Poor Educational Outcomes Research Articles

Class size and learner outcomes in South African schools: The role of school socioeconomic status

ABSTRACT Class size reduction is frequently argued to be a cost-effective way to improve learner outcomes. In the South African context, most studies conclude that greater class sizes are associated with poorer educational outcomes on average. However, given the country’s bimodal education system, it is plausible to believe that such a relationship may depend on where learners find themselves in the system. This paper merges newly available data from the 2017/18 School Monitoring Survey with external administrative data to investigate whether the relationship between class size and learner outcomes varies by school socioeconomic status. Although extreme class sizes are concentrated in poorer schools, class size is only negatively associated with learner outcomes in wealthier schools. This finding is robust to several robustness tests. This does not imply that class size does not matter. Rather, reductions may only be effective in the South African context once other school quality-related factors are addressed.

INFLUENCE OF DIETARY INTAKES, ‘WASH’ AND DIARRHEAL MORBIDITY ON STUNTING AMONG CHILDREN BELOW FIVE YEARS IN NAKURU COUNTY: A CASE STUDY OF KAPTEMBWO AND MILIMANI, KENYA

Stunting is the most prevalent and pervasive form of under nutrition worldwide. In 2019, an estimate of 144 million (21.3%) of children under the age of 5 years are stunted globally. In sub-Saharan Africa, 34% of children fewer than 5 years are stunted and the burden of stunting is most prevalent in the Eastern Africa region with 37% (FAO, 2017). In Kenya, out of a total of 7 million under 5 years, 1.82 million (26%) children are suffering from stunting; out of which 11.4% are severely stunted. Stunting is associated with greater risk of death from infectious diseases in childhood, poorer cognition, poorer educational outcomes and lower adult earnings. The study population was a total of 314 children aged 0-59 months. Data was collected using survey CTO questionnaire. Use of pesticides, hygiene practices and sanitation (human waste disposal), hand washing practices, water sources and means of water treatment were examined and adequately described in relation to EED and stunting. Survey CTO programme was installed in tablets and or smart phones, in which a questionnaire with closed ended questions was programmed and used to collect a no-paper work data. The Survey CTO programmed questionnaire only allowed the researcher to key in a response for one question before moving to the next question. Data was analyzed using SPSS version 22 software. Descriptive analysis was done using SPSS while regression was done using STATA. There was no significant difference in dietary intakes between children in Kaptembwo and Milimani, and that the dietary intakes in both Milimani and Kaptembwo were adequate and balanced. Out of 202 children sampled in Kaptembwo, 40.59% had experienced diarrhea in the last four weeks to data collection while out of 112 children sampled in Milimani, only 17% had experienced diarrhea in the last four weeks. In spite of the same dietary intakes in Kaptembwo and Milimani, stunting is high in Kaptembwo than in Milimani. Out of a total of 314 children sampled, 25% were stunted in Kaptembwo, while only 3.33% were stunted in Milimani. Diarrhea increases loss of dietary nutrients thereby making the nutrients required for growth inadequate. High level of stunting in Kaptembwo is associated with poor environmental conditions (poor sanitation and hygiene) which contribute to diarrhea. Diarrhea could be key contributor to Environmental Enteric Dysfunction (EED), which is too a contributor to stunting. It is recommended that residents of Kaptembwo and Milimani are educated on the importance of good sanitation and hygiene in order to curb diarrhea, which is a contributor to the development of EED. In the same spirit, understand the importance of proper use of pesticides. Experimental research was done in the same area involving the use of biological markers for EED.
 
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The Private School Pivot: The Shrouded Persistence of Massive Resistance in the Black Belt and Beyond

In 1969, four years after passage of the Voting Rights Act, African Americans in Greene County, Alabama, reclaimed control of local government, becoming the first community in the South to do so since Reconstruction. A half century later, however, Greene County remains an impoverished and largely segregated area with poor educational outcomes, especially for Black children. This essay explores the history of Greene County from 1954 to the recent past, with a particular focus on Warrior Academy, a segregated private school (“segregation academy”) founded by Whites in 1965. As a case study of “school choice” in the context of the “long civil rights movement,” it complicates scholarly definitions of “massive resistance.” Furthermore, it demonstrates the ways in which an emerging “color-blind” conservatism premised on White concerns about “educational quality” thwarted Black efforts to achieve educational equality, even in places where African Americans achieved significant political victories.

