Ninth Grade Research Articles

Risky leisure noise exposure during the transition to adulthood and the impact of major life events – results of the OHRKAN cohort study

Objective To investigate the influence of four major life events (leaving home, full-time employment, married/cohabiting, parenthood) and socio-demographic variables on risky total leisure noise (TLN) during transition to adulthood with a special focus on visiting discotheques and listening to portable listening devices (PLDs). Design Longitudinal analysis of the OHRKAN cohort. Risky TLN covering 22 activities was defined as exceeding 85 dB(A) averaged over a 40-hour week. Potential determinants were analysed using Generalised Linear Mixed Models. Study sample A closed cohort of 2,148 students recruited in ninth grade at schools in Regensburg in 2009–2011 and surveyed five times over about 10 years. In waves 3 to 5, 1,608 individuals participated at least once. Results The prevalence of risky TLN decreased from 72.5% (median age 20) to 38.5% (median age 26). A decrease was also observed for visiting discotheques while exposure to PLD use remained relatively constant. Marriage/cohabiting and parenthood significantly reduced the prevalence of risky TLN and discotheques visits while only marriage/cohabiting reduced the prevalence of risky PLD use. Conclusions Young adults are particularly at risk to leisure noise exposure. The later major life events occur, the longer they expose themselves to risky leisure noise. Therefore, prevention is of utmost importance.

INFORMATION SERVICES ABOUT BIOGRAPHIES OF SUCCESSFUL FIGURES ON LEARNING INTEREST OF NINTH GRADE STUDENTS IN JUNIOR HIGH SCHOOL

The main research focus is the low learning enthusiasm of ninth grade students at junior high school. This can be seen from various behaviors shown during the teaching and learning process, such as delayed learning, difficulty maintaining concentration, engaging in conversations with peers, and daydreaming. In addition, students tend to be less active in both individual and group learning sessions. The purpose of this study is to explore how biographical information services provided by successful individuals can affect students' interest in learning. The research design used in this study is pre-experimental, specifically using a one group pretest-posttest approach. The sample size of this study consisted of 33 ninth grade students of junior high school. Through the research findings, the calculated T value is 5.525. Furthermore, the Sig (2-tailed) value of 0.05 corresponds to the two-sided T table value of 2.042. Notably, the calculated T value exceeds the T table value, indicating a large difference between the results before and after the application of biographical information services for successful individuals. After careful examination of the decision-making process and acceptance criteria, it was determined that Ha was accepted and Ho was rejected. In conclusion, the utilization of biographical information services for successful individuals has a significant impact on increasing students' interest in learning.

Exploring Chemistry Confusions and Misconceptions in Nepalese Secondary Education

This study investigates the confusions and misconceptions in chemistry of ninth and tenth graders in Nepal. The primary objectives were to identify misconceptions in various areas of chemistry, determine their sources, and understand teachers' perceptions of these misconceptions. A concurrent mixed-method research design was employed, utilizing questionnaires and interviews for data collection. A random sample of 120 students from Grades 9 and 10 participated in the study. The findings revealed significant misconceptions in areas such as chemical reactions and stability, chemical equations, acids, bases and salts, and the periodic table. The main sources of these misconceptions were identified as common sense, textbooks, and teachers. The study highlights the importance of addressing these misconceptions to improve chemistry education. It provides valuable insights for future research, aiding in the planning and development of theoretical and conceptual frameworks to better understand and mitigate misconceptions in chemistry education.

Nutritional status and physical activity levels of adolescents in public and private schools

