School Participation Research Articles

The impact of family involvement on students’ social-emotional development: the mediational role of school engagement

Family involvement has been identified as a mechanism that explains the differences in academic performance and well-being between students from different socioeconomic backgrounds. The implications of family involvement in students' non-academic outcomes have often been overshadowed by a focus on the academic domain. This study focuses on one type of non-academic attributes which is currently most critical to navigate in school and beyond: social-emotional development. In addition to that, the potential mediating role of school engagement in the association between family involvement and students' social-emotional development remains to be explored. This study aimed to investigate whether family involvement was associated with students' school engagement and social-emotional development and to clarify the underlying mechanism in the relationship. The sample consisted of 170 students from 8 to 17 years old and their parents who live in economically vulnerable situations and experience social exclusion. The analyses were performed using Jamovi statistical software and a GLM Mediation Model module. To address the research objectives, a series of mediation analysis were performed to fit the hypothesized relations among the study variables. The mediational analysis suggested that home-based family involvement could not predict students' social-emotional development, and that the effect of home-based family involvement on students' social-emotional development was fully mediated by school engagement, a variable not included in previous research. The results suggest that families who are actively engaged in their child's education at home positively influence students' level of participation in school, which, in turn, promotes the development of students' social-emotional competences.

Strengthening the Use of Information Technology in Management Practices and Effective School Promotion Strategies

This study aims to investigate the management practices and promotion strategies implemented by the principal at Karungan 2 elementary school. A qualitative approach was used in this study, with data collection through interviews, observations and document analysis. Using qualitative methods makes it easier for researchers to process the data taken. The first objective is to describe school management practices, and the results of the analysis show that teacher resource management still needs to be improved, while curriculum planning and the organisation of extracurricular activities have been done well. The second objective was to identify the promotional strategies implemented, and the findings showed success in co-operation with the school committee and participation in community activities, although there was a need to improve parental involvement and communication with the surrounding community. The discussion of the findings involved expert opinions and a review of journal articles, underlining the importance of judicious budget allocation and parental involvement in effective school promotion. This research provides valuable insights for the improvement and development of school management and promotion practices at Karungan 2 elementary school.

Cyber Interpersonal Violence: Adolescent Perspectives and Digital Practices.

The pervasive use of technology, especially among adolescents, has enabled cyber communication and brought many advantages but also led to potential violence. The issue of cyber interpersonal violence (CIV) impacting young individuals is increasingly recognized as a matter of public health; however, little is known about adolescents' perspectives of the phenomenon. This study explores adolescents' perspectives on CIV. It seeks to understand their interpretations of abuse, victim impact and reactions, violence escalation, gender issues, victimization and perpetration patterns, and bystander roles. This qualitative study used fifteen focus groups to gather elementary school participants' perspectives on cyber interpersonal violence. From four Portuguese schools, 108 participants (M = 12.87 and SD = 0.31) participated in the study. A thematic analysis uncovered three themes. The results evidenced adolescents' perspectives about CIV. Due to the amount of time spent online, adolescents regularly encounter cyber harassment and recognize the importance of help-seeking. Mental health problems and their influence on the social and educational lives of adolescents is arising as a CIV problem. Parents play a crucial role in mitigating CIV as well as bystanders. Future programs should promote healthy relationships, raise CIV awareness, involve stakeholders, guide parents, integrate perpetrators into programs, and foster effective networking.

Can gamified online training make high school students more entrepreneurial? Experimental evidence from Rwanda

We study the short-run effects of a gamified online entrepreneurship training offered to high school students in Rwanda during the COVID-19 pandemic. Using a randomized controlled trial, we estimate sizeable effects of the 6-week training on entrepreneurial activity. One month after the training, participants in schools offered the training were much more likely to own a business than participants in control schools. The training induced students to participate more actively in their school’s business club, to undertake more business-oriented actions, to improve their business practices, and to interact more with other youth and family members about their business ideas. We hypothesize that the training motivated treated students to sustain their business activities during the COVID-19 crisis.

