Family developmental strengths/supports, including family developmental assets and family recognition and opportunities for prosocial involvement, were associated with lower odds of handgun carriage. Study findings revealed distinct protective factors related to community violence exposure or peer victimization that can inform youth violence prevention efforts.

Exploring Multisystemic Resilience among Youth of Color Exposed to Direct and Indirect Violence

Objectives: Youth of color (YOC) are more likely to experience direct and indirect violence compared to non-Hispanic White youth. Although the negative consequences of violence exposure are well-established, less is understood about factors that may facilitate resilience.
 Methods: The current study utilized hierarchical linear regression modeling to examine the associations between resilience and psychological health, social support, and school engagement among YOC in the United States who have experienced violence. Participants included 75 YOC (Mage = 9.39; SD = 1.56; 84.1% Black or African American, 9.3% Biracial or Multiracial, 5.3% Hispanic, 1.3% Indigenous) who were directly or indirectly exposed to violence in the past year. They were recruited from a family justice center in the southern United States.
 Results: The final model was significant (F(5,74) = 21.71; p < .001) and accounted for 57% of the variance in resilience. Specifically, lower levels of direct violence exposure (β = -.18; p = .002), greater social support from friends and nonparental adults (β = .35; p < .001), and more school engagement (β = .47; p < .001) were related to higher resilience.
 Conclusions and Implications: Findings highlight the importance of interpersonal and school resources in facilitating resilience among YOC who have been exposed to violence. Clinicians are encouraged to connect YOC with accessible resources to foster behavioral, cognitive, and emotional involvement in school. Further, mental health care providers can assist YOC by helping them establish and maintain supportive relationships, which may enhance resilience.

Learner perspectives on corporate world involvement in secondary schools’ curricula

South Africa is in a competitive global economy, with enterprises, industries, and service sectors demanding world-class academic, technical, and professional skills and competence. To meet these expectations, the secondary school education system must deliver high-quality learning experiences that connect all secondary school students to the real world by building a strong foundation of academic, technical, and work-related skills. This study’s aim is to explore the corporate world's involvement in the advancement of secondary school learners in moulding learners to be assets for a future workforce. In this study, we borrowed the theory of Bourdieu’s (1995) Social Theory to analyse data and to answer our question: To what degree does the corporate world involvement in secondary school benefit learners? We choose the constructivist paradigm in order to use qualitative methodologies to investigate the reality of the participants. Semi-structured interviews and photovoice were employed to collect data for this study. The population sample comprised of two secondary schools from which the researchers sought to acquire learner perspectives’ and to draw conclusions about how much the corporate sector has been able to contribute to the secondary schools to benefit learners. The study discovered that corporate world businesses get involved in various ways such as offering bursaries to learners, motivational workshops, sports kits, and so forth. This type of involvement by the corporate world usually results in improved teaching and learning, workplace experience, and chances for future employability.

Teacher Burnout in Saudi Arabia: The Catastrophic Role of Parental Disengagement.

The present study predicts teacher burnout from previous experiences, efficacious beliefs, student achievement, and parental engagement. Data came from the Trends in International Mathematics and Science study (TIMSS 2019) and utilized a random sample of n = 2000 from the Kingdom of Saudi Arabia. It was hypothesized that parental engagement and involvement in school may represent a salient factor in understanding teacher burnout in that if parental disengagement is high, necessary supports and resources available to the teacher are withdrawn. This thesis was tested using the cusp catastrophe with linear negative predictors of teacher burnout being teacher satisfaction, years of experience, teacher efficacy, and student achievement. The role of parental disengagement was verified with critically low levels of parental engagement being associated with abrupt and unpredictable levels of teacher burnout. It is concluded that parental engagement and involvement in schools may provide critical supports that are necessary for teachers to successfully manage their workload.

Nationally Representative Evidence on the Association Between Preschool and School-Based Parental Involvement in Elementary School

Increasing school-based parental involvement—which has links to improved student outcomes like academic achievement—is a core area of focus in many preschool programs. Yet, little research to date has examined what the association is between attending preschool and school-based parental involvement in early elementary school. This study addresses this gap by drawing on nationally-representative data from the Early Childhood Longitudinal Study-Kindergarten Class of 2010 to 2011 ( N = 18,174) to examine the association between preschool attendance and measures of school-based parental involvement in early elementary school. The findings reveal consistent positive associations between preschool attendance and school-based parental involvement. There is little evidence of variation in associations based on the type (e.g., private and Head Start) or location (e.g., center-based and school-based) of the preschool program.

