School Life Research Articles

Children who experience misrecognition in primary education: A social justice perspective

AbstractOur research constructed school life histories with 23 ‘lower‐attaining’ primary school children in England. Previous research has often failed to focus on the social justice aspects of this group, and no attempt has been made to contextualise children's misrecognition experiences within their full school life history, nor to hear primarily from children. Our results reveal for the first time the feelings, thinking and actions of lower attainers across 5 years of schooling, in response to the institutionalised practice of grouping by prior attainment. Nancy Fraser's conceptualisation of social justice as parity of participation provides our analysis framework, incorporating concepts of redistribution, recognition and representation. We focus primarily on how some low‐attaining children experience misrecognition. Our results indicate how lower‐attaining children sometimes identify themselves as less worthy, less connected, less similar and less visible than others. This construction allows for less respect to be shown to them and could block the fair distribution of schooling resources, and limit their opportunities for achieving social esteem.

THE CONNECTION BETWEEN SCHOOL AND CLASS CLIMATE

Although there is no generally accepted definition of school climate and a single position on its dimensions, most authors agree that school climate is a multidimensional and complex construct, which refers to the quality and character of school life. Educational reforms that want to improve the quality of learning, but also improve the educational effect of the school, should not ignore that the school climate is one of the most researched school phenomena that affects the behavior and life of all participants in school life. In addition to the definition of school climate and other terms that conceptually overlap with school climate or other aspects of school life, it is necessary to define school climate and classroom climate. In contrast to school climate, classroom climate refers to social interactions in the classroom, student expectations for behavior, and school performance, but also to the physical characteristics of the classroom or the “intellectual, social, emotional, and physical environment in which students learn”. Classroom climate refers to the perception of the classroom environment, and school climate refers to the perception of the entire school. Classroom climate affects the perception of school climate as a more comprehensive phenomenon. The school climate’s perception depends on individual factors and the classroom climate. Teachers are the ones who represent one of the main factors in shaping students school experiences. A study conducted by Hallinan (2008) indicated that the teacher-student relationship predicts student commitment to school. Two special dimensions of that relationship are social and emotional support for students and teachers expectations of students. Students and teachers perceive the school climate more favorably when they feel safe and when aggression and victimization are not frequent. Students who feel safe at school are better adjusted, exhibit less delinquent and aggressive behavior, and report higher self-esteem. By improving the school climate, and especially the relationship between teachers and students, by establishing fair rules in the school and respecting diversity, the students behavioral, cognitive, and emotional engagement in school is affected, which further affects various areas of the student’s life, such as student well-being or and their academic achievement.

Social skills: Assertiveness, teamwork and self-control/emotional expressiveness in early childhood education

The aim of this study was to identify the level of knowledge and practice of social skills, assertiveness, teamwork and self-control/emotional expressiveness in children taking part in the "Full-Time Project" at the Valdir Gonçalves de Lima CEM, in the municipality of Votuporanga-SP. The work is characterized as exploratory of a quantitative and qualitative nature, through pre-post tests and field diaries on the play activities proposed in order to identify the children's knowledge of the chosen skills. The study showed that those surveyed already had an understanding of the social skills in question, since they already had a certain degree of knowledge in the pre-test, with no significant evolution in the post-test, but even though they had knowledge of the subject, they were unable to apply it in their daily school and family life. In this way, the objectives were achieved by creating a bond, showing practical ways of using social skills and making the participants learn about the proposed topic in a fun and entertaining way.

Embedding social emotional learning from the bottom up in multi‐tiered services and supports frameworks

AbstractStudent mental health needs continue to rise across the United States and many students and families rely on schools to provide services to meet these needs. Yet, an overwhelming number of available frameworks and approaches to school mental health (SMH) and overlapping terminology surrounding SMH supports like trauma‐informed (TI) approaches, social and emotional learning (SEL), and others can lead to confusion and potentially less effective implementation of services and supports for students. In this paper, we aim to mitigate this confusion and offer a solution that integrates several of these approaches into a single complementary model with a special emphasis on the role of SEL. We first present an overview of commonly used SMH frameworks. Next, we present the Trauma‐Informed Multi‐Tiered Systems of Support Model (TI‐SEL MTSS)–an adaptation of the TITI‐SEL MTSS–to include and emphasize the specific role of SEL as a critical foundational layer within a multi‐tiered system of support. The proposed adapted model maintains the key structure of a MTSS while highlighting the importance of embedding SEL pedagogy in daily teaching practices and all aspects of school life. A case study is used to illustrate how the proposed model adaptations can be used in practice and in tandem with TI and SMH services without being conflated as the same service as SEL. Practical implications for implementation are discussed.