Cultivating young philanthropists: Children, philanthropy and wealth transfer

AbstractThis article on raising wealthy children to be philanthropic is prompted by the £5.5Tn wealth transfer predicted to take place in the United Kingdom over the coming decades. The impending wealth transfer presents an unprecedented income opportunity for a charity sector faced with increasing societal needs and declining statutory income. Drawing on the premise that engaging children in philanthropic activities can lead to higher participation levels in adulthood, this paper examines how children from wealthy households engage with philanthropy at home and school. A mixed‐methods approach involving research with and not on children is used to explore what kind of philanthropic citizen these children are becoming. Two surveys, five focus groups, and four interviews were used to generate insights from 222 ‘financially secure’ 9 to 11‐year‐old children, 113 parents and four teachers. The study, drawing on models of citizenship, finds a cohort of children exhibiting characteristics aligned with the concept of ‘personally responsible’ philanthropic citizens. This outcome is considered desirable for promoting charitable giving among a demographic likely to have the means and resources to give generously in adulthood. However, the findings suggest a lack of opportunities for children to acquire the knowledge and skills that enable informed giving decisions or the spaces in which to critically engage with charities, causes, and the issues that create the need for philanthropy in the first place. The research supports calls in the literature for a more participatory and social‐justice‐oriented approach to philanthropic education and participation in schools. The findings, of interest to scholars and practitioners alike, address a gap in empirical evidence regarding children and philanthropy in the United Kingdom.

Descriptors of the socio-cultural assessment of rural areas and the activities of the Presidential Grants Fund for the development of the socio-cultural space of rural areas

Introduction. The article examines the problem of the formation of a socio-cultural environment in rural areas with the direct participation of rural schools and non-profit organizations (NGOs) in this process. The current situation of education in rural areas is assessed using traditional methods of assessing educational organizations and, accordingly, the approaches applied to the education system in rural areas lead to the need to develop certain areas of rural school activity and socio-economic components of life and activity of the settlement, that is, rural and rural school development programs are implemented on the basis of traditional assessment. In this regard, in the new socio-economic and political conditions of the development of education and the socio-economic sector in rural areas, there is a need to understand the current requirements for the education system in rural areas of Russia and consider existing support measures from NGOs. The purpose of the article is to substantiate the need for the use of socio-cultural assessment of educationMaterials and Methods. The main method of research is a content and contextual continuous analysis of the text of the works submitted to the contest "My little Homeland" in the nomination "Village of my dreams – village of the future" and applications of the winners of the Presidential Grants Fund competition in the grant direction "Support of projects in the field of science, education, enlightenment" using the method of socio-cultural assessment of educational organizations, developed and published by us earlier.Results. Descriptors have been identified, the implementation of which will contribute to raising the level of criteria for the socio-cultural expediency of an educational institution in rural areas and, as a result, contribute to the formation of the necessary socio-cultural situation in rural areas. Working with descriptors will allow leveling or will contribute to improving the current socio-cultural and economic situation in rural areas of Russia. The analysis of the activities of the Presidential Grants Fund in the grant direction "Support of projects in the field of science, education, enlightenment" according to the results of the beginning of 2023 is made.Discussion and Conclusions. The conducted research proved the operability of descriptors and criteria of socio-cultural assessment to identify the needs of educational organizations and residents in rural areas of Russia. In the course of the study, it was found that the current activities of the Presidential Grants Fund through the activities of NGOs contribute to the support of projects in the field of science, education, and enlightenment in rural areas of Russia to a small extent. This study may be useful to federal, regional and local government bodies, including education, for monitoring the current situation in rural areas of Russia and making appropriate administrative decisions.

The Distribution of Junior High School Students’ Language Awareness Across English Oral Proficiency and Oral Corrective Feedback Preference

Language awareness is crucial in langage learning. It entails how language is perceived and used by the students. Language awareness cannot be separated from teaching learning process since there are many interactions between teacher and students in the class including performing oral competency, learning from mistake, giving and taking oral corrective feedback. Thus, it stil uncovered yet that language awareness is really matter in junior high school. This research tried to investigate the level of language awareness of junior high school students across their oral proficiency level. The study also aims to find out whether students' level of language awareness is significantly different or not in their English oral language proficiency. In addition, the study also arried out to find out students type preference in receiving oral corrective feedback based on their language awareness level. This research is quantitative in nature. The data was collected from teacher archive in the form of students score and questionnaire. Then, the data was analyzed with the help of SPSS 20. The result showed that from 92 junior high school participant 35% of participants are in low level of language awareness; 32% in moderate level and 31% in high level. Based on the result, it can be concluded that majority of junior high school student are in low level of language awareness followed by moderate, and high. The analysis also showed that it retains the hypothesis of students’ language awareness level is similar across different English oral proficiency. Student with low, moderate, and high proficiency shows relatively similar level of language awareness level. Thus, the majority of students prefer explicit correction for oral corrective feedback type.