Highlights The prevalence of overweight and obesity was high in both educational institutions. The overall level of physical activity in the adolescents was low. Public school students were more physically inactive compared to private school students. Tenth and eleventh graders are more physically inactive than ninth graders. Introduction: Obesity and physical inactivity in adolescents are associated with some diseases, and poor academic performance. Studies have reported differences in the level of physical activity according to the type of school. Objective: To compare the prevalence of obesity and physical inactivity in adolescents in a public and a private school. Materials and Methods: A cross-sectional study was conducted among adolescents attending a public school and a private school. Ninth, tenth, and eleventh-grade students between 14 and 17 years were included. Physical activity level was assessed using the Physical Activity Questionnaire for Adolescents, and nutritional status using body mass index for age. Results: Information was collected from 343 students, of whom 55.10% (n=189) were from a public school. The 28.28% were overweight. The overall level of physical activity in adolescents was low (mean= 1.97 95% CI 1.92 – 2.01). It was found that public school students were more inactive adjusted (PR= 1.40; 95% CI 1.03 - 1.92) compared to private school students. Discussion: Adolescents do not achieve optimal levels of frequency and duration of physical activity, highlighting the need for educational programs and attractive interventions to promote physical activity. Conclusion: Adolescent students have low levels of physical activity, with more inactive students in the public school compared to the private school. The prevalence of overweight was high in both schools. How to cite this article: Arias-Silva María V, Pedreros-Lemuz Valentina, Rodríguez-Perdomo Angie L, González-Lozano Raúl A, Ramos-Castaneda Jorge A. Nutritional status and physical activity levels of adolescent in public and private schools. Revista Cuidarte. 2024;15(3):e3942. https://doi.org/10.15649/cuidarte.3942

Analysis of Students Ability on Countable and Uncountable Nouns in Writing Descriptive Text of MTsN 13 Agam

This research was due to the problems that were found in MTsN 13 AGAM. The first some of students did not know how to differentiate the countable and uncountable nouns. The second, some of students felt reluctant to write in English. The third, some of students had limited vocabulary. Furthermore, this research is aimed to find out how was the student’s ability on countable and uncountable nouns in writing descriptive text of MTsN 13 Agam. The researcher used quantitative research. The population in this research was MTsN 13 Agam. There were four classes for the ninth grade students in MTsN 13 Agam. the total population was 105 students from class nine of MTSN 13 Agam. The researcher used cluster random sampling in choosing the sample. The total sample of this study was 24 students. The instrument that use for this research was written test. The researcher gave the students 45 minutes time, and the researcher ordered the students to write a descriptive text. In conclusion, this research has provided valuable insights into the students' ability in using countable and uncountable nouns in writing descriptive texts. The findings showed that the students have a relatively good proficiency in this aspect. Based on the data above, it can be concluded that the majority of the students have good to excellent ability in using countable nouns where 23 students can use at least 3 countable nouns in their writing and only one of them that cannot use any countable noun. However, the same cannot be said for uncountable nouns as there are more students who scored poorly in this area where the total of 13 students got the score between 0-40 which categorized as poor. This could be due to various reasons such as lack of exposure to English as a language, limited.

An Analysis of the English Textbook “Bright” Used for the Ninth Grade of MTSN 6 Agam

This research analyzed the English textbook "Bright" used for ninth grade students at MTsN 6 Agam. This study aims to assess how well the textbook is in accordance with the appropriateness of content based on the 2013 curriculum from the National Education Standardization Agency (BSNP). The method used in this research is qualitative content analysis to assess the appropriateness of the English textbook "Bright" used for ninth-grade students at MTsN 6 Agam. Especially focused on comprehensively analyzing the content of the textbook based on standards set by the Education National Standardization Board (BSNP). Data were gathered from the entirety of the "Bright" textbook, supplemented by documentation notes with an English teacher. The researcher served as the primary instrument, ensuring methodological rigor and transparency throughout the study. The analysis involved coding and reduction techniques to identify patterns and themes related to content appropriateness. Findings from the research aimed to provide insights for English teachers, students, textbook writers, and future researchers. The study contributed to the understanding of how well the "Bright" textbook aligned with educational standards and offered recommendations for improving English teaching materials. The research findings indicated that the English textbook "Bright" used at MTsN 6 Agam aligned well with the objectives and curriculum set by BSNP. Data analysis from documentation notes with teachers showed that the textbook generally met the criteria for content appropriateness. While there were minor shortcomings in its ability to supplement other subjects, the "Bright" textbook was deemed relevant, accurate, and inspiring for students. Overall, the textbook portrayed national themes that strengthened pride and appreciation for the nation's culture. This conclusion provides valuable insights for curriculum developers, affirming the suitability of the "Bright" textbook for teaching English at MTsN 6 Agam and advocating for continuous improvement in English education in Indonesia.

The Relationship Between Social Media Addiction and Perceived Stress in Adolescents.

