low-SES Communities Research Articles

Comparison of Recruitment Strategies for Engaging Older Minority Adults: Results From Take Heart

Few studies report best practices for recruiting older adults from minority, low SES communities for behavioral interventions. In this presentation, we describe recruitment processes and numbers for Take Heart, a randomized controlled trial testing the effectiveness of an adapted heart disease self-management program for primarily African American, low SES adults 50 years or older in Detroit. Community-based (CB), electronic medical record (EMR), and in-person hospital clinic (HC) recruitment methods were implemented. Within 22 months, 453 participants were enrolled, with an overall recruitment yield of 37%. The CB method had the highest yield (49%), followed by HC (36%) and EMR (16%). The average cost of recruiting and enrolling one participant was $142. Face-to-face interactions and employing a community health worker were particularly useful in engaging this population. Further research is needed to confirm these findings in other minority and low SES populations and share lessons learned about recruitment challenges and successes.

Between-country analysis of implementing an obesity prevention intervention using RE-AIM: HENRY in Israel and UK.

Health Exercise Nutrition for the Really Young (HENRY) is a UK community-based early childhood obesity prevention intervention that was adopted and implemented in Israel between 2013 and 2018. The aim of this study was to explore the implementation process in Israel and compare it with that of the 'parent' programme in the UK, in order to throw light on the challenges of introducing complex interventions into different countries and cultures. Published reports from HENRY and Haifa University's evaluation of the Israeli implementation were reviewed and comparisons between the UK and Israel were carried out utilizing the RE-AIM framework. In both countries, the intention was to implement in lower SES communities. When comparing the individual items, Reach and Effectiveness, we found a difference in the Reach although Effectiveness was similar: Reach was proportionally lower in Israel, but parent and professional changes in behaviour were positive in both countries. For the organizational items Adoption, Implementation and Maintenance, we found large differences between the countries. Major challenges identified in Israel included: failing to take adequate account when planning and implementing the intervention of the different ways social and health services are organized and how local authorities are structured and provide services. In addition, differences in culture beyond language and professional variations were challenges, when trying to transfer the intervention with high fidelity from the UK to Israel. Lessons learnt may benefit others in attempting cross-country implementation of complex interventions.

Socioeconomic Disparities in Foods/Beverages and Nutrients Consumed by U.S. Adolescents When Snacking: National Health and Nutrition Examination Survey 2005-2018.

Snacking contributes a significant portion of adolescents’ daily energy intake and is associated with poor overall diet and increased body mass index. Adolescents from low socioeconomic status (SES) households have poorer snacking behaviors than their higher-SES counterparts. However, it is unclear if the types of food/beverages and nutrients consumed during snacking differ by SES among adolescents. Therefore, this study examines SES disparities in the aforementioned snacking characteristics by analyzing the data of 7132 adolescents (12–19 years) from the National Health and Nutrition Examination Survey 2005–2018. Results reveal that adolescents from low-income households (poverty-to-income ratio (PIR) ≤ 1.3) have lower odds of consuming the food/beverage categories “Milk and Dairy” (aOR: 0.74; 95% CI: 0.58-0.95; p = 0.007) and “Fruits” (aOR: 0.62, 95% CI: 0.50–0.78; p = 0.001) as snacks and higher odds of consuming “Beverages” (aOR: 1.45; 95% CI: 1.19-1.76; p = 0.001) compared to those from high-income households (PIR > 3.5). Additionally, adolescents from low- and middle-income (PIR > 1.3–3.5) households consume more added sugar (7.98 and 7.78 g vs. 6.66 g; p = 0.012, p = 0.026) and less fiber (0.78 and 0.77 g vs. 0.84 g; p = 0.044, p = 0.019) from snacks compared to their high-income counterparts. Future research is necessary to understand factors that influence snacking among adolescents, and interventions are needed, especially for adolescents from low-SES communities.