Does internal parental migration affect child school participation and work in Indonesia?

Does internal parental migration affect child school participation and work in Indonesia?

Preventive activities of a nurse when caring for patients with bronchial asthma. Participation in asthma school

Bronchial asthma is a common disease of an allergic nature, often occurring in a mild form. In real clinical practice, patients, due to limited knowledge, do not always provide self-control over the symptoms of the disease. The nurse›s task is to teach the patient basic self-control skills. This is largely facilitated by the participation of medical workers in the asthma school. In most cases, improper use of inhalers and discontinuation of basic therapy with inhaled glucocorticosteroids leads to deterioration of control, despite the satisfactory general condition of the patients. As a result of inadequate control, patients lead a more passive lifestyle, reduce daily physical activity, and gradually reduce or abandon sports and other active activities. The article clearly demonstrates the importance of asthma school in ensuring a high level of control over asthma, in real clinical practice, the formation of effective tactics and strategies for asthma treatment thanks to the personal participation of the patient.

Overcoming Barriers: Trajectories for a School Environment That Promotes the Participation of Adolescents with Chronic Conditions

The characteristics of the school environment can influence students’ participation. Therefore, exploring the existing barriers to school participation and academic success of students with chronic conditions (CCs) is essential since they are a population at an increased risk for impairments and difficulties in these areas. This specific study aimed to explore the personal and school-environment variables associated with the school participation of students with CCs. Additionally, it aimed to analyze the differences between (1) male and female adolescents concerning the impact of CCs on school participation and the personal and school-environment variables; and (2) adolescents with and without school participation affected by the existing CCs regarding personal and school-environment variables. This work included 1442 adolescents with CCs, 56.3% female (n = 769), with a mean age of 15.17 years (SD = 2.33), participating in the Health Behavior in School-Aged Children (HBSC) 2022 study. The results showed that girls and students with school participation affected by CCs are at greater risk regarding the personal and school-environment variables under study. In the multivariable logistic regression analysis of the association between these variables and the school participation of students with CCs, a greater weight of personal variables was observed, followed by those of the school environment related to interpersonal relationships and, finally, the physical environment and safety-at-school variables. The study highlights the relevance of considering the existing barriers to school participation and academic success of students with CCs. The results also underline the importance of aligning the intervention of health and education professionals and policymakers. All of these professionals must make a joint effort to overcome existing barriers in the school context and move towards an increasingly balanced environment that promotes and protects the equal participation of all students.

Prevalence and Implementation Characteristics of Weekend Food Assistance Programs in U.S. Schools

IntroductionAmid national efforts to align priorities for nutrition and food assistance programs, little is known about the implementation of community-led efforts for children. This study aimed to estimate U.S. public school participation in weekend backpack programs (WBPs), to document program structure, and to consider characteristics of programs with more nutritious food offerings. MethodsThe prevalence of WBP participation in 2022 was estimated using a state-stratified, random sample of n=413 public schools. Administrators from WBPs at 49 schools completed measures of implementation characteristics and nutritional quality of foods offered. In 2022-2023, using a multivariable-adjusted linear regression model, the authors explored the association between hypothesized implementation characteristics and Healthy Eating Index (HEI) 2015 scores of foods provided. ResultsHalf of public schools (53.7%, 95% CI: 46.8%, 60.7%) in the national sample reported participating in WBPs. Many WBPs in the subsample were affiliated with anti-hunger organizations (41%), led by school counselors and volunteers (55%), and funded by grants (51%). WBPs spent an average of $0.56 (sd=$0.36) per item. Foods provided averaged an HEI-2015 score of 58.4 (sd=12.3), similar to children's average diets. About half of WBPs (41%) reported accessing nutrition resources. ConclusionsDespite the decentralized structure and absence of dedicated funding mechanisms, WBPs were common in our national sample of schools, suggesting widespread perceptions of unmet food needs and extensive efforts from community members to mitigate weekend hunger. Further research on food procurement methods and program impacts on child nutrition outcomes is needed to advance national priorities for nutrition and food security.

