Lower Attainment Research Articles

Lupus low disease activity state attainment in the phase 3 TULIP trials of anifrolumab in active systemic lupus erythematosus

ObjectivesIn patients with systemic lupus erythematosus (SLE), lupus low disease activity state (LLDAS) attainment is associated with improved outcomes. We investigated LLDAS attainment in anifrolumab-treated patients.MethodsWe performed post hoc analysis...

The relationship between numerical mapping abilities, maths achievement and socioeconomic status in 4- and 5-year-old children.

Early numeracy skills are associated with academic and life-long outcomes. Children from low-income backgrounds typically have poorer maths outcomes, and their learning can already be disadvantaged before they begin formal schooling. Understanding the relationship between the skills that support the acquisition of early maths skills could scaffold maths learning and improve life chances. The present study aimed to examine how the ability of children from different SES backgrounds to map between symbolic (Arabic numerals) and non-symbolic (dot arrays) at two difficulty ratios related to their math performance. Participants were 398 children in their first year of formal schooling (Mean age=60 months), and 75% were from low SES backgrounds. The children completed symbolic to non-symbolic and non-symbolic to symbolic mapping tasks at two difficulty ratios (1:2; 2:3) plus standardized maths tasks. The results showed that all the children performed better for symbolic to non-symbolic mapping and when the ratio was 1:2. Mapping task performance was significantly related to maths task achievement, but low-SES children showed significantly lower performance on all tasks. The results suggest that mapping tasks could be a useful way to identify children at risk of low maths attainment.

Tiny happy people? Brain building and the ‘word gap’

Presently and historically, working-class mothers have been positioned as problematic. Their children’s low attainment is blamed on perceived deficiencies in their parenting. Tied to this, the concept of the ‘word gap’ has been used to demonstrate a language deficit, which it is claimed leads to working-class children starting school behind their middle-class peers. These concepts are central tenets to the BBC’s Tiny Happy People website which was analysed to ascertain current ‘good’ mothering discourses. This critical discourse analysis considers the authorship of the website and the BBC’s status as commissioning editor, alongside its key concept: addressing the word gap. Tiny Happy People’s target audience are parents from lower socioeconomic groups. Together with the content of the website, this framing will be used to consider Tiny Happy People’s approach to the perceived problem and how that may affect working-class mothers.

Psychosocial Basis of Human Sufferings and Poverty in Patients with Neurological and Psychiatric Disorders.

Neurological disorders and psychiatric ailments often lead to cognitive disabilities and low attainment of education, pivoting misconceptions, myths, and misbeliefs. Poverty and low educational attainment are intriguingly associated with poor awareness and perception of these diseases that add to the suffering. Poverty goes parallel with a low level of education and is intricately associated with neuropsychiatric ailments, which have the potential to spread transgenerationally. Robust education policies, proper government rules and regulations against the spread of disease-related myths and misconceptions, uplifting medical education in its true sense, voices against consanguinity, and programs to raise scientific perception about diseases can help to throw light at the end of this dark tunnel. In this article, the authors intend to 1) decipher the potential psychosocial basis of human suffering and poverty in patients with neurological and psychiatric disorders, and 2) discuss the apropos way-outs that would potentially mitigate suffering, and alleviate the economic burden and cognitive disabilities of families with neuropsychiatric diseases.

Digital games for learning basic arithmetic at home.

Many early learners need individualized support when regular teaching is not readily available. Here we present results of a progressive digital game that was played at home rather than under the supervision of the teacher. "NumberBeads" was designed to help low attaining learners, but also typical early learners. The game required learners to construct objects-sets and digits-to match a target object, and was played at home using an online platform. The participants were first-graders (n=140) enrolled in 10 classrooms randomly assigned to two groups. One group played NumberBeads, requiring students to construct solutions in a microworld of sets and digits. Another group played a similar game, NumberChoice, which contained the same elements, sets and digits, but used multiple-choice questions with right/wrong feedback. Results showed that learners using both games were able to complete the game unsupervised at home, but there was greater improvement with NumberBeads especially with learners identified as low attaining. Overall these findings support the feasibility of boosting early numeracy at home using a game designed to help basic numerical competence that requires no teacher supervision, and very little guidance by parents or carers.