Dental health of preschool children after two-years of a supervised tooth brushing program in Southern Israel

BackgroundSupervised tooth brushing is an important part of leading national oral health improvement programs in different countries.With the cessation of water fluoridation in 2014, a new program was immediately required to provide community-based caries prevention, especially amongst young children.The aim of this study was to determine whether a supervised tooth brushing program (STBP) in kindergartens could reduce dental caries amongst preschool children, when compared with children from the same community who did not participate in the program. The study was performed 2 years after the start of the program.MethodsTwo Jewish and two Arab local authorities (one participating and one control) were randomly chosen. In each local authority, 4 kindergartens (children aged 5) were randomly chosen, giving a total of 16 kindergartens. Children in the intervention group brushed once daily at kindergartens, with fluoridated toothpaste, for two school- years. All the children were examined using the WHO Oral Health Survey Methods Ed.4.ResultsTwo hundred eighty-three five-year-old children were examined, 157 of them Jewish (86 participants in STBP, 71 non-participants) and 126 Arab (59 vs 67 respectively). Among Jewish children, the fraction of untreated decayed teeth was 61% in the participant group and 65% for non-participants, and amongst the Arab children 69% vs. 90% respectively. The fraction of treated decayed teeth for the participant group was 37% compared to 29% for the non-participants among Jewish children, whilst for the Bedouin group it was 23% vs. 8% respectively.ConclusionsAfter 2 years, supervised tooth brushing with fluoride toothpaste shows a favorable effect. This study suggests that dental health of children participating in STBP was better than the control group. Fewer carious teeth and more treated carious lesions were recorded in this group. This program can be applied to low SES communities nationwide.Guidelines for fluoride concentration in toothpaste for children should be re-considered based on high caries levels.

Year 3 boys’ and girls’ enjoyment for reading across economic demographics in Australia. Implications for boys and students from lower SES communities

ABSTRACT International studies have established that reading for enjoyment is linked to higher reading outcomes however there are local variations of the relationship and nuances associated with gender and economic contours. The aim of this study was to examine 318 Australian Year 3 (7 to 8-year-olds) boys’ and girls’ self-reported enjoyment for reading, reading frequency, and achievement on national reading tests. Findings showed that students who indicated higher levels of enjoyment for fiction and non-fiction, and who read more frequently, indicated higher reading achievement. Students attending schools in higher demographic communities tended to attain higher reading scores. An unexpected and significant finding was that fiction was the most favoured reading genre for boys and that more girls had higher levels of enjoyment for non-fiction than boys. These findings challenge the long-standing myth that boy’s prefer non-fiction. The study demonstrates the importance of promoting reading enjoyment – particularly fiction – early in students’ schooling trajectory, with special consideration for boys and students from economically marginalised communities.

642 A School-Based Health and Mindfulness Curriculum Improves Children’s Objectively Measured Sleep

Abstract Introduction Children of low socioeconomic status (SES) experience shorter sleep duration and poorer sleep quality, as well as more daytime sleepiness, compared to children of higher SES. Early interventions teaching skills for managing stress may mitigate the effects of SES-associated stress on trajectories of physical and mental health. We examined effects of a school-based health and mindfulness curriculum, teaching stress management skills such as paced breathing, on sleep and stress in school-aged children. We hypothesized curriculum exposure would improve children’s ability to manage stress, and that this would improve objectively measured sleep (i.e., increase duration of total and REM sleep). Methods Using a prospective observational cohort design, we recruited 115 children (49 girls, ages eight to 11) from two Northern California school districts. Of these, 58 children attended a school district that delivered a health and mindfulness curriculum twice weekly during their physical education time. 57 children attended an SES-matched school district that delivered a traditional physical education curriculum. Ambulatory polysomnography and perceived social stress were measured at baseline (before curriculum exposure) and at one- and two-year follow-ups. Results Children receiving the curriculum gained an average of 74 minutes of total sleep and 24 minutes of rapid eye movement (REM) sleep per night during the two-year study period. Children not receiving the curriculum experienced a decrease in total sleep of 64 minutes per night, with no changes in REM sleep. Sleep improved within the first three months of curriculum exposure. Children who reported higher curriculum engagement (e.g., using the breathing exercises at home) experienced larger changes in sleep architecture and perceived social stress. Social stress did not mediate effects of the curriculum on sleep. Conclusion We conducted the first study to examine effects of a school-based health and mindfulness curriculum on children’s objectively measured sleep. Children from a low-SES community who received the curriculum experienced increased total and REM sleep, compared to an SES-matched cohort not receiving the curriculum. Mindfulness training may have increased awareness of stress, while developing tools to reduce stress vulnerability. These results warrant additional investigation to assess whether benefits persist after curriculum cessation and/or generalize to other populations. Support (if any):

Disparities in H1N1 Vaccination Rates: a Systematic Review and Evidence Synthesis to Inform COVID-19 Vaccination Efforts.