Hunter-Gatherer Children at School: A View From the Global South

Universal formal education is a major global development goal. Yet hunter-gatherer communities have extremely low participation rates in formal schooling, even in comparison with other marginalized groups. Here, we review the existing literature to identify common challenges faced by hunter-gatherer children in formal education systems in the Global South. We find that hunter-gatherer children are often granted extensive personal autonomy, which is at odds with the hierarchical culture of school. Hunter-gatherer children face economic, infrastructural, social, cultural, and structural barriers that negatively affect their school participation. While schools have been identified as a risk to the transmission of hunter-gatherer values, languages, and traditional knowledge, they are also viewed by hunter-gatherer communities as a source of economic and cultural empowerment. These observations highlight the need for hunter-gatherer communities to decide for themselves the purpose school serves, and whether children should be compelled to attend.

Quality of Life and Its Associated Factors Among Children with Spina Bifida in Ethiopia: A Cross-Sectional Study to Inform Policy and Practice

Congenital myelomeningocele, or spina bifida (SB), is the predominant congenital anomaly of the central nervous system. Beyond its implications on neonatal mortality, SB impacts the long-term quality of life in affected children. This study sought to investigate the health-related quality of life (HRQoL) among children with SB treated at Ethiopia's leading pediatric neurosurgical facility. Set at Zewditu Memorial Hospital in Addis Ababa, Ethiopia, this hospital-based cross-sectional study spanned from June 30 to September 30, 2022. It incorporated 232 children, using data gathered through interviewer-led questionnaires. The HRQoL was measured using the PedsQL 4.0, a 23-item generic scale. The study's participants had a median age of 5years (interquartile range=3 to 6years). The aggregate mean scores on the PedsQL 4.0 tallied at 68.59±18.01. The lowest scores emerged from queries on school participation, whereas physical and emotional functioning registered the highest scores. Through multiple regression analyses, variables such as family income, monthly household income, number of children, and the presence of a neurogenic bladder showed strong association with HRQoL. This study fills a gap in the literature providing information on the HRQoL and its associated factors for children with SB in low-resourced settings. We champion the proactive integration of quality-of-life metrics into neurosurgical care policy and practice. Given the enduring consequences of SB, interventions honing the HRQoL can steer children toward realizing their intrinsic and enhance societal participation and contribution.

Predictors of young students’ school participation during the early days of COVID-19 remote learning

When the COVID-19 pandemic forced school closures in the U.S. in March 2020, children’s learning moved home and online, making school participation a challenge for many families, particularly those with low incomes. Although there is not a clear and agreed-upon digital analog for in-person school participation for young elementary students, existing research on young children’s school attendance and engagement in non-pandemic times suggests that family characteristics broadly recognized to shape child development (e.g., parental depressive symptoms, household chaos), children’s own characteristics (e.g., pre-COVID-19 academic skills, demographics), and logistical barriers with particular relevance to remote learning (e.g., internet access) may be determinants of remote learning participation. The current study explores the extent to which student participation during COVID-induced remote learning was predicted by family and child characteristics and logistical barriers by drawing on an existing study of diverse low-income students in Tulsa, OK who were in first grade when the pandemic emerged. We capitalize on unique, comprehensive, multi-informant data collected before and during COVID-19 to examine young children’s participation in remote learning while controlling for pre-existing differences that might otherwise be confounded with both COVID-related stressors and obstacles to remote learning participation. Both family characteristics (e.g., parent depression, household chaos, single mother) and logistical barriers (e.g., internet and device access) predicted children’s remote learning participation. Implications for school administrators and policymakers with a focus on preparation for future disasters that may once again force school closures − are discussed.

U.S. Medical School Participation in Nationally Funded Biomedical Research: A New Accounting of NIH Award Dollars.

To better understand the amount of National Institutes of Health (NIH) funding received by U.S. medical schools with Liaison Committee on Medical Education-accredited medical education programs, the Association of American Medical Colleges (AAMC) developed a new methodology that crosswalks faculty NIH grants with medical schools and their affiliated organizations (e.g., teaching hospitals). This approach offers a more comprehensive and methodologically transparent accounting of NIH extramural funding to academic medicine than existing processes.The AAMC Crosswalk utilized publicly available grants data from the NIH and resources unique to the AAMC, such as the Faculty Roster and Council of Teaching Hospitals and Health Systems records. Using a multi-step algorithm, the AAMC Crosswalk linked individual faculty with NIH grants, their organizations, and partner medical schools, aggregated at the level of the medical school and its affiliated organizations for fiscal year (FY) 2017-2021.The AAMC Crosswalk attributed on average $3.7 billion more per year in NIH funding to U.S. medical schools, representing a 24% increase compared to the NIH and Blue Ridge Institute for Medical Research (BRIMR) methodologies. In FY 2021, the AAMC Crosswalk attributed 60% of NIH funding to U.S. medical schools compared with 47% by NIH and 50% by BRIMR. An exploration of limitations showed no medical school affiliations were missed by the AAMC Crosswalk among 90 randomly sampled organizations, and medical school affiliations for 30 randomly sampled principal investigator faculty members were attributed correctly.These findings indicate that academic medicine's contribution to biomedical research may be greater than historically reported. Systematically accounting for grants awarded to faculty across medical schools and their affiliated organizations provides a more comprehensive understanding of NIH funding to U.S. medical schools. The AAMC Crosswalk provides a new tool to better estimate the true investment and role of academic medicine in advancing biomedical research.