Low attainment to PK/PD-targets for β-lactams in a multi-center study on the first 72 h of treatment in ICU patients

Severe infections are life-threatening conditions commonly seen in the intensive care units (ICUs). Antibiotic treatment with adequate concentrations is of great importance during the first days when the bacterial load is the highest. Therapeutic drug monitoring (TDM) of β-lactam antibiotics has been suggested to monitor target attainment and to improve the outcome. This prospective multi-center study in seven ICUs in Sweden investigated pharmacokinetic/pharmacodynamic-target (PK/PD-target) attainment for cefotaxime, piperacillin-tazobactam and meropenem, commonly used β-lactams in Sweden. A mid-dose and trough antibiotic concentration blood sample were taken from patients with severe infection daily during the first 72 h of treatment. Antibiotic plasma concentrations were analysed by liquid chromatography-mass spectrometry (LC–MS). Antibiotic concentrations 100% time above MIC (minimal inhibitory concentration), (100% T > MIC) and four times above MIC 50% of the time (50% T > 4xMIC) were used as PK/PD-targets. We included 138 patients with the median age of 67 years and the median Simplified Acute Physiology Score 3 (SAPS3) of 59. Forty-five percent of the study-population failed to reach 100% T > MIC during the first day of treatment. The results were similar the following two days. There was a three-fold risk of not meeting the PK/PD target if the patient was treated with cefotaxime. For the cefotaxime treated patients 8 out of 55 (15%) had at least one end-dose concentrations below the level of detection during the study. Low age, low illness severity, low plasma creatinine, lower respiratory tract infection and cefotaxime treatment were risk factors for not reaching 100% T > MIC. In Swedish ICU-patients treated with β-lactam antibiotics, a high proportion of patients did not reach the PK/PD target. TDM could identify patients that need individual higher dosing regimens already on the first day of treatment. Further studies on optimal empirical start dosing of β-lactams, especially for cefotaxime, in the ICU are needed.Trial registration: The protocol was retrospectively registered 100216 (ACTRN12616000167460).

Achieving the health and well-being Sustainable Development Goals among adolescent mothers and their children in South Africa: Cross-sectional analyses of a community-based mixed HIV-status cohort.

The Sustainable Development Goals (SDGs) are a visionary and multi-sectoral agenda for human development. With less than a decade left to reach these targets, it is important to identify those at greatest risk of not meeting these ambitious targets. Adolescent mothers and their children are a highly vulnerable group. We mapped 35 SGD-related targets among 1,046 adolescent mothers and their oldest child (n = 1046). Questionnaires using validated scales were completed by 10- to 24-year-old adolescent girls and young women who had their first child before age 20 in an HIV-endemic district in the Eastern Cape province of South Africa. Maternal outcomes included 26 SDG-aligned indicators, while child-related outcomes included 9 indicators. Data was collected by trained researchers, following informed voluntary consent by the adolescent mothers and their caregivers. Frequencies and chi-square tests were conducted to compare progress along SDG-aligned indicators among adolescent mothers by HIV status. Overall, adolescent mothers reported low attainment of SDG-aligned indicators. While four in five adolescent mothers lived in poor households, nearly 93% accessed at least one social cash transfer and 80% accessed a child support grant for their children. Food security rates among adolescent mothers (71%) were lower than among their children (91%). Only two-thirds of adolescent mothers returned to school after childbirth, and only one-fifth were either studying or employed. Over half of adolescent mothers had experienced at least one type of violence (domestic, sexual or community). HIV-positive status was associated with higher rates of hunger and substance use, poorer school attendance, and higher rates of exposure to violence. Understanding progress and gaps in meeting the SDGs among highly vulnerable groups is critical, particularly for adolescent mothers and their children. These complex vulnerabilities suggest that programming for adolescent mothers must address their unique needs.