BackgroundData suggest that there were disparities in H1N1 vaccine uptake, and these may inform COVID-19 vaccination efforts. We conducted a systematic review to evaluate disparities in H1N1 vaccine uptake, factors contributing to disparities, and interventions to reduce them.MethodsWe searched English-language articles in MEDLINE ALL, PsycINFO, Cochrane Database of Systematic Reviews, and Cochrane Central Register of Controlled Trials from database inception through May 8, 2020. Observational studies examining H1N1 vaccine uptake by race/ethnicity, socioeconomic status, rurality, and disability status in US settings were included. Two reviewers independently assessed study eligibility. Single-reviewer data abstraction was confirmed by a second reviewer. We conducted independent dual quality assessment, and collective strength of evidence assessment.ResultsWe included 21 studies. African American/Black, Latino, and low-socioeconomic status participants had disproportionately lower H1N1 vaccination rates (low- to moderate-strength evidence). However, Latinos were more likely than Whites to intend to be vaccinated, and African American/Blacks and participants with lower-socioeconomic status were just as likely to intend to be vaccinated as their White and higher-socioeconomic status counterparts (low-strength evidence). Vaccine uptake for other groups has been insufficiently studied. Factors potentially contributing to disparities in vaccine uptake included barriers to vaccine access, inadequate information, and concerns about vaccine safety and efficacy. Studies were largely cross-sectional. Many of the studies are a decade old and were conducted in the context of a different pandemic. The categorization of racial and ethnic groups was not consistent across studies and not all groups were well-studied.DiscussionEfforts to avoid disparities in COVID-19 vaccination uptake should prioritize vaccine accessibility and convenience in African American/Black, Latino, and low-SES communities; engage trusted stakeholders to share vaccine information; and address concerns about vaccine safety and efficacy.Primary Funding SourceDepartment of Veterans Affairs, Veterans Health Administration, Health Services Research & Development.Protocol RegistrationPROSPERO CRD42020187078Supplementary InformationThe online version contains supplementary material available at 10.1007/s11606-021-06715-7.

Driving Habits of Older Adults- A Population Based Study

<h3>Introduction</h3> Driving is a key and complex instrumental activity of daily living that requires integration of multiple domains including cognitive, motor, visual and sensory functions in order to perform adequately. Older drivers comprise 19 percent of licensed drivers in the US and 70-80 % of drivers over 75 were considered at fault in two vehicle crashes .Although there are many studies in the literature reporting on driving habits and difficulties in samples of older adults in clinical settings, there are relatively few reports from population-based samples. Here we describe the driving history, social habits and self-reported driving difficulties of older adults in a large population based survey. <h3>Methods</h3> Our study cohort comprised1982 individuals aged 65+ years. Participants were assessed on their ability to perform Instrumental activities of daily living, cognitive functions, self-reported health, social supports, physical limitations, depressive symptoms and driving status. We built multivariate logistic regression models to identify factors associated with (a) never having driven, (b) driving cessation, and (c) self-reported driving difficulties <h3>Results</h3> In multivariable models, "never drivers" were more likely than "ever drivers" to be older, female, less educated and to leave home less frequently. Those who had ceased driving, i.e. former drivers, were significantly older, more likely to be women, to have lower test performance in the cognitive domain of attention, have more IADL difficulties, leave home less frequently and have visual field deficits than current drivers. Current drivers who reported difficulties while driving were more likely than those without difficulties to have test performance that was lower in attention but higher in memory, were more likely to report depressive symptoms and to have both vision and hearing loss. <h3>Conclusions</h3> In this population-based study of older adults in a small-town, post-industrial, economically disadvantaged region of southwestern Pennsylvania, we identified factors associated with never having driven a motor vehicle, with having given up driving, and with current drivers' self-reported difficulties while driving. There were some similarities and some differences among the three groups of factors. In the fully adjusted models, both never-drivers and former drivers were significantly more likely to be female, older, and to leave home less frequently. Both former drivers and current drivers with difficulties were more likely to have lower cognitive test performance, with former drivers testing worse on attention, and current drivers with difficulties testing worse on attention but better on memory, compared to their respective reference groups. In addition, never-drivers had lesser education, former drivers were more likely to report difficulty with IADLs, and current drivers with difficulties were more likely to report depressive symptoms. Our findings can help health care providers identify their patients whose driving histories and abilities warrant more careful attention. The snapshot we have provided of driving-related issues in a low-SES community may be useful to planners and policy makers in addressing the transportation and safety needs of older adults. <h3>Funding</h3> The work reported here was supported in part by grant # R01AG023651 from the National Institute on Aging, NIH, US DHHS.