Perception of gender norms and its association with bullying behavior among adolescent students

BackgroundInequitable gender norms are increasingly seen as a risk to health and well-being. Although adolescence represents a critical phase of development before adulthood, there is limited understanding about adolescents’ perception of gender norms in Egypt. Adolescents’ nonconformity with stereotypical gender norms is suspected to increase their exposure to bullying behavior. This study aimed to explore the adolescents’ perception of gender norms — especially towards romantic relations and stereotypical gender traits and roles — and its association with bullying behavior among school children.MethodsA cross-sectional study of a sample of 400 students 11–17 years from 10 public schools in Aswan city, Egypt was conducted. Data were collected via interviewer-administered questionnaires using the Gender Norms Scales and School Life Survey tool for bullying.ResultsSchool adolescents of both sexes showed no significant difference with respect to their attitudes towards romantic relationships engagement, but boys were slightly more permissive about romantic relationships than girls (54.4%, 46.1%, respectively). On the other hand, girls were significantly more likely to indicate agreement with a sexual double standard regarding boy/girl relationships than boys (75% vs. 46.4%, P < 0.001). Regarding gender stereotypical traits, girls’ and boys’ perception showed no significant difference, but boys had more endorsement, and 64.3% of boys perceived more agreement with gender stereotypical traits compared to 57.4% of girls. Also, boys were more likely to express more agreement with stereotypical gender roles than girls (74% vs. 52.9%, P < 0.001). However, 51% of students agreed that it was okay to tease a boy who acted like a girl, and 27.5% agreed that it was okay to tease a girl who acted like a boy. Students’ status of bullying and victimization was not significantly associated with any studied gender norms concept.ConclusionsPerception of unequal gender norms starts early in adolescence. Boys are more accepting of heteronormative relations among adolescents and more likely to endorse stereotypical gender roles than girls, while girls are more conservative and more likely to perceive a sexual double standard regarding boy/girl relationships. Moreover, adolescents of both genders perceived more agreement with deserving sanctions for atypical gender behaviors in boys with higher perception in boys compared to girls. However, both boys’ and girls’ perception of gender is not related to their status of bullying and victimization. This has important implications for understanding the development of gender norms and their impact on adolescent behavior and social interactions.

“My head between blankets”: exploring trauma and affective injustice in the school life trajectory of a female student in Argentina

This article examines how trauma and affective injustice permeate the school life trajectory of a female student (Sofia) in Argentina. The study is theoretically grounded in the field of trauma studies in education and contributes to this literature by attending to affective injustice, a concept that has not received much attention yet. This study foregrounds Sofia’s experience of affective injustice and demonstrates that this concept is crucial in further understanding students’ experiences of affective trauma in school. Assembling rich materials (report cards, interviews, psychologists’ reports, social media posts, autobiographical texts) that span over a period of 17 years, the study uses qualitative perspectives to show how Sofia understands and experiences affective injustice in various phases of her school life. In particular, these experiences are presented in the form of an assemblage of expressions showing how Sofia communicates her claims of affective injustice using varied means and resources ranging from linguistic, behavioural, biographical, creative, emotional, bodily, and artistic expression. The paper concludes with a discussion of the educational implications of the study.

Internet Use Behavior and Adolescent Mental Health: The Mediating Effects of Self-Education Expectations and Parental Support.

This study focuses on how Internet use behavior affects adolescents' mental health and whether self-education expectations and parental support mediate the relationship between Internet use behavior and adolescents' mental health. The data for this paper came from the results of the student questionnaire of the 2018 Programme for International Student Assessment (PISA 2018), which was a structured questionnaire that asked students about their family situation, school life, studies, internet use, and mental health, among other things. A sample of 336,600 children in grades 7-13 was selected for this study. The data were analyzed using STATA version 16 and the theoretical framework was tested using a mediated effects model. The results of the study showed that Internet use behavior made a positive contribution to mental health and the mediating effects of self-education expectations and parental support on the relationship between Internet use behavior and adolescent mental health were all significant. It is recommended that appropriate policies should be formulated to help adolescents use the Internet rationally, and the positive effects of parental support and self-education expectations should be utilized.