Adolescent education outcomes and maltreatment: The role of pre-existing adversity, level of child protection involvement, and school attendance

BackgroundMaltreated children are at high risk for low educational achievement, however few studies have accounted for confounding risk factors that commonly co-occur (including child, family and neighbourhood risk factors) and results have been mixed, particularly for adolescents. ObjectivesWe aimed to 1) examine the relationship between maltreatment and low educational achievement among Year 9 students, taking into account child, family and neighbourhood risk factors; 2) assess subgroup differences in outcomes based on level of child protection involvement and maltreatment type; and 3) identify prevalence and risk factors for low educational achievement. Participants and settingA population birth cohort of West Australian children (N = 33,866) who sat national reading achievement tests between 2008 and 2010 was used for the main analysis. MethodsLinked administrative data from Departments of Health, Communities (Child Protection and Family Support), Education, and the Disability Services Commission was used to conduct a series of logistic regression analyses. ResultsMaltreatment was significantly associated with low Year 9 achievement, even after accounting for many child, family and neighbourhood risk factors (aOR 1.51, 95 % CI 1.35–1.69). Educational outcomes were consistently poor across subgroups in the child protection system, including those with different levels of child protection involvement and maltreatment types. Other notable risk factors for low achievement included intellectual disability, attendance, parents’ level of education, Aboriginality, and being older (indicating possible grade retention). ConclusionsAdolescents with a history of maltreatment are at risk for poor educational outcomes and need additional support. Multiple contributing risk factors suggest the need for whole-of-government solutions.

Educating Children in Our Care

In Canada, there is increasing recognition that poor educational outcomes of children and adolescents involved with the child welfare system represent an emerging crisis for youth, their families, and the broader society. Interprofessional education and collaboration between educators and social workers may facilitate better outcomes for children in care. Although interprofessional education (IPE) and interprofessional collaboration (IPC) are well established in the allied health fields, there is not an equivalent acceptance within the applied social sciences, specifically in education and child welfare contexts. This may partially be attributed to the “siloed” nature of these professions, which limits both capacity and opportunities for professionals to understand each other’s mandates, roles, and policies. The purpose of this paper is to describe the development, implementation, and evaluation of a graduate elective course for social workers and educators that was geared toward educational outcomes of children in care. Thirty-eight students from both disciplines participated in a summer institute. Although participants valued the content and process of the course, it is unclear whether these types of initiatives facilitate enhanced IPC. Findings do however suggest that IPE initiatives targeted toward a specific population may have more positive outcomes, compared to general IPC.

Positive Choices: Addressing the evidence-practice gap in alcohol and other drug prevention

Abstract Issue Alcohol and other drug (AOD) use during adolescence puts young people at risk of juvenile offending, poor educational outcomes, school dropout, and mental health issues. Since parents and school teachers are the primary source of contact for adolescents, it is important that they are equipped with accurate and up-to-date response strategies. There are a number of effective drug prevention strategies, however, they are not widely implemented. Description of the practice To address this evidence-practice gap, the Positive Choices initiative was launched in 2015. Positive Choices supports implementation of evidence-based and prevention strategies through provision of training and a centralised information and resources portal for young people, their parents and teachers. The portal contains information factsheets and webinars and was developed in consultation with AOD experts and target users. Drug education resources and curriculum programs meeting pre-specified criteria for relevance, quality and evidence-base are listed in the resources database. Results Positive Choices has been accessed by one-million Australian and international users. The most popular resources are videos, factsheets, webinars. In 2019, 71% parents and 65% teachers said that they would continue using the website. Half (54%) of school staff were not currently implementing evidence-based prevention strategies, of these 89% intended to shift to evidence-based practice after using Positive Choices. The majority of the users have said they would recommend the website to their colleagues and friends. Lessons Positive Choices is effective in changing users' intentions to implement evidence-based strategies. Drug education programs need to engage parents and teachers if they are to be effective. Key messages Positive Choices has increased users’ awareness of evidence-based prevention strategies. Positive Choices has increased users’ intentions to implement evidence-based prevention strategies.

