Lebanese School Research Articles

Prevalence and Correlates of a Positive Screening for Eating Disorders: A Cross-Sectional Study among Children in Lebanese Schools

ABSTRACT Background: Eating disorders (ED) are one of the most common psychiatric illnesses that may lead to physical and psychosocial morbidity in children. Our study aimed to determine the prevalence and factors associated with a positive screening for ED among children and young adolescents in multiple Lebanese schools. Method: This cross-sectional study included a convenience sample of 253 students (45.5% females; 76.3% Syrian refugees) aged between 8 and 13 years and recruited from Lebanese private schools. Students were interviewed between February and June 2018 to collect information about sociodemographic factors and health characteristics. Logistic regression analyses were performed, using the SCOFF questionnaire for screening ED as the dependent variable. Results: Among the students, 36.4% tested positive for SCOFF. Logistic regression analyses revealed significant associations between a positive screening for ED and the following factors: being between 8 and 9 years old (p = 0.029), obesity (p = 0.010), experiencing fatigue (p = 0.017), encountering a stressful accident (p = 0.027), undergoing changes in residence, school, or country (p = 0.01), consuming meals from restaurants ≥3/week (p = 0.013), consuming ≤2 fruits/week (p = 0.01) and consuming ≥5 eggs/week (p = 0.01). Approximately 13.4% of students were underweight, while 24.5% were classified as overweight or obese. One-third (32.1%) of students spent between 2 and 5 h/day using digital devices. Half of the students (54.1%) purchased fast food ≥3/week from school cafeterias, and over three-quarters reported fluctuating their food intake in response to emotions such as sadness, fear, anger, or happiness. Conclusion: These findings emphasize the importance of early detection and intervention in addressing abnormal eating behaviors among children.

Digital competences of teachers in Lebanon: a comparison of teachers’ competences to educational standards

The impact of digitalisation on everyday life has necessitated the need for learners to acquire digital competence as part of their education. In order to prepare students to become digital citizens, it has become necessary for teachers to acquire and implement digital competence in the classroom. This study applied the DigCompEdu framework to Lebanese schools and teachers to examine the digital competences of teachers and their alignment with Ministry of Education & Higher Education (MEHE) standards. This study followed a cross-sectional descriptive design and involved 170 in-service teachers in Lebanese schools. This study found that whilst schoolteachers’ practice meets all MEHE indicators, there is a significant need for training to schoolteachers in using digital tools and resources to promote collaboration in the learning process. The findings highlighted the importance of digital competences in schools and the need for ongoing training and support for teachers in this area.

Exploring Higher-Order Thinking Skills Integration in Mathematics Curriculum: A Study of Six Lebanese Schools

This article investigates the promotion of higher-order thinking skills in the written curriculum of six diverse schools in Lebanon, focusing on Grades 1, 2, and 3 mathematics outcomes. The educational programs encompass the International Baccalaureate’s Primary Years Programme, the Lebanese National Curriculum, and the French National Curriculum. Employing Bloom’s Taxonomy (1956) as the theoretical framework, the study meticulously categorizes learning objectives into six cognitive domains, shedding light on the emphasis placed on lower and higher-order thinking skills. Results reveal nuanced patterns across schools and grade levels. In Grade 1, School 4 demonstrates a notable focus on “analyze,” while School 2 excels in “create.” Grade 2 highlights the International Baccalaureate’s Primary Years Programme, particularly School 2, for emphasizing the three higher domains of Bloom’s Taxonomy (1956). The Lebanese National Curriculum exhibits variations, with School 4 emphasizing “analyze.” This research holds significance amidst Lebanon’s educational challenges, marked by outdated curricula, declining academic performance, and recent disruptive events. The study advocates for a paradigm shift, emphasizing the need for comprehensive educational philosophies, curriculum revisions, and student-centered teaching approaches. The findings provide valuable insights for policymakers and educators to navigate the complexities of Lebanon’s educational landscape, fostering a transformative approach for resilient and innovative students amid challenging circumstances.