METHODOLOGICAL FOUNDATIONS OF PSYCHOLOGICAL DEVELOPMENT OF ADOLESCENT TWINS

This article illustrates the psychological characteristics of adolescent twins in school life, the process of adaptation to the family, and the example of the FPI survey, in which differentiated cases of twins are differentiated.

Advances in the Psychosocial Treatment of ADHD in Children and Teens

Major attention-deficit/hyperactivity disorder (ADHD) treatment advances have occurred in addressing functional impairments associated with the condition. Work to understand how the core symptoms of inattention and hyperactivity/impulsivity hinder family, school, and social functioning has been conducted. This work has created approaches with proven or promising efficacy in altering the life course of young persons afflicted with this chronic condition. This review describes well-established methods and newly emerging treatments for reducing the impact of ADHD on the home, school, social, and emotional lives of ADHD youth. [ Psychiatr Ann . 2024;54(3):e88–e93.]

The Stellarium Gornergrat: Astrophysics with your own Data

Remote-controlled telescopes in education provide the opportunity to obtain high quality astronomy images for a broad variety of users. The Stellarium Gornergrat is such a telescope. In addition to pure observation, it offers a user-friendly interface and teaching modules so that astronomical and astrophysical projects can be integrated into everyday school life without any special prior knowledge and without requiring a lot of time. This contribution presents the Stellarium project and a provides an overview of several teaching activities.

Praktisk yrkesopplæring på nett: En case-studie av yrkesfaglæreres undervisningspraksis under covid-19-pandemien

The purpose of this article is to develop knowledge about the experiences of technical vocational education and training teachers in Norway during the covid-19 school closures in the spring and autumn of 2020. Data has been obtained through an electronic questionnaire with open, text-based answers. 18 vocational teachers participated in the survey, which shows that the closure had major consequences for vocational students in the technological education programs. The home school’s narrow framework conditions made it difficult to replace the school’s practical workshop and hands-on training. The study shows that the closure has triggered major differences in how vocational training was carried out. While some students only participated in digital home school, other students were able to have more practice in firms and enterprises than in ordinary school life. Excluded from school, training firms, and leisure activities, many students felt lonely and passive and some were eventually in danger of dropping out of school. The study shows that the vocational teachers took extensive responsibility and worked hard to find relevant and practical tasks for their students in the crisis that arose. One-to-one conversations between teacher and student as well as a close school-home collaboration became decisive for the students' experience of social and professional belonging.

Longitudinal Mediating Effect of Self-esteem in the Bidirectional Relationship between School Life Adaptation and Life Satisfaction of Multicultural Children

Objectives: This study sought to verify bidirectionality by examining a bidirectional relationship of school life adaptation and life satisfaction with self-esteem as a mediating variable over time.Methods: Based on data from 2,245 elementary school students extracted from Year 1 (2019), Year 2 (2020), and Year 3 (2021) of the Multicultural Youth Panel Survey (MAPS 2nd), this adopted structural equation modeling method using the autoregressive cross-lagged modeling.Results: The study derived the following results. First, adaptation to school life at a previous point affected self-esteem at a later point, self-esteem at a previous point affected life satisfaction at a later point. In other words, school life adaptation in 4th grade had a positive effect on life satisfaction in 6th grade through selfesteem at 5th grade. Second, life satisfaction at a previous point affected self-esteem at a later point. Selfesteem at an earlier point had an effect on school life adaptation at a later point. That is, life satisfaction in 4th grade had a positive effect on school life adaptation in 6th grade through self-esteem at 5th grade.Conclusion: This study found a bidirectional relationship of school life adaptation and life satisfaction with self-esteem as a mediating variable over time.