Black supplementary school leaders: Community leadership strategies for successful schools

Long established in the United Kingdom, Black supplementary schools are valued by Black parents for their ability to nurture the academic potential of Black students and achieve positive educational outcomes where mainstream schools sometimes fail. Through exploratory qualitative interviews conducted with a small group of African-Caribbean supplementary school leaders, this article seeks to understand Black supplementary school leaders’ perceptions of educational leadership and supplementary school success. Utilising Yosso’s perspective on ‘community cultural wealth’, in particular the ways in which Black communities provide and are rich in cultural/educational resources, the article examines the extent to which the leadership perceptions of Black supplementary school leaders are rooted in notions of community and serving, along with the leadership strategies they employ in creating successful schools. Such insights are especially important at a time when mainstream education continues to deliver poor educational outcomes for Black students.

Harder to get than you think: Levonorgestrel emergency contraception access in West Virginia community pharmacies

ObjectivesEmergency contraception (EC) is the only noninvasive form of contraception available after risk exposure and is an important tool for preventing unintended pregnancy resulting from unprotected sex, sexual assault, or contraceptive failure. The U.S. Food and Drug Administration (FDA) removed age restrictions on levonorgestrel EC and made it available over-the-counter to everyone in 2013. Despite improved availability and accessibility since the change in FDA regulations, community pharmacies have not uniformly embraced the policy. West Virginia is a rural state with high rates of poverty and teen pregnancy. DesignThe investigators called community pharmacies in West Virginia to assess the availability and accessibility of levonorgestrel EC in addition to the pharmacy staff’s knowledge of effectiveness for this cross-sectional study. Setting and participantsThe study sample consisted of 509 community pharmacies throughout the state. Outcome measuresA structured script was employed to conduct phone calls to community pharmacies with items assessing availability, accessibility, and knowledge of effectiveness. ResultsAt the time of the phone calls, levonorgestrel EC was reported to be available in 48.9% of the community pharmacies in West Virginia. Chain pharmacies were more likely to report EC as being in stock (0.76) than independent pharmacies (0.15.). Other measures of accessibility also favored chain pharmacies versus independent pharmacies. The overall accessibility of EC at West Virginia community pharmacies was derived from a binary composite variable of “completely accessible” or “not completely accessible” by combining 5 predetermined items. Overall, EC was completely accessible to callers in 0.27 of all pharmacies with significant differences by pharmacy type (0.47 of chain pharmacies as compared with 0.03 of independent pharmacies). ConclusionAccessible EC could reduce unintended pregnancy and help break the state’s generational cycle of poverty and poor educational, social, and health outcomes. Pharmacists will be instrumental in expanding access to EC.

Early Childhood Education Programs as Protective Experiences for Low-Income Latino Children and Their Families.

Research is accelerating toward a deeper understanding of early childhood education (ECE) environments as protective experiences for Latino children; however, more work remains. This paper provides a review of the evidence that ECE environments benefit Latino children and mitigate the impact of adverse childhood experiences (ACEs) and other poverty-related risks; however, Latino families face numerous barriers to accessing ECE opportunities for their children. While enrollment by Latino children in ECE programs has grown in prior decades, further increases in access to ECE are needed to benefit Latino children, who are disproportionately impacted by poverty. In addition, ECE programs, especially high-quality and dual generation–focused programs like Early Head Start and Head Start, are in a strong position to help offset the risk for poor educational and mental health outcomes due to Latino’s children’s exposure to stressors such as discrimination and ACEs. Gaps remain in how well ECE is serving Latino families due to a combination of factors including parental work schedules, heritage language and cultural factors, and the lack of affordable and available ECE programs in Latino communities. To remedy these gaps, researchers must continue to further elucidate the needs, preferences, and gaps regarding access to early care and education opportunities for Latino children. For those studying trauma and ACEs among low-income children, greater attention to how preventative interventions or treatments that are embedded in ECE settings serve Latino populations is warranted, as this has the tremendous potential to mitigate the long-term impact of ACEs on Latino children. The paper concludes with a set of early childhood practice and policy recommendations for enhancing protective experiences for low-income Latino children.