Civic Education and Lebanon

The purpose of Civic Education in Lebanon includes the structure of the government and the way it functions. Isn’t it civic desert? One should consider then, the meaning of civics. Civics does not focus on a course or a book, but rather on fundamental social learning. It is the need to lay the foundation for communication and critical thinking when encountering traditions in conflict with what one’s own. Yet schools have their role to play, by revealing secular values, for conflict affected areas can easily regress to violence. A menu of civics implement classroom discussion of current critical events. Yet, Lebanese schools are overtaken by the baccalaureate program which hardly gives any time to controversial issues. Teachers are important elements in teaching civics. They have to believe in what they teach, display it verbally, nonverbally and add ‘mindful learning’. Yet, one can visualize an array of socio-personal factors when issues are controversial, knowing that humans are resistant to change. To conclude, teaching quality in civics is to be ranked highly on the scholarly agenda and research is needed to better understand the improvement of civic education.

Teachers’ Perceptions of Students who Bully Teachers: A Pilot Study in Lebanon

Teachers frequently face disruptive bullying behaviors from various stakeholders in schools, leading to significant loss of classroom instruction time. This study focuses on exploring teachers' perceptions of bullying by students, which is often overlooked in discussions about school bullying. The research employs both qualitative and quantitative methods, utilizing focused-group interviews, individual interviews with bullied teachers, and questionnaires. 53 teachers participated in the questionnaires, with 10 agreeing to be interviewed. The findings emphasize the necessity of acknowledging different forms of bullying, appropriately addressing incidents, and implementing preventive measures to discourage such behavior and promote inclusivity. This study recommends further exploration in other Lebanese schools to comprehend this issue in diverse settings. Additionally, future research could involve collecting data from students' perspectives to better understand the dynamics of bullying teachers.

Addressing the Escalating Female Students Dropout Rates: Empowering Girls' Education in Lebanese Schools

Addressing the Escalating Female Students Dropout Rates: Empowering Girls' Education in Lebanese Schools

A comparison of perceptions of digital competences of Schoolteachers to school leaders in Lebanon

The study focused on examining the self-perceived digital competences of Lebanese school teachers and compared their opinions to those of school leaders. The study aimed to investigate whether the digital competence levels of school teachers meet the needs of schools as perceived by school leaders. The European Framework for the Digital Competence of Educators (DigCompEdu) was used as a framework that proposes a comprehensive set of digital competences specifically designed for educators. The findings revealed that while school teachers excel in handling digital resources, they lack competence in promoting learners' digital literacy and their skills of utilizing digital tools for communication, collaboration, and problem-solving. Additionally, school leaders had a different opinion regarding school teachers' competences, indicating a lack of support for the safe and responsible use of digital tools and managing digital resources. The study used a mixed-method approach and a cross-sectional descriptive design with a survey sample size of 170 in-service teachers and an interview sample of 10 school leaders from a variety of Lebanese schools.

School‐based psychologists in Lebanese schools: An exploratory analysis of their professional profile

AbstractThe increased interest in school psychology has been accompanied with an expansion of in‐house psychological and rehabilitation services worldwide and in Lebanon. This study aims to explore current practices of school‐based psychologists in Lebanese schools in an attempt to understand their role and inform the design of national strategies. A mixed methods design was used including a review of existing academic curricula, laws and regulations and published local research studies; interviews with stakeholders, and a survey filled by school‐based psychologists. In addition, 7 university curricula, 7 theses, and 3 dissertations were reviewed, 14 stakeholders were interviewed and 49 school‐based psychologists filled the survey. Conclusions suggest that there is no consensus about the title of this profession and its scope of practice, and the required knowledge and training to practice. This study highlighted the need to further make strategic decisions and establish this professional profile, in addition to making the needed amendments to the university curricula and the legal framework of the rules and regulations.

Association of violent video gaming with mental health among male teenagers in Lebanon

ABSTRACT The impact of violent video gaming on the mental health of adolescents has been of extreme importance to health care professionals and policy makers for many years. Lebanon is gripped by political and economic events that contribute to the increased prevalence of mental disorders especially among children and adolescents. This study sought to examine the association between violent video gaming and mental health problems including aggression, depression, anxiety, and insomnia among male teenagers in Lebanon. This is a cross-sectional survey study that enrolled a sample of 388 male students from grades 9, 10, 11 and 12 (13–17 years of age). The students were drawn from five Lebanese schools between October and December 2019. The Video Game Questionnaire was used to assess the games use frequencies, the degree of violent content (blood), and the degree of violent images, the Buss and Perry Scale for aggression, the Normative Beliefs about Aggression for the perceptions and beliefs about behaving aggressively, the Patient Health Questionnaire-9 for depression, the Hamilton Anxiety Rating Scale for anxiety and the Lebanese Insomnia Scale for insomnia. A multivariate analysis of covariance (MANCOVA) was carried out after adjusting for age and household crowding index. The results showed that higher video gaming total score was significantly associated with higher anxiety (Beta = 0.039), insomnia (Beta = 0.042), total aggression (Beta = 0.141) and approval of aggression (Beta = 0.061), but not depression (Beta = 0.009). Our findings reveal the association between higher violent VGs exposure and higher approval of aggression, aggression, anxiety and insomnia among male teenagers in Lebanon. Such data can be relied on as a framework for parents, health care providers and teachers to increase awareness and protect our teenagers from the possible negative effect of violent video gaming.