Effectiveness of three brief treatments for recent traumatic events in a low-SES community setting.

To determine whether brief treatments provide psychological relief after traumatic events in low-resource communities. Participants (n = 105) who had experienced a traumatic event within the past 6 months were randomly assigned to 1 of 3 4-session treatments: individual eye movement desensitization and reprocessing (EMDR), group-administered stress management with a trauma focus (SMT), or group-administered psychological first aid (PFA). Measures administered pretreatment and at 1-, 3-, and 6-month posttreatment included posttraumatic stress disorder (PTSD) symptoms, posttraumatic cognitions (PTCI), and depressive symptoms (BDI). The 3 treatment groups all showed significant declines in PTSD, PTCI, and BDI symptoms over time with large prepost effect sizes (median 1-month: 0.96, 3-month: 1.38, 6-month: 1.10). However, the treatment groups showed significantly different rates of decline, with the EMDR group showing the fastest declines-interaction PTCI: F(1, 237) = 5.85, p = .016; depression:, F(1, 239) = 4.90, p = .028-followed by the SMT and then PFA group. While there were significant differences between the EMDR and PFA groups at the 1- and 3-month follow-ups, there were no significant differences in any of the 3 outcome measures at the 6-month follow-up, nor were there significant differences between groups on PTSD symptoms, F(1, 239) = 2.30, p = .131. This study provides preliminary evidence that any of these 3 approaches may be useful in low-resource community settings. Because it gives the quickest relief, EMDR is the preferred approach, followed by SMT, due its ease of administration. PFA provides a reasonable alternative. Where possible, booster sessions should be planned. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

Effects of brief training on mental health provider's knowledge of working with youth at risk of suicide in Guatemala.

Resources for mental healthcare are lacking in Guatemala, yet rates of mental illness and suicide are quite high. Mental healthcare providers often lack the knowledge needed to effectively work with young at-risk of suicide. To address this gap, we developed a training program for mental health professionals focused on increasing knowledge and understanding of engaging and working with youth at risk of suicide and present its acceptability and preliminary effectiveness. Mental health providers (N = 17) from a low SES community participated in the training, Formacion CUIDAR (Comunidades Unidos para Individuales De Alto Riesgo; CARE Training; Communities United for Individuals at High Risk). Mixed methods were used to explore outcomes including, self-reported knowledge and understanding of warning signs; risk and protective factors; effective risk assessment; and, techniques for working with at-risk youth. Findings indicate that the training was effective at increasing all targeted domains of knowledge (t = 2.46, p < .05, Cohen's d = .56). Acceptability was also rated as high. Scarcity of mental health specialists and lack of training on suicide assessment and management have resulted in inadequate resources for at-risk youth in need of mental health services in Guatemala. Results of our study demonstrate that our training is an acceptable, effective program for practicing mental health providers to address their lack of specialized training on how to work with individuals at risk of suicide. Further examination of the training in a larger RCT is required to attain more robust indictors of effectiveness and to assess long-term impact.

The ripple effect: Examining the impact on parents of an Abecedarian early child care intervention in an urban social housing development.

The Abecedarian Approach is an internationally recognised early childhood intervention program that has shown long-term positive outcomes for children living in low SES communities. However, there are few studies examining the broader influence of such interventions for young children on the lives of their parents. This article describes the findings of a qualitative study exploring the perceptions and experiences of parents whose children attend an Abecedarian early intervention program located in an urban social housing complex. Eighteen parents whose children had attended the program for a minimum of one year were interviewed. The main themes that emerged were: strengthened relationships between parents and program staff, as well as between parents themselves, particularly supported through the home visitor; increased awareness among parents about early development and of their role in supporting child development; and opportunities for parents’ personal growth. The findings suggest that high quality early child intervention programs, such as the Abecedarian Approach, can positively impact the lives of parents.

Training non-mental health professionals to assess and manage suicide risk: Community level intervention for suicide prevention in Guatemala.