‘THE PAST NO LONGER CASTS LIGHT UPON THE FUTURE; OUR MINDS ADVANCE IN DARKNESS’1: THE IMPACT AND LEGACY OF SIR ALEC CLEGG’S EDUCATIONAL IDEAS AND PRACTICES IN THE WEST RIDING OF YORKSHIRE (1945-1974)

ABSTRACT This paper examines and evaluates some aspects of the legacy of the West Riding of Yorkshire County Council and its long serving Chief Education Officer, Sir Alec Clegg, who held the post between 1945 and 1974. Against a subsequent political discourse of markets, choice and autonomy which portrays local authorities as the cause of poor educational outcomes and school failure, political developments have led to a diminution of the role of local authorities, destruction of local democratic accountability and greater centralisation of power and control of education. Drawing on interviews and email correspondence with former pupils, teachers, officers and others of the West Riding, its successor authorities and beyond, we explore the context, tensions, successes and lasting impact of Clegg’s ideas and practice, particularly in relation to support for community development and the arts and creativity. The paper also looks at Clegg’s influence and legacy with regard to selection for secondary education and the role of middle schools, the development of primary education and the impact on successor authorities to the West Riding and beyond.

Children’s Wellness Program: Enhancing Educational Attainment through Improved School Health

Background: Healthcare in Haiti is fragmented and inadequate to meet the needs of its people, especially children. This weak health system can have serious implications for children’s health, leading to decreased attendance in school. Chronic absenteeism means students get less education and are at risk of poorer education outcomes. Since education has the power to change generational cycles of poverty and change life for children who might otherwise be exposed to child labor, gangs, or trafficking, programs to improve school attendance are critical. Objective: The goal of this …

LGBT youth in foster care and the critical advocacy role of Public Health Nurses.

The purpose of this study was to describe the role of public health nurses working with lesbian, gay, bisexual, and transgender (LGBT) children in foster care in the San Francisco Bay Area. LGBT youth are disproportionately represented in foster care and experience poor health and education outcomes. Foster care public health nurses (FCPHN) are in a unique position to address disparities with timely and appropriate referrals and advocate for policy changes. An online survey was developed to describe FCPHN responsibilities in case managing LGBT children. In all, 39 FCPHNs completed the survey. Most FCPHN did not know the number of LGBT youth in their caseload and reported that there was no systematic method of collecting this data. Few FCPHN had received training in LGBT health issues. This study confirms reports from other studies regarding lack of systematic data collection to deliver appropriate services to LGBT youth. It reports FCPHN lack of training as well as their assessment of the most important needs of this population. FCPHNs are in a unique position to advocate by promoting gender inclusive forms in child welfare agencies and addressing disparities in access to care.

Review: Alleviating loneliness in young people - a meta-analysis of interventions.

Loneliness is common among youth and is associated with poor physical and mental health, and poor educational outcomes. To date, there have been no meta-analyses of interventions aimed at reducing loneliness among young people. We conducted meta-analyses of single group and randomised control trials (RCTs) of studies published between 1980 and 2019, which measured loneliness as an outcome in youth ages 25years or younger. Moderators, including sample demographics and intervention characteristics, that might affect intervention success, were examined. A total of 39 studies (14 single group and 25 RCTs) were included, and we found evidence that youth loneliness could be reduced via intervention. Moderator analysis - including intervention characteristics, study quality and sample demographics - was also examined. While interventions were shown to reduce loneliness among youth, the interventions included in the meta-analyses often targeted youth viewed to be at risk - for example those with health concerns - and rarely did the interventions target youth who reported loneliness. There is also no indication of whether youth experienced chronic or transient loneliness. In future work, interventions should be designed specifically for loneliness, with universal programmes helping youth manage their transient feelings of loneliness, and targeted interventions for those suffering from chronic loneliness. There is also a need to look at socioeconomic and other risk factors outside the individual for targeted interventions. There have been no meta-analyses that have evaluated the effect of interventions for reducing loneliness among children and adolescents. We found intervention programmes targeted at youth are successful at reducing loneliness. Future interventions should be designed specially with loneliness in mind, with (a) universal programmes to help youth manage their experiences of transient loneliness, and (b) targeted interventions for youth reporting chronic loneliness. They should also examine the longer-term outcomes of the interventions. Future interventions should be designed, evaluated and then documented using guidelines on how to write up an intervention evaluation.