The study was conducted to determine the relationship between social media addiction and perceived stress in adolescents. The study was conducted in a descriptive and cross-sectional design between September and December 2022 in secondary education institutions of the Provincial Directorate of National Education in a city center in eastern Turkey. The sample of the study consisted of a total of 716 adolescents who were studying in the ninth grade (145), 10th grade (198), 11th grade (216), and 12th grade (157) who met the inclusion criteria of the study at the time the study was conducted. The sample comprised individuals with diverse sociodemographic characteristics, including ages, genders, school success levels, parents' education levels, parents' job status, socioeconomic status, time spent on daily social media, and purposes of social media use of the adolescents. The "Sociodemographic Characteristics Form," "Social Media Addiction Scale for Adolescents (SMASA)," and "Perceived Stress Scale (PSS)" were used as the data collection tools. Ethical principles were fulfilled in the study. It was found that the average age of the adolescents who participated in the study was 15.71 ± 1.22, 58.1% were females, 41.1% had good school success, 90.5% had a mobile phone, 90.2% used WhatsApp, 56.8% said that their daily social media use time was between 1 and 3 h, and 64% said that their purpose of using social media was for entertainment and leisure. The mean SMASA score was 18.49 ± 6.98, and the mean PSS score was 42.11 ± 7.54. It was found in the study that the mother's employment status, phone ownership status, use of Instagram, Facebook, Twitter, WhatsApp, Snapchat, YouTube, TikTok, and LinkedIn accounts, daily social media use, time and purposes of using social media affected the mean SMASA score. Age, gender, school success, use of Instagram and Snapchat accounts, daily social media use time, and purposes of using social media affected the mean PSS score (p < 0.05). As a result of the study, a positive and low-level significant relationship was detected between social media addiction and perceived stress levels (p < 0.01). As the levels of social media addiction increase in adolescents, the perceived stress levels also increase. It was also found that some variables affected the social media addiction and perceived stress levels of adolescents.

Temporal Trends in Single- and Multiple-Sports Team Participation Among Adolescents in the United States: Analysis Using the Youth Risk Behavior Surveillance System, 1999-2019.

It is unclear how levels of sport participation have changed among adolescents in the United States (US) in recent years, particularly considering evidence of increasing sport professionalization and attrition. To evaluate the differences and trends in single- and multiple-team sport participation among US high school students between 1999 and 2019. Descriptive epidemiology study. Using the Youth Risk Behavior Surveillance System of the US Centers for Disease Control and Prevention, a biannual representative survey of US high school students, data on self-reported sport participation (no participation, single team, multiple teams) within the previous year were evaluated. Differences in sport participation prevalence between 1999 and 2019 were assessed in sex strata by grade, race/ethnicity, and US region. Weighted trends using the National Center for Health Statistics Guidelines for Analysis of Trends and logistic regression models were employed for analyses. The study sample over the 20-year period (N = 149,404) was 49.8% female; the majority were in ninth grade (27.7% female, 28.7% male), were non-Hispanic White (56.1% female, 56.8% male), and resided in the Southern US (57.6% female, 57.4% male). Among girls, 27.2% (95% CI, 25.8-28.6) reported multiple sports team participation in 1999, while 21.3% (95% CI, 20.1-22.6) reported the same in 2019. Among boys, 39.5% (95% CI, 38.4-40.7) reported multiple sports team participation in 1999 versus 29.1% (95% CI, 27.7-30.6) in 2019. Analyses of trends indicated that girls experienced increasing trends in single-sport team participation (β = 0.04, SE = 0.01, P < .001). Among boys, there were increasing trends in no sport participation (β = 0.06, SE = 0.01, P < .001), while multiple-sport team participation decreased over the 20-year period (β = -0.10, SE = 0.01, P < .001). Disparities in trends were observed among female and male groups by race/ethnicity, grade, and region. Sport participation over a 20-year period in the US decreased significantly for boys and increased for single-sports teams among girls. Sport specialization may be contributing some of the observed trends, though limitations in the data require additional research to confirm these hypotheses. Tailored efforts to increase sport participation among both sexes is needed.