Domestic violence, childhood physical and sexual abuse, and gang violence are prevalent and growing problems for Guatemalan youth, particularly in low socioeconomic (SES) areas. Resources in the community for psychosocial support are greatly lacking. Schools often serve as the main source of support for these highly vulnerable adolescents. Yet, many teachers lack the training to manage the psychological distress of their at-risk students and to properly engage, assess, and manage the psychological needs of their students. We developed a brief risk assessment and management training for teachers to address this gap. We present the acceptability and preliminary effectiveness of the training at increasing teacher's knowledge and understanding of how to engage and work with their at-risk students around their thoughts and feelings of suicide. Twenty-two teachers from a school in a low SES community in Guatemala participated in the training program. Mixed methods were used to explore effectiveness, acceptability, and satisfaction with the training. Primary outcomes assessed were changes in self-reported knowledge and understanding of engaging and working with students at risk of suicide. Participants reported increased knowledge and understanding of all training targets (p < .05). Acceptability was high as no participants dropped out and all participants rated the training as useful for their professional development, meeting their expectations, and as highly satisfying. Brief, focused training on suicidality can be effective and is acceptable to lay professionals. Further examination of the effectiveness of the training in a larger sample is required to assess the long-term impact of the training and its transportability to other communities.

In Pursuit of Engaged Learning with Latinx Students: Expanding Learning beyond Classrooms through Performance-Based Engagements

Background/ContextUrban public high schools serving low-SES communities historically have underserved nondominant culturally and linguistically diverse students by divesting them of social and cultural resources and delivering impoverished curriculum and instruction. Associated with such subtractive schooling, many Latinx youth have suffered from academic disengagement and limited academic success and futures.Focus of StudyThis study investigates one school's efforts to promote Latinx students’ academic and intellectual engagement through a schoolwide system of performance-based assessments (PBAs) that featured meaningful, embodied, discourse-rich activities, many of which occurred beyond classrooms during after-school hours. We examine the scope of PBA opportunity across the school and the ways educators enacted PBAs to optimize nondominant students’ engagement. We also report the organizational structures that enabled the PBA system and some implementation challenges/tensions.SettingThis study features Mario Molina High, a small urban Title 1 public California school serving 262 students, of whom 90% received free/reduced-price lunches, 76% were Latinx, and 33% were emergent bilinguals. MHS emphasized an explicit social justice mission and had a record of some success with Latinx students, as measured by graduation and college-going rates, course completion for admission to California universities, and standardized achievement tests.Research DesignWe treat MHS as a “critical case,” holding strategic importance to the problem on which the study focuses. Using qualitative methods, we employed a bi-level design to uncover links between school organization and instruction.Data Collection and AnalysisWe drew on 240 hours of school observations, with special attention to PBA enactments. We also drew on 45 interviews with key stakeholders; faculty survey responses; school documents; student work; and email list communications. Our analysis involved thematic coding, memos, metamatrices, and situated/discourse analyses.Findings/ResultsMHS's PBAs drew school actors out of the spatial/temporal boundaries of classrooms and fostered serious, spirited, interactive spaces for learning. Three aspects of PBAs—authentic audiences, embodied action, and dialogic argumentation—transformed these assessments into what we call performance-based engagements (PBEs). This shift enhanced students’ engagement and contributed to a schoolwide culture of engaged learning. We argue that sustained participation in PBEs encouraged students to experiment with and adopt expanded practice-based identities as critical thinkers and change agents.Conclusions/RecommendationsOur study suggests how the schoolwide implementation of dynamic, innovative, and culturally sustaining forms of assessment can expand and revivify traditional school learning in ways that promote the academic and intellectual engagement of historically underserved students.

Enhancing food habits via sensitivity in rural low-SES mothers of children aged 1–3 living in Colombia: a randomized controlled trial using video-feedback intervention

ABSTRACT In a randomized controlled trial with 25 Colombian rural low-SES mothers and their children (aged 1–3 years), the effectiveness of the Video-feedback Intervention to promote Positive Parenting and Sensitive Discipline (VIPP-SD) in enhancing maternal sensitivity and food habits was tested pre-intervention, post-intervention, and at a 6-month follow-up. The study further verified whether maternal sensitivity represented a mechanism of change for food habits. Mixed models indicated that the VIPP-SD did promote higher maternal sensitivity and better food habits. Moreover, increased maternal sensitivity following the VIPP-SD predicted improved maternal food habits, both post-intervention and at the follow-up. The findings suggest that interventions aimed at preventing early inadequate parental food habits in low-SES communities should promote sensitive parenting during daily mother–child interactions, in addition to offering nutritional advice.

Sleep in New Zealand children aged 7-9: associations with ethnicity, socioeconomic status, and achievement in reading and mathematics.