Peer Victimization and Poor Academic Outcomes in Adolescents With ADHD: What Individual Factors Predict Risk?

Objective: Examine individual factors associated with peer victimization (PV) in adolescents with attention-deficit/hyperactivity disorder (ADHD) and to examine the association between PV and educational outcomes. Method: Participants were 121 adolescents (Mage = 13.62, SD = 1.03; 89% boys) with diagnosed ADHD. Using path analysis, we tested whether general adolescent factors (ADHD symptoms, comorbid autism spectrum disorder, cognitive and social functioning, and age) were associated with experiences of PV, and associations between PV and academic outcomes. Results: Deficits in working memory (WM) and peer relationship problems were weakly and moderately associated with PV, respectively. PV was in turn was associated with adolescents’ attitudes about school, academic competence, and academic achievement. Conclusion: Adolescents with poor social skills and/or WM difficulties who have ADHD may be particularly vulnerable to being victimized by peers. Failure to identify and manage PV during early adolescence may be connected to poor educational outcomes.

Enhancing Direct Practice with Forgotten Australians: What is the Experience of Service Providers?

ABSTRACT The term “Forgotten Australians” refers to adults who as children were placed in out-of-home care in Australia between 1920 and 1989. Following the Australian Government’s apology to Forgotten Australians in 2009, the Federal and State Governments funded specific services to address the lifelong consequences of abuse and neglect inflicted upon Forgotten Australians. The impacts include difficulty forming and maintaining relationships, poor educational outcomes, unemployment, and poverty. The ability of service providers to engage Forgotten Australians and provide appropriate counselling has been given little research attention. This article reports on a survey of providers delivering counselling to Forgotten Australians regarding their knowledge and experiences in delivering services. Effective practice with Forgotten Australians requires knowledge of the history of Forgotten Australians, the uniqueness of the experiences of individual Forgotten Australians, and working within respectful relationships. The study highlights that preparing counsellors to work with Forgotten Australians requires specific training. IMPLICATIONS Service providers who work with Forgotten Australians (care leavers) require an understanding of the historical context in which Forgotten Australians experienced abuse and neglect while in institutions and out-of-home care. The compounding long-term impacts of institutionalisation affect Forgotten Australians in numerous ways, pointing to a need for targeted service delivery for this group. Key professional disciplines need to include knowledge and skills to work with Forgotten Australians (care leavers) in their curricula to promote best practice in conjunction with training across a range of services that promote service providers’ understanding of the experiences of Forgotten Australians. Service delivery should be empowering, non-hierarchical, and encompass understandings of trauma and attachment.

Evaluation of a Comprehensive Assessment-Based Intervention for Secondary Students With Social, Emotional, and Behavioral Problems

Despite a high dropout rate and poor educational and posteducational outcomes, limited evidence-based practices have been validated with students at the high school level who have emotional and behavioral problems. The purpose of this study was to evaluate the impact of a multitreatment, assessment-based intervention package. Participants were 647 high-school-age students with both emotional/behavioral problems and impairment in school functioning. Using a randomized controlled trial, the intervention group showed significantly fewer disruptions, measured using direct observation. No significant differences were found in directly observed engagement or on standardized measures. However, in general, interventions were implemented with low frequency. Dosage effects were examined for classroom interventions and a social skills intervention (Interpersonal Skills Group [ISG]). Results indicated a dosage effect for ISG, reflected in standardized measures. Although implementation was low, teachers and staff rated practices that they implemented highly favorably.