Association Between Different Attachment Styles and Trends of Engagement in Violent Video Games

Objective: To evaluate the association of different attachment styles with the exposure of Lebanese male adolescents to violent video games.Methods: This cross-sectional survey study was conducted between October and December 2019 among 388 Lebanese male adolescents (aged 13-17 years) from 5 Lebanese schools. Participants answered questions regarding the 4 attachment styles (secure, preoccupied, fearful, and dismissing) and violent video game engagement.Results: Dismissing attachment style (β = -1.389) was significantly associated with less violent video gaming. Higher fearful attachment style (β = 2.981) was significantly associated with more violent video gaming.Conclusions: Adolescents with more insecure attachment styles were found to be more engaged in violent video games. Further research is needed on stress and empathy in association with these attachment styles to investigate whether they have an impact on violent gaming exposure. Future studies should focus on the type of video games and whether they require interaction with others.

THE REL THE RELATIONSHIP BE TIONSHIP BETWEEN SCHOOL ARCHI WEEN SCHOOL ARCHITECTURE AND TURE AND SELF-EFFICA SELF-EFFICACY OF STUDEN CY OF STUDENTS WI TH SPECI TH SPECIAL NEEDS IN SOME AL NEEDS IN SOME SCHOOLS IN LEBANON - THE RECIPROCAL ARCHITECTURAL DESIGN METHOD

This study sought to develop a new architectural design methodology for educational facilities. The design factors of inclusive schools built environment affect the self-efficacy of students with special needs. Self-efficacy being defined by Albert Bandura as one's belief in one's ability to succeed completing specific tasks in a certain environmental action. This research is conducted by following the sequential explanatory research design, surveyed by a mixed method. Participants were a group of 35 special education teachers and 25 students with special needs, conveniently selected from some schools in Lebanon. The two questionnaires and the individual interviews administered by the researcher formed the outcome of the study. Findings ascertain the importance of suitable school architecture, for the sake of increasing the self-efficacy of students with special needs in order to enhance special education standards in Lebanese schools. The Reciprocal Method is a new deterministic design framework in architecture that seeks for innovative design in educational facilities in direction of universal standards.

Indoor Air Quality in Classrooms Before and During the COVID-19 Pandemic: Lessons Learned from the Health Effects of Lebanese Schools Indoor Environment (HELSIE) Study Study

Indoor Air Quality in Classrooms Before and During the COVID-19 Pandemic: Lessons Learned from the Health Effects of Lebanese Schools Indoor Environment (HELSIE) Study Study

Circulating PCSK9 Linked to Dyslipidemia in Lebanese Schoolchildren.

In adults, elevated levels of circulating Proprotein Convertase Subtilisin/Kexin type 9 (PCSK9) have been associated with increased Low-density lipoprotein cholesterol (LDL-C), triglycerides (TG), and worse cardiovascular outcomes. However, few studies analyzed the relation between PCSK9 and lipid parameters in pediatric populations. The aim of our study is to evaluate the distribution and the correlation of serum PCSK9 levels with lipid parameters in a sample of Lebanese school children. Using an immunofluorescence assay, we measured serum PCSK9 levels in 681 school children recruited from ten public and private Lebanese schools. We analyzed the association between PCSK9 and age, sex, Body Mass Index (BMI), and lipid parameters (total cholesterol (TC), LDL-C, TG, High-density lipoprotein cholesterol (HDL-C), non-HDL-C, and lipoprotein (a) (Lp(a)). Serum PCSK9 levels were significantly correlated with TC, LDL-C, and non-HDL-C (p value < 0.0001) but not with TG, HDL-C, and Lp(a). PCSK9 levels were also significantly higher in children with high TC, LDL-C, and non-HDL-C (p values = 0.0012, 0.0002, 0.001, respectively). No significant gender differences in PCSK9 were found. In addition, no significant associations between PCSK9 and both age and BMI percentiles were observed. In girls, no difference in PCSK9 values was observed according to menarche while in boys, testosterone levels were not significantly associated with PCSK9. Serum PCSK9 levels were significantly correlated with TC, LDL-C, and non-HDL-C levels. Further studies are needed to find if PCSK9 measurements have an additional value to predict future cardiovascular outcomes in pediatric populations.