HSD14 Lacking Observance of the Guidelines on Dyslipidaemias as Possible Reason for Low LDL-C Goal Attainment in Patients at High and Very High Cardiovascular Risk

Several studies have clearly demonstrated the causative role of increased plasma concentrations of LDL-C in the process of atherosclerotic plaque formation. These findings have been reflected in the updated guidelines for the management of dyslipidaemias, proposing new stringent LDL-C goals and treatment algorithm. Although the evidence is quickly translated into the guidelines, there still exists a large gap between recommendations and real clinical practice. The objective of the study was to investigate the adherence of Czech cardiologists to the dyslipidaemias guidelines, especially in the management of patients with high- and very-high cardiovascular risk.

Can teaching assistants improve attainment and attitudes of low performing pupils in numeracy? Evidence from a large-scale randomised controlled trial

ABSTRACT The use of teaching assistants (TAs) is widespread in many education systems, but the ways that TAs can support learning effectively are poorly understood. Much evidence indicates that most TA support has no, or negative, effects on pupil attainment. A small but growing body of evidence shows that structured TA intervention programmes can be effective. This paper reports the results of a large-scale randomised controlled trial of Catch Up® Numeracy, an intervention delivered one-to-one by TAs, compared to a control in which TAs provided matched-time numeracy support. The trial involved 1794 low-attaining pupils (aged 7–10) and 300 TAs from 150 English primary schools. Pupils in the intervention group showed no gains in attainment compared to the matched-time control, but there was some evidence to suggest a positive impact in pupils’ attitudes. The implications for future TA interventions to address low attainment in numeracy are discussed.

Educational attainment in Swedish (L1) and English (L2) for students with reading difficulties: a longitudinal case study from primary to the end of secondary school

ABSTRACT This longitudinal case study examines reading difficulties identified in Grade 2 and Grade 6 national assessment test (NAT) scores in relation to Grade 9 NAT in Swedish (L1) and English (L2). A norm-referenced screening was used in Grade 2 to assess word reading and reading comprehension. In line with the simple view of reading, four subgroups were identified: (1) Typical reading development, (2) Word reading difficulties, (3) Reading comprehension difficulties, and (4) Mixed difficulties. Results indicate that reading difficulties in primary school have long-standing implications for educational attainment in Swedish and English. In logistic regression models students with reading difficulties in Grade 2 and low Grade 6 NAT-scores had a higher probability to achieve low attainment levels in Grade 9. This implies that a norm-referenced screening in Grade 2 can be useful for identifying students at risk of low attainment in language subjects at the end of compulsory school.

Prevention is still the key to success.

In this issue of the journal, we publish a survey of cardiovascular disease (CVD) risk factors in patients with rheumatoid arthritis (RA) in 14 503 patients from 19 countries during 2014–2019. Dr Semb and co-workers report considerable geographical differences in estimated CVD risk and preventive treatment. Low goal attainment for lipid lowering treatment was observed, and only half of the patients obtained blood pressure goal. The authors conclude that despite a high focus on the increased CVD risk in RA patients over the last decade,1 there is still substantial potential for improvement in CVD preventive measures. In recent years, numerous cardiovascular (CV) outcomes trials have demonstrated not only CV safety but reductions in CV outcomes with two new classes of glucose lowering drugs, namely glucagon-like peptide-1 receptor agonists (GLP-1RAs) and sodium-glucose co-transporter-2 inhibitors (SGLT-2i) in patients with type II DM.2–6 In a Danish study, Dr Nørgaard and co-workers examined CV outcomes associated with the initiation of GLP-1RA vs. SGLT-2i treatment in a real-world setting among patients with type 2 diabetes. They used a Danish nationwide registry-based cohort study included patients with type 2 diabetes with a first-ever prescription of either GLP-1RA or SGLT-2i from 2013 through 2015, with follow-up until the end of 2018. The authors concluded that in this nationwide study of patients with type 2 diabetes, initiating GLP-1RA vs. SGLT-2i was not found to be associated with significant differences in CV risk.