Systematic review of the educational experiences of children in care: Children’s perspectives

Children in care frequently experience poor educational outcomes, which in turn have been linked to a number of adverse circumstances later in life. Accordingly, it is important to identify the educational experiences of children in care and what they consider to be their needs in this space. This systematic review of qualitative research aimed to identify and synthesise the findings of relevant studies that documented the experiences of children in care in regard to their school experiences. Inclusion criteria included English language, peer-reviewed, qualitative, or mixed-methods studies that examined the educational experiences of children currently in care or youth/adults who had previously been in care. Five online databases were systematically searched, along with manual hand searching of a relevant journal and reference lists to identify relevant studies. Eleven studies were identified. Thematic analysis was employed to identify five primary themes: the importance of school being a ‘safe haven’; the importance of relationships with teachers and peers; children’s mental health, behaviour and educational experiences; children in care taking control; and what children in care say they need to improve their educational experiences. Results illustrate the important role of teachers and the need for children in care to have their opinions acknowledged in the decision-making process. The review provides future direction and recommendations for research, school policy, and practice.

Reading and numeracy attainment of children reported to child protection services: A population record linkage study controlling for other adversities

BackgroundMaltreated children are at risk of poor educational outcomes, but also experience greater individual, family, and neighbourhood adversities that may obscure an understanding of relationships between child protection involvement and educational attainment. ObjectiveTo examine associations between child protection involvement and 3rd- and 5th-grade reading and numeracy attainment, while controlling multiple other adversities. Participants and SettingParticipants were 56,860 Australian children and their parents from the New South Wales Child Development Study with linked multi-agency records. MethodsMultinomial logistic regressions examined associations between level of child protection involvement (Out-Of-Home Care [OOHC] placement; substantiated Risk Of Significant Harm [ROSH]; unsubstantiated ROSH; non-ROSH; and no child protection report) and standardised tests of 3rd- and 5th-grade reading and numeracy. Fully adjusted models controlled demographic, pregnancy, birth, and parental factors, and early (kindergarten) developmental vulnerabilities on literacy and numeracy, and other developmental domains (social, emotional, physical, communication). ResultsAll children with child protection reports were more likely to attain below average, and less likely to attain above average, 3rd- and 5th-grade reading and numeracy, including children with reports below the ROSH threshold. Children with substantiated ROSH reports who were not removed into care demonstrated the worst educational attainment, with some evidence of protective effects for children in OOHC. ConclusionsA cross-agency response to supporting educational attainment for all children reported to child protection services is required, including targeted services for children in OOHC or with substantiated ROSH reports, and referral of vulnerable families (unsubstantiated and non-ROSH cases) to secondary service organisations (intermediate intervention).

Concept mapping: Engaging stakeholders to identify factors that contribute to empowerment in the water and sanitation sector in West Africa.

Research has shown that inadequate access to water, sanitation, and hygiene (WASH) affects women and girls in several ways, including lowering their participation in the labour market and community activities and contributing to psychosocial stress and poor educational outcomes. There is growing awareness that addressing the gender inequalities related to WASH that many women and girls face on a daily basis must go beyond focusing on delivery of infrastructure and facilities alone and include attention to issues of empowerment. Yet there is limited exploration of how the concept of empowerment is defined and applied in the WASH sector and thus limited information on how it could be measured. This study used concept mapping to uncover the meaning and key dimensions of empowerment in WASH among 34 and 24 stakeholders in Asutifi North District, Ghana, and Banfora Commune, Burkina Faso, respectively. The study was part of initial steps toward choosing indicators for developing an Empowerment in WASH Index. In Ghana and Burkina Faso, 42 and 29 items were generated, respectively. These items were thought to empower men and women in WASH at the household and community levels. In both case studies, 7 clusters were generated and named by participants, and themes related to sharing of information, sociocultural norms, participation, and accessibility of WASH services were associated with empowerment. Some themes were unique to each case study site. Participants also showed a multidimensional and multilevel understanding of empowerment. Concept mapping created an effective balance between individual and group contributions and facilitated accessible, rapid, and contextually relevant data collection. The findings can be used to generate domains of empowerment in future quantitative research as well as inform the design of the Empowerment in WASH Index.

Pre-primary teachers’ preparedness in integrating information and communication technology in teaching and learning in Tanzania

Pre-primary teachers’ preparedness in integrating information and communication technology in teaching and learning in Tanzania