Enhancing Indonesian EFL Students’ Reading Comprehension of Report Texts through KWL Strategy with Multimedia: A Classroom Action Research

The significance of reading is undeniable in the English learning process. Thus, students need to be equipped with reading strategies to help them develop their English language. This study sought to improve students’ reading comprehension and attitude through the use of know-want-learn (KWL) strategy in conjunction with multimedia. Classroom Action Research was employed involving 28 students in the ninth grade. Several instruments were utilized, i.e., reading comprehension tests, interview, observation checklist, and field notes. The mean scores of the reading tests increased from baseline (53) to cycle 2 (80.54) indicating that the result had achieved the criteria of success. It could be inferred that implementing KWL strategy with multimedia in the pre-reading stage enhanced students’ reading comprehension. Two factors affecting the students’ reading comprehension were identified, i.e., the teacher’s participation and topic familiarity. The strategy was also found to foster students’ participation and provide students with a concise framework to develop their English reading skills. This study therefore has contributed to the existing literature of English reading strategy and offered meaningful pedagogical implications for English teachers to harness the strategy incorporated with the use of current media such as pictures and videos to teach English reading.

What is the meaning of PE? Exploring the influence of an educational curriculum approach on students’ participation and non-participation in physical education

There is evidence that the longstanding multi-activity sport-based approach to physical education (PE) limits the opportunities for students to participate in and learn from PE. Furthermore, studies of educational approaches to PE have identified a willingness to re-orientate and re-structure PE by exploring diverse ways of learning in, through and about movement. This study endeavours to advance this issue through an empirical analysis of how an educational PE curriculum approach influences student engagement. Using the concept of the landscape of practice, it explores how students’ participation or non-participation in PE is moulded by various communities of practice (CoPs), with a specific emphasis on the school as a learning community. The study is based on a qualitative single case study in a state school in Denmark. Data generation included weekly observations of PE lessons taught with an educational approach and focus groups with a total of 33 students from the seventh and ninth grades (13–15 years old). The material was processed using Massey's model for thematic analysis. Our analysis reveals that an educational approach supports student engagement with a broader landscape of PE that is no longer solely associated with communities of sport and physical recreation, but with the school as a community of learning. Such new articulations of PE, which were constructed on the boundaries between multiple CoPs, influenced the students’ willingness to participate in and learn from PE, depending on their positions within the landscape. We discuss the implications for the future design and development of a PE curriculum.

Exploring the Longitudinal Links Popularity Goals and Adolescent Cyberbullying Perpetration: The Moderating Effects of Gender and Cultural Context

Background/Objectives: This longitudinal study aimed to examine how gender influences the relationship between popularity goals and cyberbullying perpetration among adolescents in China and the United States, controlling for peer-nominated popularity. Additionally, the study sought to identify potential cross-cultural differences in these dynamics. Methods: The research involved 1063 eighth and ninth graders (ages 12–16; 48.7% girls) who completed self-reported surveys in the fall of 2022 (Time 1) regarding cyberbullying behaviors and popularity goals. Peer nominations of popularity were also collected. Follow-up data on cyberbullying perpetration were obtained one year later in the fall of 2023 (Time 2). Results: Popularity goals were found to positively predict cyberbullying perpetration at Time 2 across all participants even after accounting for peer-nominated popularity. In China, this association was more pronounced among boys, whereas in the United States, the relationship was stronger for girls. Conclusions: Although cultural differences in the overall patterns were minimal, gender emerged as a significant moderating factor, revealing distinct cross-cultural variations. These findings underscore the need for culturally tailored approaches in interventions targeting adolescent cyberbullying.

Cannabis use, mental health and suicide attempts among adolescents in Puerto Rico