Risk Factors Associated with Conduct Disorder Traits Among High School Participants in Turkey

Risk Factors Associated with Conduct Disorder Traits Among High School Participants in Turkey

Knowledge and Attitudes Regarding Flatfoot in the Al-Jouf Region, Saudi Arabia.

Background Flatfoot is a syndrome that includes multiple static and dynamic deformities, characterized by the flattening of the medial arch. It is a common disorder that may affect any age group, causing foot malalignment, pain, and loss of function. Community awareness about flatfoot is essential for the prevention and control of flatfoot complications, ultimately improving the quality of life. The current study aimed to assess community knowledge and attitudes about flatfoot in the Al-Jouf region, Saudi Arabia. Methods The study enrolled 315 participants from different sectors of the Saudi population in the Al-Jouf region. An online questionnaire was distributed to them. Answers were scored on a scale of five (never "1", rarely "2", sometimes "3", often "4", always "5"). The level of their knowledge was determined by calculating the scores. Results There were significant disparities in the answers, with the majority of participants denying the effect of flatfoot on walking (135, 42.9%), running (123, 39%), standing for long periods (186, 59%), or causing tripping. More than half of the participants agreed that flatfoot never affects school activities or participation in clubs or activities after school. However, most participants showed a good attitude towardindividuals with flatfoot, as they were not bothered by their way of walking (199, 63.2%) or how their foot or ankle looks (255, 80.9%), and never embarrassed them because of their foot or ankle (266, 84.5%). Most participants agreed that no one has the right to be unkind to them because of their foot or ankle (276, 87.5%). These positive attitudes are likely due to the cultural norms of the community. Conclusion There is a decreased level of awareness about the effects of flatfoot on daily physical activities among the Saudi population in the Al-Jouf region. However, their attitude towardpeople suffering from flatfoot is highly appreciated. Health education programs are recommended.

Inspiring High School Students to Be Future Nurses.

As an outreach recruitment endeavor, a hospital system and an affiliated college of nursing collaborated to host an immersive nursing learning experience for diverse high school participants. The program included hospital tours, speakers, educational games, and wellness activities to promote pursual of nursing as a future career path. The authors describe details of the development of the program, lessons learned, program outcomes, and implications for future programs and applicability in different settings.

Longitudinal stability and change across a year in children's gender stereotypes about four different STEM fields.

Gender stereotypes about science, technology, engineering, and math (STEM) are salient for children and adolescents and contribute to achievement-related disparities and inequalities in STEM participation. However, few studies have used a longitudinal design to examine changes in gender stereotypes across a range of STEM fields. In a large, preregistered study, we examined the developmental trajectories of two gender stereotypes (involving interest and ability) in four STEM fields across three time points within a calendar year, starting in Grades 2-8. The diverse sample included 803 students ages 7-15 years old at the start of the study (50% girls; 8.5% Asian, 6.0% Black, 25.5% Hispanic/Latinx, 43.7% White, and 16.3% other). Multilevel growth modeling was used to examine developmental trajectories in students' stereotypes for four STEM fields (math, science, computer science, and engineering) while considering both gender and grade level. We found that different STEM disciplines displayed different developmental patterns: Math ability and science interest stereotypes more strongly favored girls over the year among elementary school participants, whereas computer science stereotypes less strongly favored boys over time, and engineering stereotypes (which largely favored boys) were stable across time. The results highlight that the development of stereotypes is not the same for all STEM fields as well as the need to understand the complexity and specificity of developmental change across fields and types of stereotypes. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Social Constructionism in the Educational System. New Dimensions regarding School Participation

Social Constructionism in the Educational System. New Dimensions regarding School Participation