The aims were (1) to investigate differences by ethnicity and socioeconomic status (SES) in objective measures of sleep in children aged 7-9 years and (2) determine whether measures of sleep predict child achievement in reading or mathematics after controlling for ethnicity and SES. Four groups of parent-child dyads were recruited: Māori, low-SES schools (n = 18); Māori, high-SES schools (n = 17); New Zealand European, low-SES schools (n = 18); New Zealand European, high-SES schools (n = 17). Child sleep was measured by actigraphy. Parents and teachers reported child daytime sleepiness and behavior, and children completed a self-report of anxiety symptoms. Teachers also reported on child achievement in reading and mathematics. Children from low-SES schools went to bed later on school nights (F[1,68] = 12.150, P = .001) and woke later (F[1,68] = 15.978, P < .001) than children from high-SES schools but had similar sleep duration. There were no differences related to ethnicity. Children from low-SES schools were almost 3 times more likely to be below national standards for mathematics. Children not meeting academic standards in mathematics had a later sleep start time, lower sleep period efficiency, and a decreased total sleep time. However, when SES and sleep period efficiency were modeled together neither were found to significantly influence achievement in mathematics. In this study, SES influenced sleep timing but not the quality and quantity of sleep in 7- to 9-year-old children, and a significant independent effect of sleep efficiency on learning could not be demonstrated.

Abstract 313: Investigation of Substance Use in the Bridge Population

Background: Alcohol and drug dependence has been linked to increased readmissions and ED visits in some populations. This study investigated the impact of different substance use (SU) on outcomes (ED visit, readmission, death) among hospitalized cardiac patients (pts). Methods: Data on all pts referred to the BRIDGE cardiac transitional care clinic from 2008-2017 were collected. Chart review was conducted on a random selection of pts with a history of SU (n=152) to determine the type of substance used: alcohol, tobacco, illicit substances (i.e. cocaine, narcotics, marijuana) (study conducted prior to Michigan’s legalization of marijuana), or multiple substances. Demographics and outcomes at 30 and 180 days were compared between SU groups. Results: Of 3536 pts, 305 (8.6%) had a history of SU. Compared to those without SU, SU pts were younger (57.3±13.2 v 66.7±14.5 years, p&lt;0.001), male (72.8% v 62.1%, p&lt;0.001), single (62.5% v 38.0%, p&lt;0.001), non-white (21.9% v 15.6%, p=0.005), less likely to attend their BRIDGE appointment (35.7% v 28.3%, p=0.012), had lower Charlson comorbidity scores (CCS) (3.7 v 4.9, p&lt;0.001), and were more likely to visit the ED within 180 days of discharge (44.4% v 38.1%, p=0.033). Of 152 randomly selected SU pts, 57 (37.5%) used alcohol, 20 (13.2%) tobacco, 28 (18.4%) illicit, and 47 (30.9%) multiple substances. Illicit substance users were more likely to be from low SES communities. Despite older age and higher CCS than the other SU groups, alcohol users had fewer 180 day ED visits (p=0.007) and 180 day readmissions (p=0.024) than illicit substance users, as well as fewer 180 day readmissions (p=0.044) than multiple substance users. Conclusion: Compared to the national average (US Department of Health and Human Services), pts referred to BRIDGE appear more likely to have a history of SU (6.4% v 8.6%). Despite being younger and having lower comorbid burden, SU pts in this population had worse outcomes, as seen in prior studies. Additionally, they were less likely to attend a transitional care appointment, putting them at greater risk. Alcohol users, while older and sicker, had the best outcomes among SU pts; illicit substance users had the worst. Further research to identify the causes of these ED visits and readmissions, as well as targeted strategies to improve outcomes in this population are warranted.