Parental divorce and nicotine addiction in Lebanese adolescents: the mediating role of child abuse and bullying victimization

BackgroundLebanon ranks first amongst Middle-Eastern countries in terms of cigarette and waterpipe smoking. Understanding the mediating factors for nicotine addiction in adolescents who have experienced parental divorce is vital to take effective measures that will help in lowering its prevalence in our community. The objective of this study was to investigate the association between the increasingly concerning parental divorce and nicotine addiction in Lebanese adolescents while taking into consideration the plausible mediating effect of abuse and bullying victimization.MethodsThis was a cross-sectional survey-based study that was conducted between January and May 2019. A total of 1810 adolescents aged between 14 and 17 years was enrolled from 16 Lebanese schools. Linear regressions taking the cigarette and waterpipe dependence scores as dependent variables were conducted respectively, using the SPSS software. PROCESS v3.4 model 4 was used for mediation analysis.ResultsA total of 11.9% of the enrolled participants had divorced parents. Higher cigarette and waterpipe dependence were found in adolescents whose parents were divorced compared to those living together. More child psychological abuse, having divorced parents vs living together, and more child physical abuse were significantly associated with higher cigarette dependence. More child psychological and physical, and having divorced parents vs living together were significantly associated with more waterpipe dependence. In addition, all forms of abuse (except neglect) and bullying victimization had a partially mediating effect in the associations between parental divorce and nicotine dependence (cigarette and waterpipe) in adolescents.ConclusionThis study results may serve as a first step towards enrolling separated parents and their children in special prevention programs to help them create a protective and supportive environment.

Tablet vs. Book learning: association with memory, attention, and learning abilities among lebanese children

ABSTRACT In Lebanon, the methods of teaching employed are mostly conventional. Teachers spend a lot of time giving lessons and homework to students, as well as reading assignments and correcting exercises completed in class. Students usually play a passive role in the education process; they listen calmly, occasionally question what is presented, and copy texts and information dictated by the teacher. Textbooks are the major source of instruction, yet many Lebanese schools have partially introduced electronic devices, and have discreetly started to rely on them. Given the reported discrepancies between textbooks and tablets learning, it was essential to conduct a Lebanese study that compares both entities. To assess the influence of textbooks and tablets on cognition and attention, it was also necessary to consider the schooling age that is critical for understanding the human brain and cognition. Therefore, the objective of this study was to assess the association between of tablet vs. book learning on memory, attention, and learning abilities among Lebanese children. This cross-sectional study, conducted between January-May 2019, enrolled 566 students aged of 11–13 years. Two schools were chosen conveniently for this study, one of them uses the Tablet and text books for students’ learning whereas the second one uses text books exclusively. Students were randomly chosen from the list given by the school administration. Textbook learning was significantly associated with better episodic and visual memory, better attention, processing speed and mathematic skills compared to tablets and textbook learning. Learning is evolving to another level and forever changing. Many studies should be conducted in order to understand the importance of merging new and old techniques to ensure that the next generations are receiving what can positively affect their cognitive skills and their performance.

Impact of Online Learning of Economics in Lebanon on Acquiring Essential Skills in Light of the COVID-19 Pandemic

The sudden and recent outbreak of the Covid-19 had its impact on the way of life around the entire world; it challenged the education systems around the globe and forced schools and universities to switch to online education overnight. Several schools and universities that were formerly hesitant to change their pedagogical approach had to switch completely to online education. The current paper explores the impact of online learning of Economics on acquiring essential skills in light of the Coronavirus outbreak from the economics teachers’ perspective. The researchers utilized a descriptive-analytical approach and constructed a quintet Likert style questionnaire which was electronically sent to a sample of Economics teachers working at Lebanese schools. The sample is made up of 153 teachers all of whom responded, and their responses were valid for analysis. The study rendered some noteworthy findings, mainly that through online learning of Economics, learners are not acquiring all of the 21st-Century skills. Based on the results, the researchers had some recommendations.