Abstract Cannabis is the most widely used illicit substance worldwide, with recent reports estimating an 11.6% annual prevalence of use in North America. Mental health, suicidal ideation, suicide attempts and completed suicides, has been the focus of several studies exploring its association with frequent cannabis use. The purpose of this study is to evaluate the association between cannabis use, mental health symptoms and suicide attempts among adolescent students in Puerto Rico. Consulta Juvenil X is a monitoring program that aims to study the prevalence of substance use, mental health and violent behavior as well as the risk factors associated with those practices. The survey was conducted during the 2018-20 academic year. The study utilizes a self-administered questionnaire. The sample included 4,668 (54%) females and 3,977 (46%) males. Half of the sample was between seventh and ninth grade with a median age of 15 years old. The majority of the sample was recruited from the public school system in Puerto Rico (70.3%). The prevalence of marihuana use in the public and private schools participating in the study was 9.4% and the suicide attempts was 7.6%. Multiple logistic regression analyses revealed that students who use marihuana during the last year were significantly more likely to report depressive and anxiety symptoms after controlling for sociodemographic variables. Moreover, adolescents who use marihuana were significantly more likely to report suicide attempts after controlling for depression symptoms (OR = 3.07; 95%CI: 2.53-3.72). Findings of this study suggest that adolescents who report marihuana use seem to be at higher risk for mental health problems and suicide attempts. Understanding who is most likely to report marihuana use is important in developing interventions to prevent mental health problems and suicidal behaviors. Key messages • Findings of this study suggest that adolescents who report marihuana use seem to be at higher risk for mental health problems and suicide attempts. • Understanding who is most likely to report marihuana use is important in developing interventions to prevent mental health problems and suicidal behaviors.

Bodies in motion: exploring transformations of students’ embodied practices through middle school years

ABSTRACT This paper explores embodied practices and relations of students’ ‘hexis’, the bodily part of habitus, during middle school years in a Danish state school setting, focusing on how these practices are shaped by classroom dynamics and grade level. Drawing on field notes and vignettes from 12 visits across 3 grade levels in 2 state schools – fifth grade (ages 11–12), seventh grade (ages 13–14), and ninth grade (ages 15–16) – the study reveals distinct patterns of body practices. Fifth graders exhibit a collective hexis in flux, seventh graders express more still and individual practices, and ninth graders demonstrate a complex mix characterised by individual stillness and collective in-flux. Notable gender differences emerge in the incorporation of school norms at seventh and ninth grades, with girls more likely to embody and take advantage of doxic orders of stillness. Highlighting the significant role of institutional and social contexts in shaping students’ embodied practices, this study offers a nuanced understanding of the interplay between body, time, and space in educational settings.

Negative and Extrapositive Attitudes Towards Cold-Blooded Tetrapods Among Students of the Secondary Education Course: Ethical and Normative Aspects

The present study represents an empirical research, the purpose of which was to investigate the attitudes towards the species of the Suborder Snakes (Serpentes) and of the Order Turtles (Testudines) among adolescents. We aimed to determining the risks regarding the conservation of herpetophauna. Questionnaires were constructed, adequate to the learning objectives of the subject "Biology and health education" in the respective classes. Students from the seventh, ninth and eleventh grades in two of the schools in the city of Shumen (NE Bulgaria) were surveyed. The total number of respondents was 426, of which 198 were for attitudes towards snakes and 228 were for attitudes towards turtles. The results of the present study showed the problems in the field of protecting of the biological diversity of snakes and turtles in Bulgaria. The attitude toward snakes was clarly negative and that to tortoises was extra positive. A very low level of environmental culture was detected. The vast majority of the recipients insisted on in depth revision of the education plans in Biology. Unfortunately, the analysis of the textbooks content used for the education of the recipients, indicated on insufficient and improper selection of information concerning the reptiles. Since once established, attitudes are difficult to change, the main target group of education efforts must be concentrated on the secondary course students.

High vs. Low Intensity Behavior Therapy Delivered to Adolescents with ADHD: Potential Adverse Long-Term Effects on Substance Use Outcomes.

Individuals with ADHD are at risk for substance use initiation in adolescence and escalation to problematic use in adulthood. Little is known about the impact of psychosocial ADHD treatment on substance use. Based on existing theory, both therapeutic (i.e., through reducing symptoms and impairments) and iatrogenic effects (i.e., through improved social functioning) of psychosocial treatment for ADHD on adolescent substance use initiation are plausible. A primarily ethnic/racial minority sample (~ 95% Latinx or Black) of rising ninth grade students with ADHD (n = 106) were randomly assigned to receive high intensity (i.e., Summer Treatment Program-Adolescent, parent training, and school consultation) or lower intensity (parent training, organization skills training, and school consultation) intervention the summer before entering high school. Participants were followed four-years post-baseline and substance use was documented. Analyses tested treatment effects on substance use initiation (alcohol and/or marijuana) and mediators of main effects. After controlling for covariates, participants assigned to HI (37.5%) were significantly more likely than LI (18.6%) to initiate substance use by end of high school, indicating an iatrogenic effect of HI treatment. No significant mediators were detected. Post-hoc exploration of moderators suggested that youth with elevated Posttraumatic Stress Disorder (PTSD) symptoms may have experienced a benefit of HI treatment on substance use whereas youth without elevated PTSD symptoms experienced iatrogenic effects. Large, well-powered, samples should examine moderated mediational models to better understand who is most risk for iatrogenic effects of ADHD psychosocial treatment and why. Clinicians delivering psychosocial treatment to adolescents with ADHD should monitor for potential iatrogenic effects.