Inclusivity, participation and collaboration: Learning in interactive groups

ABSTRACTBackground: Interaction, participation and collaboration are thought to be important factors for supporting successful second or foreign language learning. The use of Interactive Groups (IGs) is regarded as helpful in creating the conditions in which interaction, participation and collaboration are increased to create effective dialogic learning. However, there is limited understanding of the role of IGs in supporting second or foreign language learning.Purpose: The aim of the present study was to explore the opportunities that IGs generated for supporting interaction, participation and collaboration in a situation where students were learning English as a foreign language.Method: A communicative methodology was used to collect and analyse observational and interview data from three classrooms where teaching and learning was organised through IGs, each in a different school in Spain involved in Schools as Learning Communities: Successful Educational Actions (SEAs). Across the three classrooms, there were 58 students, three teachers and 14 volunteers, whose role was to support and encourage communication. The schools served low SES communities. We conducted eight classroom observations and 17 semi-structured interviews. The data were analysed qualitatively.Findings: The thematic analysis suggested that, in the classrooms that were studied, there was evidence that participants and observers felt that IGs promoted effective conditions for the inclusive participation of all learners, created a favourable climate for collaborative interactions regarding the target language and raised learning expectations for all students. In addition, the contribution of the volunteers was identified as crucial to the successful functioning of the IGs.Conclusion: This small scale, qualitative study highlights the potential for IGs to create favourable conditions for the learning of English and other languages as a foreign language. More extensive studies are needed to determine the best way to use IGs for the teaching and learning of foreign languages in other contexts.

Pre-service teachers learning through service-learning in a low SES school

ABSTRACTBackground and purpose: The purpose of this research was to understand the experiences of pre-service teachers in a service-learning program. The research questions that guided this research were: (1) How does an after-school service-learning program that utilizes pre-service teachers develop students’ pedagogy? (2) What are the experiences of pre-service teachers teaching in low SES schools through a service-learning approach?Methods: During the 2016–2017 school year, nine pre-service physical education students took part in a service-learning program. The REACH program was a free after-school physical education and literacy program for 5th and 6th grade students at a low SES school. This program consisted of two-hour sessions, twice per week, for 30-weeks starting in the Fall and ending in the Spring. Data consisted of interviews, pre-service teachers’ journals, researcher journals, and researcher field notes. In total, 500 pages of data were analyzed using the constant comparative technique. Two researchers independently coded these data and a peer reviewer then separately reviewed the data and findings.Results: Three themes emerged from the data analysis. Theme 1 – Developing pedagogies in real-world settings. Theme 2 – Connecting with students and learning how to manage behavior. Theme 3 – Teaching in a low SES school: A wake-up call.Conclusions and implications: Pre-service teachers in this study were able to practice their pedagogy in a real-world environment and gain valuable experience in developing classroom and behavior management skills. The REACH program provides a model for a service-learning approach where pre-service students can practice and refine their teaching skills through extended involvement in an after-school program that served students in a low SES community.

‘Working Together’: Public Libraries Supporting Rural, Regional, and Remote Low-Socioeconomic Student Success in Partnership with Universities

ABSTRACTUniversity students living in rural, regional, and remote (RRR) areas of Australia face unique challenges including geographical isolation, lack of access to face-to-face support, and technological barriers. Additionally, RRR students from low-socioeconomic (low-SES) backgrounds experience multiple forms of disadvantage compared to their on-campus peers, and require additional study, learning, and social support. Partnerships between universities and local public libraries can enhance RRR low-SES student success through increased access to face-to-face support, reliable technologies, and study facilities. This exploratory research, led by five regional universities, presents the first national-level empirical data exploring how Australian public libraries and universities can work together to facilitate success for RRR low-SES students. Data were gathered through semi-structured interviews with public librarians from RRR low-SES communities across Australia. Thematic analysis findings explore themes of librarians’ perceptions of students as persons; the role of regional librarians in supporting RRR low-SES students; RRR low-SES students’ access to learning support; and the critical elements of sustainable partnerships between RRR public libraries and universities. Key recommendations are provided to guide future partnerships between public libraries and universities, including building the foundations of partnerships; professional development to support partnerships; and recommendations for good partnership practices.

The impact of community activity on the personal resources of low-SES residents: Differences between activists and non-activists

ABSTRACTCommunity social work interventions enable low-SES residents to improve their situation themselves by becoming community activists who design and implement social plans, rather than being passive recipients of welfare services. In addition to aiding themselves and their communities, involvement in this meaningful activity may also enhance the personal resources of activists. Using MANCOVA analyses, the current study compared the levels of seven personal resources, categorized in the literature as capability resources (self-efficacy, self-esteem, mastery, self-actualization) and hardiness resources (resilience, wellbeing, hope), among 200 community activists and 200 non-activists in low-SES communities. The findings reveal significantly higher levels of almost all resources among the activists. Furthermore, regression analyses indicated the significant effect of the activists’ years of involvement in community activity and the centrality of the role performed on their personal resources, suggesting that activists’ resources are indeed strengthened by their work for the community. The implications for researchers and community social workers are discussed, and practical recommendations are offered.