A study on the impact of Internet use on depression among Chinese older people under the perspective of social participation

PurposeThis study aimed to evaluate the role of social participation in the relationship between internet use and depressive symptoms among Chinese older adults and investigate how the internet use interact with social participation to reduce the risk of depressive symptoms.MethodsBased on the survey from the China Health and Retirement Longitudinal Study (CHARLS) in 2018, we identified 4645 subjects and used the Ordinary Least Square method (OLS) and Propensity Score Matching method (PSM) to identify the association between Internet use and depression of older people, and further test how social participation played a role in the relationship.ResultsThe level of depression of older people was significantly reduced in those who using internet in China, and the effect was still robust under different identification methods. The mental health was improved when using internet because of the increase of social participation and social capital. Further, The positive effect was stronger especially in those who were female, living in rural areas, has low education attainments and were 70–79 years old.ConclusionsThe popularity of internet use has a positive effect on the depressive symptoms of Chinese older adults. Effective measures were encouraged to improve the friendliness of internet for older people and promote the popularization of the Internet and older group, achieving the spiritual well-being of them in the Internet society.

Long-term scarring from institutional labelling: The risk of NEET of students from schools for learning disability in Germany

This article demonstrates the disadvantages that students leaving special needs schools ( Förderschule) face in their school-to-work transition in Germany. We analyse whether the institutional label of ‘having attended a special needs school’ – beyond and above low school attainment – results in scarring effects for students’ chances of integration into training and employment after leaving school. We focus on students classified as having learning disability ( Lernbehinderung), the largest group among students with special educational needs (SEN) and examine their NEET risk compared to equally low-attaining students from general schools at age 20/21. The analyses are based on rare longitudinal data for SEN students, the German National Educational Panel Study. Employing matching and regression techniques, we find that the label of ‘having attended a special needs school’ does generate long-term scars above and beyond low school attainment. However, this is only the case for school leavers with a lower secondary school certificate but not for those without school certificate.

Interactive Instructor for a Synergistic Student-Centered and Personalized Teaching: A Biosocial Approach

With or without pandemics, successful knowledge transfers and instilment of critical thinking in learners are strategic to teaching delivery. To revolutionize teaching practice and profession, the specific needs of every group of learners (such as gifted and talented, depressed, attention deficit hyperactivity disorder students, minority ethnic pupils, and low attaining) must be met. Therefore, a new paradigm that employs the right teaching styles for the right student at the right time should be adopted. A plethora of research has shown that enhanced understanding, retention, and critical thinking are better promoted in active learning strategies as compared to conventional passive learning. On the other hand, students’ critical thinking is most effectively enhanced by instructional approaches that incorporate constructivist, active-learning, and student-centered philosophies, in addition to other concepts like biosocial, psychological, psychosocial, emotional, motivational, and sociocultural perspectives. The execution of such a holistic perspective would inevitably require concerted efforts from all relevant key players and stakeholders.

Policies of quality and autonomy in times of economic crisis: Governing the sector of early childhood education and care

This study focuses on the debate surrounding global policies and practices related to the sector of Early Childhood Education and Care (ECEC), utilizing the Greek policy context as an example. Drawing on the critical education policy studies literature, this paper interrogates the complex concepts of quality and autonomy, which are core in the global agenda. We do this by exploring how the international and national austerity measures, imposed in many countries – and especially in Greece, marked by a devastating economic crisis in the last decade – have affected their re-interpretation and translation. Our empirical data suggest that municipal ECEC directors, interviewed in the context of our research, hold diverse views on quality, raising issues of inequality, limited participation and low attainment. The study generates reflections, suggesting that the idea of autonomy has been systematically associated with Greece’s economic struggles and therefore understood and re-interpreted by the participants in a constrained way that limits their action. The way these notions are re-contextualized at the municipal level, and the consequences for ECEC provision, pose as key issues of this research.

How do teachers engage students in the lowest attaining English sets in high achieving schools? A mixed methods, multiple case study

ABSTRACT Grouping students at secondary school based on attainment is a prevalent practice in English schools. Despite this, research has suggested that those placed in low attaining groups are disadvantaged by their placement. This study aimed to provide an account of student engagement, teacher interactions and pedagogical approaches employed by English teachers. A mixed method, multiple case study design was used to report on classroom practices and student engagement in three low attaining Year 10 English classes in two secondary schools. Information was gathered using semi-structured interviews with teachers and students and lesson observations. Findings suggest that teachers of these classes promoted engagement by developing positive student–teacher relationships through praise that encouraged learning, minimising negative reprimands and adapting teaching to respond to their students’ needs. The authors suggest that strategic use of these practices allows teachers to develop positive relationships with students, providing the foundation for engagement in lessons.