Adolescents' evaluations of peer and teacher unfair treatment in science, technology, engineering, and mathematics classes: Expected interventions.

This study explores adolescents' evaluations of unfair teacher and peer behavior in science, technology, engineering, and mathematics (STEM) classes. Participants included ninth and tenth grade students from five public schools in the Southeastern United States, (N = 577, 45.9% female, 49% male, 5% other/prefer not to say/unsure). Students were ethnically representative of their communities: 48% White/European American, 22.7% Black/African American, 14% Latino/a/e/x, and 15.3% multi-racial/other/prefer not to say. Measures assessed adolescents' responses to hypothetical scenarios of unfair treatment. The findings indicate that adolescents recognize both teacher and peer unfair behavior as wrong, with nuanced differences based on participants' gender and grade. Attribution analysis reveals varied expected reasons for unfair treatment. Responses to unfair behavior differ, with adolescents more likely to confront peers than teachers. Demographic factors, school climate, discrimination, belonging, and critical consciousness contribute to variations in judgments and responses. The study highlights the importance of addressing unfair treatment in STEM settings to foster inclusivity and support student persistence in STEM.

Paradoxical perceptions: minoritized high school students’ stereotypical and expansive views of science and scientists at an urban, inclusive STEM-focused high school (ISHS)

Existing research on inclusive STEM-focused high schools (ISHSs) has focused on the design and implementation of ISHSs at the school-level, along with the positive effects of ISHSs on STEM course taking, college majoring, and STEM career orientations. Missing from the literature are studies that foreground the perspectives and voices of students of color and their perceptions of science and scientists from asset-based, critical perspectives. Thus, the purpose of this qualitative case study is to document the perceptions of science and scientists among racially, ethnically, and linguistically minoritized ninth graders at an urban, inclusive STEM-focused high school in a mid-sized, northeastern city in the United States, along with the contexts, sources, and associated experiences informing these perceptions. Iterative cycles of inductive and deductive coding and domain analysis, informed by theoretical perspectives on ecological systems and Discourses, revealed paradoxical perceptions. Students viewed science as a body of knowledge, testing and experimenting, a life-enhancing discovery, building on background information, and connected with other disciplines and everywhere. Students’ perceptions of scientists were both stereotypical and expansive, including that scientists are smart and serious; use science equipment and gear in traditional lab contexts; and are creative, curious, and open-minded. While students primarily identified deceased White males as scientists, three girls of color mentioned counter-stereotypical women and people of color when they thought of science. Students noted that science field trips and after school programs, as well as science in the media and school, informed their perceptions. These findings suggest that despite reform efforts such as Science for All, very little has changed regarding conceptions of science and scientists. What is more, these findings are troubling when minoritized students at an ISHS continue to replicate status quo perceptions of science and scientists. This study has implications for practice, research, and policy related to building on and extending these views in more critically conscious and equity-oriented ways.

Identifying Culturally Relevant School Support Profiles and Links to Academic Functioning in Adolescents.