일반고 학생의 직업위탁교육 경험에 대한 내러티브 분석

The purpose of this study is to understand in-depth the context of the situation and the subjective meaning composition in the selection of vocational consignment education, the life process, and the process of returning to school and adaptation after the interruption, focusing on the experience story that constitutes the personal and social life of students who experience vocational consignment education in general high schools. Therefore, this study examined the selection and life process of vocational consignment education and the process of returning to school and adaptation after the interruption of consignment education by using narrative analysis method for the stories directly dictated by students of vocational consignment education in general high schools. The results of this study are as follows: First, the choice of vocational consignment education for general high schools considers one's aptitude and talent, and the interaction with the surrounding people and the composition of one's meaning play a very important role in the difference of the choice decision. Next, in the career consignment education life of general high schools, it was found that there was a great psychological and emotional reward that strengthened career awareness by having a sense of accomplishment or confidence due to the pride of preparing for the desired job in accordance with the aptitude and talent of the students, the support of the teacher, and the learning success experience coming from the consignment curriculum. However, there was a case where students in the consignment educational institution did not form a sense of identity or belonging properly. In addition, psychological and cultural factors such as the burden and difficulty of acquiring practical training and certification, the sense of heterogeneity felt in the collective culture among the consignment education students, the difficulties in communication and exchanges with the consignment education participants, and the reconsideration of their interests and interests through consignment education and the turning of their career goals to college were the complex factors that determined their return to school after the interruption of consignment education.

사회정서역량과 친사회성이 중학생의 학교생활적응과 부적응에 미치는 영향

This study aims to investigate the impact of social and emotional competency and prosociality on the adaptation and maladaptation of middle school students to school life. To achieve this, a survey was conducted among 309 students currently enrolled at S Middle School in G Metropolitan City, and data were collected. Based on the collected data, groups with higher and lower levels of school life adaptation were identified, and variables influencing adaptation and maladaptation to school life were examined. The results revealed that First, the social and emotional competencies of the adaptation group was significantly higher on average than that of the maladaptation group. Second, the average prosociality of the school life adaptation group was also higher than that of the maladaptation group. Third, an analysis of the sub-variables of social and emotional competencies that influence school life adaptation identified 'self-awareness, self-management, social awareness, and relationship management' as key factors. Finally, 'cooperation' was found to be the sub-variable of prosociality affecting school life adaptation. These findings provide educational directions for enhancing social and emotional competency and prosocial competencies to successfully adapt to school life among middle school students.

REBT와 MBCT의 비교 연구

The purpose of this study is to clarify the relationship between MBCT (Mindfulness-Based Cognitive Therapy) and REBT (Rational Emotive Behavior Therapy) theories by comparing them, and to provide theoretical basis for counselors dealing with various psychological problems to apply appropriately in the field. For this purpose, this study reviewed previous studies based on REBT and MBCT theories, compared and analyzed the core concepts of the theories and the characteristics of counseling and programs, and examined the domestic research trends of the last 10 years. The conclusions are as follows: First, both theories emphasize self-acceptance and caution against critical judgment. Second, they utilize a cognitive approach that recognizes the influence of personal thoughts, beliefs, and attitudes on emotions and behaviors. Third, they emphasize therapeutic change at a fundamental philosophical level. Fourth, they highlight the importance of presenting tasks to encourage self-therapy and self-help. Fifth, they approach the effectiveness of the therapy process psychologically and educationally. The implications drawn from the research trends of REBT and MBCT are as follows: First, the value of REBT as an integrative theory is proven. Second, programs integrating REBT with other therapies can help students in their academics and school life. Third, the development and efficacy of group counseling programs based on REBT have been demonstrated. Fourth, practical theories, tools, and qualitative analysis of experiences necessary for REBT counseling provide help to counselors. Fifth, research related to REBT supervision helps counselors develop their competencies. Sixth, MBCT not only prevents depression but also has positive effects on reducing anxiety and suicidal thoughts. This study is significant in that it contributes to the clinical application and advancement of cognitive behavioral therapy in Korea by comparing and analyzing REBT and MBCT, clarifying their relationship, and understanding research trends.

SCHOOL CLIMATE AND PART-TIME TEACHERS’ JOB SATISFACTION: A STUDY INVOLVING A TALIS SAMPLE FROM SERBIA

This study aimed to determine part-time teachers’ attitudes (based on a sample of respondents from the Republic of Serbia) (N=727) about school climate and job satisfaction; it also aimed to examine the nature, level, and intensity of the connection between these two complex variables. To examine such attitudes, we used several questionnaires on school climate and job satisfaction extracted from the Teaching and Learning International Survey (TALIS), 2013. Based on the instrument we utilised, the school climate could be categorised and studied as a two-component dimension reflecting two aspects of part-time teachers’ school life: general school issues, and issues related to students’ needs and well-being. We concluded that there is a significant correlation between part-time teachers’ school climate and job satisfaction. School climate explains 27% of the job satisfaction variance, indicating the importance of the observed regression relationship.