Process evaluation of the New Interventions for independence in Dementia Study (NIDUS) Family stream randomised controlled trial: protocol

IntroductionNew Interventions for independence in Dementia Study (NIDUS)-Family is an Alzheimer’s Society funded new manualised, multimodal psychosocial intervention to support people living with dementia (PLWD) to achieve goals that they...

Konseling Individual Menggunakan Pendekatan Client Centered Therapy Untuk Meningkatkan Motivasi Belajar Siswa

This study aims at analyzing (1) the imlementation of individual counseling therapy approac to increase students’ learning motivation. A descriptiveresearch methot was conductet involving one theacher counselor and the thee students of SMPN 3 Tambang. Intervew data collection on techniques were used and the narrative, After analyzing the data obtained in the field, it could be concluded that the students’ who derectly visited by teacher counselor and got direct guidance tended to be better behavior, the praktice of individual counseling using client centered therapy approach mostly be able to motivate the low-motivated lerners became better lerners, evalutionalisys was applied by the teacher counselor on the low motivated students and the developed relevan communication whit other counseling parties, the students whose lerning motivation was low became more motivatedlernwrs after being treated with clien centered therapy approach, a short term evaluation was cariied out in the order to know the client’s positive changes. The low attainment level of students’ lerning motivation was the major factor influencing the inplementation of guidance and counseling. In addition, there was a good relation between students’ and counselor in case of finding solution to overcome the low motivated learning students’ by using client centered therapy.

Breadth of study at secondary school and the attainment and progression of university graduates in Scotland, 1960–2002

The relationship between the breadth of the curriculum which university students followed at secondary school and their degree attainment or their entry to employment is studied using a series of surveys of graduates from Scottish universities between 1960 and 2002. The relationship of the school curriculum to the later experience of students who entered university has not been extensively studied. Scotland is a useful case study for this purpose because breadth of study at school was a core feature of school-leaving assessment from the origins of modern secondary schooling in the early twentieth century until the end of the century. Breadth of learning was also a principle of the dominant university tradition in Scotland from the mid-nineteenth century onwards. The conclusion of the analysis is that breadth was associated with propensity to enter professions rather than managerial occupations, and to avoiding low-status occupations. But also, for students with relatively moderate or low attainment from school, breadth was associated with a lower chance of gaining the highest attainment at university.

Perspectives of Care Experienced Young People Regarding Their Academic Experiences in Further Education

BackgroundThe academic attainment of care experienced young people (CEYP) is consistently reported as below the national average. Studies emphasize associations between low academic attainment and poor life outcomes. Most research relating to CEYP and education, has highlighted the impact of educational barriers and opportunities on their progression and subsequent attainment. Although, this research is almost exclusively concerned with schooling up to aged 16. Few studies have explored the perspectives and experiences of CEYP in further education, especially in a Scottish context.AimThis study aimed to centralize the views of CEYP to gain insight into the perceived achievement opportunities and barriers in FE. Secondly, this study aimed to consider CEYP experiences in FE to inform support services for CEYP.SampleTen CEYP, aged 16–24, studying at a further education college in Scotland participated in the study. Seven further education colleges from geographically diverse regions are represented.MethodsCEYP participated in semi-structured interviews to share their experience of further education.FindingsThematic analysis was used to produce the following main themes: Care experience and personal narratives, valuing further education and navigating support systems.ConclusionThese findings provide unique insight into CEYP experiences of FE. Opportunities for CEYP achievement in FE included stability of education and accommodation, personalized and financial support and supportive relationships. Reported barriers included care-related challenges, additional support needs (ASN), staff knowledge and labeling practices. Priorities for support service development included increased CEYP informed and led services such as peer mentoring, corporate parenting training and peer education. Implications for FE practice and future research are discussed. A summary of key points for consideration are provided in theSupplementary Materialand may be of particular interest to any educational organisation in a corporate parenting role.