There is limited knowledge about patterns of adolescents' experiences of general teacher support and support for critical consciousness and cultural competence development in school settings, which are key experiences proposed to promote academic functioning. Furthermore, less is known about potential developmental and ethnic-racial differences in these patterns. Using a person-centered approach, this study examined culturally relevant school support profiles in a sample of sixth and ninth grade students (N = 717; 49.9% girls) from the U.S. Southwest. Participants were aged 10 to 18 years (M = 13.73; SD = 1.54) and were ethnoracially diverse (31.8% Hispanic/Latinx, 31.5% Multiethnic, 25.7% White, 7.3% Black or African American, 1.4% Asian American or Pacific Islander, 1.4% American Indian or Alaska Native, and 1% Arab, Middle Eastern, or North African). Four culturally relevant school support profiles were identified: (1) low general, devoid cultural & critical support; (2) moderate general, moderate cultural, & devoid critical support; (3) high general, moderate cultural & critical support; and (4) high general, cultural, & critical support. Youth in the high general, cultural, & critical support profile had higher concurrent emotional and behavioral engagement. No significant differences were found between early (6th grade) and middle adolescent (9th grade) youth, pointing to the relevance and associations of the identified profiles across development. One significant difference emerged when comparing White and ethnoracially minoritized youth; among White youth, those in the high general, cultural, & critical support and high general, moderate cultural & critical support profiles had higher academic expectations than those in the low general, devoid cultural & critical support profile. The discussion focuses on characterizing heterogeneous and culturally relevant school support profiles, the associations between these profiles and indicators of academic functioning for ethnoracially diverse youth to advance developmental theory and the importance of promoting culturally relevant school support practices to foster developmental competencies among youth.

STRYV365 peak team and Brain agents: teacher perspectives on school impact of a trauma-informed, social-emotional learning approach for students facing adverse childhood experiences.

Adverse childhood experiences (ACEs) have a profound impact on children's and adolescents' academic performance and overall wellbeing. In contrast, positive childhood experiences help mitigate the negative effects of ACEs on health and wellbeing. Trauma-informed and social-emotional learning (SEL) programs in schools may address these impacts, with school staff playing a pivotal role in ensuring their success and influencing school outcomes. This study aimed to assess the strengths, weaknesses, and areas for improvement in the STRYV365 peak team and Brain Agents programs. The aim was to refine program implementation and determine the preliminary effects on students, teachers, and the broader school environment. To achieve this goal, four focus groups were conducted after the program concluded, involving 17 school leaders, administrators, and teachers from four urban schools serving students in fifth through ninth grades. The audio transcripts were professionally transcribed and analyzed by four co-authors using Dedoose for inductive coding, leading to the identification of major themes and subthemes. Three key themes were identified from transcripts: school-wide perspectives of STRYV365 programs, strengths and impacts of STRVY365 programs, and suggestions for program improvement. School staff noted that the peak team was particularly engaging for students, helping them develop SEL skills and foster both peer-to-coach and peer-to-peer relationships. Additionally, the STRYV365 programs were found to enhance student-teacher relationships and staff relationships. Teachers expressed strong interest in taking a more active role in future programming. Overall, this study highlights the importance of teacher and administrator involvement in maintaining consistent SEL activities for urban youth. The findings also suggest that short-term, 4-week SEL programs can have a positive effect on school culture, as well as on student-teacher relationships and teacher-teacher relationships.

The predictive power of Dutch end of primary school tests for educational attainment in ninth grade

AbstractDutch secondary education is a multi‐tiered system, and many students are placed in a single track in the first year (seventh grade) of secondary education. As part of the placement procedure, all sixth‐grade students take an end of primary school test. Although these standardised attainment tests (SATs) are considered high‐stakes tests, the predictive accuracy of many of these SATs has not been studied comprehensively. In the current study, three SATs commonly used in The Netherlands (CET, IEP and R8) were compared on their predictive accuracy of educational attainment in ninth grade. The predictive accuracy was also investigated for particular track recommendations, using multiple cohorts of population data, each of around 160,000 students. For the two most recent cohorts, CET was overall a more accurate predictor of educational attainment in ninth grade than R8, which in turn was a more accurate predictor than IEP. All three attainment tests had only mediocre to acceptable predictive power overall. Furthermore, all three tests had very poor predictive power for certain single‐track recommendations. For these track recommendations, many students attained a lower or higher educational level in ninth grade. This study is the first to compare the predictive accuracy of these SATs. While statistical noise is normal when using tests, since different tests are used that vary widely in predictive accuracy, there is much more noise than is acceptable. As long as the predictive accuracy is poor to mediocre, these SATs should not have a large role to play in the Dutch placement procedure for secondary education.