Diagnostics of School Involvement of Learners Included in the Practice of Participatory Budgeting

Introduction. The research problem is to determine the measurable results of using a separate educational practice (school initiative budgeting). The purpose of the article is to reveal the relationship between the level of school involvement of students and the intensity of their participation in the practice of school initiative budgeting. Materials and Methods. In 2021–2022 An empirical study was conducted in seven educational institutions of the Khanty-Mansi Autonomous Okrug – Yugra, in which 182 schoolchildren took part. The study included measurements of school involvement in 11 parameters (activities, communication and relationships) of learners who, to varying degrees of activity, participate in school initiative budgeting. Engagement study methodology was used ‒ a modified Gallup Q12 questionnaire, an interview, a questionnaire for schoolchildren and a questionnaire for teachers. Results. An authorʼs model of school involvement, a program for diagnosing school involvement and active participation in school initiative budgeting have been developed. Statistical processing of the measurements made it possible to assert that the intensity of participation in school initiative budgeting correlates with the level of school involvement of students, the more actively a student participates in school initiative budgeting, the higher the degree of his school involvement. Discussion and Conclusion. The presented results testify to the prospects of using the model and scheme for diagnosing school involvement. The materials of the article are of interest in the context of determining the results of the implementation of school initiative budgeting in the practice of Russian educational organizations and school participatory budgeting abroad.

A study on the relationship between mental toughness and subjective well-being of high school students

The high school student body faces a major life transition in the form of university entrance examinations, and as it grows older, the multiple life and academic pressures it has to face increase. The stronger the mental resilience of the students, the stronger the sense of subjective well-being they can generate, and the more relaxed and enjoyable the whole learning and growth process will be. To address the intrinsic relationship between mental resilience and subjective well-being of high school students and the specific teaching influencing factors, we can guide students to form a better mental state by actively enhancing the implementation of aesthetic education, physical education, family involvement and mental health teaching in schools.

Are our children financially illiterate? The case in Kedah

The main objective of this paper is to identify the level of children financial literacy in Kedah and analyze the significant factors that influenced their level of financial literacy. This study surveyed 320 primary school students in Kedah, aged from 7 to 12 years old using mixed method. Results shows that children in Kedah is financially literate. Besides that, there are significant different in children financial literacy according to their parent education level, parental income, student class group and school location. Based on regression results, showed that saving behavior, spending behavior, peer role, school involvement, parent role, and technology are significantly influence children financial literacy.

Association of Friendly School and Family Contexts and Reducing Health Risk Behaviors Among Adolescents: A Cross-National Study in Europe, North America, and China.

Social factors play an important role in adolescents' behaviors. This study aims to understand percentages of health risk behaviors across country in Europe, North America, and China; explore the associations between friendly school and family contexts and involvement for several health risk behaviors among adolescents. Data derived from health behavior in school-aged children cross-sectional surveys and China Education Panel Survey in 2014-2015. Hierarchical generalized linear modeling was used to analyze data. The highest percentages of health risk behaviors including unhealthy diet, smoking or alcohol, screen-based sedentary behaviors, and violent behaviors across country ranged from 28.62% to 65.24%. National classmate friendliness was negatively associated with 5 out of 9 health risk behaviors prevalence rates in 41 countries (p < 0.05). Adolescents' perceived peer friendly and helpful were common protective factor for engaging in several health risk behaviors (p < 0.01). Individual family contexts were associated with 3 types of health risk behaviors involvement (p < 0.001). Health risk behaviors among adolescents reducing was associated with the implementation of friendly school and family contexts, emphasizing the significance of the goals of embedding friendly adolescents, along with the home-school collaboration. Public health strategies should promote national climate of friendship and individual perceived friendly school contexts to reduce health risk behaviors.

School Engagement Measure Instrument Adaptation

School engagement is a multidimensional construct that refers to student involvement in schools in three dimensions, namely involvement in behavioral, emotional and cognitive aspects. School Engagement Measure is an instrument to measure student engagement in schools that has been widely used in various countries. In order to use the instrument in a culturally different way, an adaptation process is needed so that the adapted instrument is valid and reliable. The purpose of this study was to obtain a standardized version of the School Engagement Measure in Indonesia. The International Test Commission Guidelines (2017) were used in the adaptation process. Based on the results of the CFA analysis using the JASP 0.15.0.0 program, it can be concluded that the overall School Engagement Measure model with indicators consisting of three dimensions, namely behavioral engagement, Emotional engagement and cognitive engagement, has a good fit model. The null hypothesis means that the SEM model is acceptable. This explains that the resulting model can describe the actual conditions.

Quality of Life and Well-Being of Adolescents in Portuguese Schools.