Impact of Online Learning of Economics in Lebanon on Acquiring Essential Skills in Light of the COVID-19 Pandemic

The sudden and recent outbreak of the Covid-19 had its impact on the way of life around the entire world; it challenged the education systems around the globe and forced schools and universities to switch to online education overnight. Several schools and universities that were formerly hesitant to change their traditional pedagogical approach had no choice but to entirely switch to online education. This study examines the impact of online learning of Economics on acquiring essential skills in light of the Coronavirus outbreak. The researchers used a descriptive-analytical approach and constructed a five-point Likert style questionnaire as a study tool. The questionnaire was distributed to a sample chosen from the population of Economics teachers in Lebanese schools. The sample consisted of 153 teachers all of which responded and their responses were valid for testing and analysis. The study reached some important findings mainly that through online learning of Economics, learners are not acquiring all of the 21st-Century skills, and the researchers had some recommendations as a result.

Capitalising on professional capital in Lebanese schools post-pandemic

The purpose of the present study was to explore professional capital in Lebanese public and private schools during the transition to online learning, in order to identify lessons that can be applied as teachers and administrators face the transition to a post-pandemic environment. Using a qualitative design, semi-structured interviews were conducted with two teachers and one administrator at each of three public and three private schools in Lebanon. The data were analysed using the constant comparative model. Findings revealed the importance of readiness, the process of becoming ready, the role of the lead administrator and parents, having flexibility in decision-making, and allowing collective responsibility in decision-making. Practical implications were then discussed to support in the transition back to in-class learning.

Mediators and moderators of physical activity changes in a school-based intervention targeting childhood obesity.

This study identifies mediators and moderators of changes in physical activity (PA) following a school-based pilot intervention. Students from two Lebanese schools were randomly allocated into intervention (n = 191) and control (n = 183) groups. The multiple-mediation analysis revealed that active self-identity and perceived barriers mediated the intervention's effect on PA changes. Baseline intention, attitude, PBC, and age moderated PA changes at post-intervention. The youngest participants and those reporting the lowest PA scores at baseline benefited most from the intervention. Future interventions with students should target these mediators and moderators to promote positive change in PA behavior.

The Preschool Asthma Risk Factors Scale: A predictive tool for asthma and respiratory symptoms among preschool children in Lebanon.

The Preschool Asthma Risk Factor Scale (PS-ARFS) is a tool that enables clinicians to assess environmental exposure of preschool children, history of parental asthma, and dietary habits. The objective of this study was to evaluate the PS-ARFS ability to predict asthma diagnosis and respiratory symptoms 1 year after baseline assessment and improve the scale if necessary. A prospective cohort study conducted between November 2018 and March 2019 in three Lebanese schools (from three different Lebanese Governorates) enrolled 515 preschool children aged 3-5 years. Parents completed a detailed questionnaire sent with their children (Phase 1; T0). All parents who participated in Phase 1 were invited to take the same survey by telephone (Phase 2; T1), 1 year later. The interview was conducted by one study-independent person. Of the total sample, 141 (27.4%) children were lost to follow-up. Higher odds of asthma diagnosis at 1 year were significantly associated with playing outside (adjusted odds ratio [aOR] = 3.958) and having a heating system in the bedroom (aOR = 6.986) at baseline, but inversely associated with the female gender (aOR = 0.365). Based on those results, the improved PS-ARFS-I was generated. A higher PS-ARFS-I at T0 was significantly associated with higher odds of asthma at T1 (aOR = 1.08; p < 0.001; 95% confidence interval [CI] 1.05-1.10); similar results were obtained with the longer PS-ARFS (aOR = 1.079; p < 0.001; 95% CI 1.050-1.109). Moreover, among non-asthmatic children at baseline, the PS-ARFS score predicted wheezing and cough at T1 but not bronchial secretions; the PS-ARFS-I score at baseline did not predict symptoms at T1. This study shows that the PS-ARFS-I and PS-ARFS could predict diagnosed asthma at 1-year follow-up. The PS-ARFS predicted respiratory symptoms (wheezing and cough) after 1 year among non-asthmatic children at baseline, suggesting that a score based on risk factors, measured early on, can predict better later symptoms and disease.