Qualitative Study of the Implementation of School Health Program in Junior High School 1 Teras and Junior High School 2 Andong

UKS is a school activity that is very important in school life, both for students, teachers, employees, and residents within the scope of the school. This study is a qualitative research with a case study approach that aims to find out the implementation of Trias UKS at SMP X Teras and SMP X Andong. Informants were selected using purposive sampling method. The results of the research conducted were that SMP X Teras and SMP X Andong carried out UKS programs, namely health education including counseling on PHBS, drugs, reproductive health, and TTD. Health services include screening, provision of TTD, and immunization and environmental development includes waste classification, bathroom cleanliness, healthy canteen development and non-smoking areas. The impact of the school's UKS program includes a safe and peaceful school environment, the creation of smooth teaching and learning activities for students. In the implementation of the UKS program, it is expected that schools can implement the UKS program according to the Technical Guidelines for the Implementation of Healthy Schools/Madrasahs in 2021, schools are expected to be able to allocate funds to implement the UKS program, and the need to increase school cooperation with related parties in the context of implementing the UKS program.

“This is Where the Care Can Step Up”: A Typology of Nurturing Pedagogies in Primary Schools Serving Low-Income Communities During COVID-19 Closures

AbstractAll schools possess a duty of care towards their students. However, this duty of care falls unevenly across schools, with those serving low-income communities often responding to the material and psychological effects of poverty as a priority. This duty of care for such schools was placed into stark relief during the period of COVID-19 school closures, when structural inequalities in society became particularly pronounced. Previous research has drawn distinctions between different forms of caring enacted in schools serving low-income communities. These range from practices centred on children’s academic learning to those more concerned with children’s welfare and well-being—which, for the purposes of this paper, we term as academic nurturing and affective nurturing respectively. Others recognise the need for schools in low-income communities to perform a dual role and engage in both forms of nurturing simultaneously—which we term as critical nurturing. This paper presents findings based on case studies from three designated disadvantaged primary schools in Ireland during pandemic-related closures. It draws on interviews from the Children’s School Lives longitudinal study with the teachers, principals, and families of four Junior Infant children (typically aged four to five years). Our findings suggest a typology of nurturing pedagogies, with academic and affective nurturing emphasised to varying degrees across our three schools during this period. Narratives from interviewees also demonstrate the central role of school culture and leadership in achieving critical nurturing, with significant social justice implications for the education of children in schools serving low-income communities.

The dilemma of brazilian children who live in the countryside and cross the border to study in countryside schools in Uruguay

This paper is a qualitative research conducted to gain a deeper understanding of the positive and negative consequences that the use of two languages in a school in the frontier field can generate in learning. That is, it deals with the dilemmas faced by Brazilian children who live in the countryside and need to cross the border to study in country schools in the neighboring country, Uruguay. The consequences are often not because of the use of the two languages in themselves, but because of the way in which they are worked and of how the teacher in the classroom sees this situation. For the elaboration of this research, research was carried out in similar articles and reports that deal with the theme. And, based on the results, it is presumed that it contributes towards this theme being more present in the undergraduate and in the schools, with a greater emphasis on the management in dialog with the school community, so that everyone in those circles knows and looks for ways to deal with this question without jeopardizing learning, and for the school life to be healthy and enriching.

УЛОГА ДИМЕНЗИЈА КВАЛИТЕТА ПОРОДИЧНИХ ИНТЕРАКЦИЈА И ШКОЛСКОГ ЖИВОТА У ПРЕДИКЦИЈИ ШКОЛСКЕ ДИСЦИПЛИНЕ

The problem of school discipline has a long history, however, it still represents an important disturbing factor in the course of teaching. As the teaching staff faces difficulties in eliminating unwanted behavior of students and maintaining discipline, it is essential to have a good knowledge of the etiology of school discipline in order to effectively work on its prevention. The subject of this research is the examination of the predictive power of dimensions of the quality of family interactions and school life in predicting school discipline. The sample consisted of 200 respondents, fourth-grade students of high schools from the territory of the city of Leskovac. School discipline is operationalized by the School Indiscipline Scalе, dimensions of the quality of family interactions with the Scale of the quality of family interactions, while the Quality of School Life Questionnaire was used to examine the dimensions of the quality of school life. The expected correlations of certain dimensions of the quality of school life and family interactions with the dimensions of school indiscipline were determined. Through the procedure of hierarchical regression analysis, it was determined that the dimensions of the quality of family interactions are not single statistically significant predictors of the dimensions of school indiscipline