The quality of the school environment is associated with greater school involvement and academic success and improved levels of well-being/quality of life. In this sense, this study intends to explore the relationship between the quality of life of Portuguese adolescents and school. 8215 adolescents participated in this study, 52.7% of which were female, aged between 10 and 22 years and an average age of 14.36 years (SD = 2.28). The sample was collected as part of the Health Behavior in School-aged Children (HBSC) study. The results show that girls like school, teachers, school breaks (between classes) and classes more than boys and present less concerns/difficulties with school. Compared to boys, they report more pressure with the schoolwork and a better perception of safety at school. On the other hand, boys have a better relationship with their peers and teachers, miss more classes on purpose and report a higher perception of quality of life. An above-average QoL is statistically and significantly related with liking school, peers, teachers, school breaks (between classes) and classes. It is also related with feeling less pressure with the schoolwork, a better perception of school success and of safety in the school environment. Additionally, having an above-average QoL is statistically significantly associated with having a better relationship with peers and teachers and less concerns/difficulties with school. This is an important message for the reorganization of schools in terms of their practices and curricula. The need to develop strategies to promote greater identification of students with school is reinforced.

Medication Decision Making in Low-Income Families of Black Children With ADHD: A Mixed Methods Study

Objectives: The purpose of this study was to explore how and why some low-income Black caregivers seek medication treatment for their children with ADHD. Methods: Using a sequential exploratory mixed method design, Phase 1 comprised an indepth case study design of seven low-income Black caregivers of children receiving medication for ADHD. Based on findings from Phase 1, the second phase involved a secondary analysis of data on Black uninsured or publicly insured children age 6 to 17 with ADHD (n = 450). Results: Factors influencing medication decision-making included child safety and volatility, caregiver mental health, caregiver aggravation, family centered care (FCC), shared decision making (SDM), sole caregiver status, and school involvement. After adjusting for ADHD severity, previous receipt of special education services and experiences of FCC and SDM were independently associated with receipt of a medication for ADHD. Conclusions: Clinicians and school personnel can intervene to decrease disparities in the treatment of ADHD.

SCHOOL BELONGINGNESS DURING COVID-19: STUDY IN PRIVATE SCHOOL STUDENTS IN JAKARTA

An important aspect of students' emotional involvement in school that will help students to be more motivated and achieve optimally is how much students are attached and involved to their school. The definition commonly used to describe student involvement with their school is school belongingness. School belongingness as a condition when students feel personally accepted, valued, involved and supported in the social environment of the school. Seeing the importance of this aspect of school belonging to the psychological aspects of students in Indonesia, especially Jakarta as focus of this initial research. This research involved four private schools in Jakarta that participated in the study (one junior high school, two regular high schools, and one vocational high schools) in Jakarta with total of 826 participants. This study measured school belonging using the Psychological Sense of School Membership Scale (PSSM). The results showed that there was no significant difference in school belongingness in terms of sex, class, major, and device used during online learning. The results of the analysis showed a significant difference in the mean on six different aspects. The presence or absence of favourite teachers and school friends also distinguishes the level of school belongingness of students. With their favourite teachers and schoolmates, students have higher school belongingness. There is a significant difference in school belongingness seen from the reasons for choosing school, students' perceptions of the implementation of online learning and activity in school organizations or activities.

Children Right's Analysis of the Implementation of Child-Friendly Schools in Surakarta

Children’s participation in a child-friendly school is important for ensuring that children are involved, respected, and heard in school policies to fulfill their rights. This paper aims to describe the children’s participation in the implementation program. Qualitative and quantitative methods were used through interviews, observation at two schools, and questionnaires as data collection techniques. Data analyses were carried out interactively within the children’s rights analytical framework. The result shows that children’s participation is defined as involvement in various schools’ activities and not at the level of ideas.&#x0D; Keywords: Child-Friendly School, Children’s Right, Student’s Perception.

Validation of the Student-Rated Parental School Involvement Questionnaire: Factorial Validity and Invariance Across Time and Sociodemographic Characteristics

Studies highlighting the importance of parental involvement in schooling have multiplied over the past years. However, well-validated tools assessing the different dimensions of parental involvement are lacking, especially when addressing young students’ perception of their parents’ involvement. This study offers a preliminary validation of the Student-Rated Parental School Involvement Questionnaire (SR-PSIQ); factor structure, measurement invariance, and predictive validity were assessed. Data collected on four measurement occasions from 923 French-Canadian primary school students was used. Results favored a four-factor model (parental expectations, parent–child communication, homework supervision, and school-based involvement). The SR-PSIQ was invariant across time, student gender, parental immigration status, and socioeconomic status. Regarding predictive validity, all dimensions of parental involvement were associated with later student engagement. Overall, the SR-PSIQ is a brief, valid, and reliable instrument that can easily be used by researchers or partitioners who want to understand how parents are involved in their child’s schooling.