School Problems Research Articles

Prevention of School Attendance Problems in Japan: A Macro-Level Perspective on Avoidance Behaviour

In this study, we examined government policies and the relevant law on prevention measures for school attendance problems in Japanese compulsory education schools from the perspective of school avoidance behaviour. In summary: (a) the number of students with school attendance problems has been increasing rapidly since 2017; (b) despite an increase in school counsellors as a government-initiated prevention measure, the number of students with school attendance problems has risen; (c) government policies and the relevant law seek to foster social independence even for students unable to return to school and to provide spaces where students with school attendance problems feel comfortable, which may inadvertently reinforce or perpetuate school avoidance behaviour; and (d) in the Japanese compulsory education system, stakeholders have limited opportunities to block school avoidance behaviour. We propose two measures to prevent school attendance problems drawing on a macro-level behavioural perspective: (a) employing data on class absences in mainstream schools, regardless of the reason for the absence, as an evaluation criterion for prolonged school absenteeism, and (b) implementing appropriate grade repetition for students who miss classes in their mainstream school over a certain threshold, including withholding the school diploma.

Teacher-Rated Mental Health of Siblings of Children with Chronic Disorders

AbstractSiblings of children with chronic disorders are at a heightened risk for internalizing and externalizing problems. Studies on sibling mental health typically use parent report, and sometimes sibling self-report, but do not include the perspectives of teachers. We investigated how teachers and parents in Norway rated sibling mental health to gain a more coherent picture of siblings’ well-being and functioning across the home and school contexts. We compared how siblings aged 8–16 years (45% boys, 54% girls) were scored on the strengths and difficulties questionnaire by teachers (n = 125), mothers (n = 115), and fathers (n = 81) with population norms and clinical cutoffs. For boys, the mean teacher scores did not indicate problems for total difficulties or any subscale except hyperactivity–inattention, but mean parent scores were higher for total difficulties and most subscales (d = .44 to .96). For girls, teachers indicated higher than norm scores for total difficulties, emotional problems, hyperactivity–inattention and peer problems (d = .26 to .46), while parents indicated higher total difficulties and problems across most subscales (d = .31 to .54). Prosocial behavior was as a relative strength of siblings across all raters. Siblings may not display the same level of mental health problems in school as at home, and teachers can offer an important perspective on siblings’ mental health and functioning.

Van Province During The Rule Of Governors Ismail Hagg And Izzet Bey (1911-1913)

The article presents the state of Armenians in Van province during the tenure of governors Ismail Hagg and Izzet Bey, in 1911-1913. After the dismissal of their previous governor, Bekir Sami Bey, from the autumn of 1910 to the beginning of 1911, the position of deputy governor of Van was temporarily entrusted to the former Chief Clerk (Devtertar) (position, which is also responsible for accountancy) of the province, who was replaced by Ismail Hagg Pasha in early 1911. However, soon Izzet Bey, who is of Kurdish origin, was appointed the new governor of Van province. In the study, with the help of relevant facts from the source, for the first time, the situation of Armenians in Van province during the rule of Ismail Hagg and Izzet governors was covered, the Armenian-Kurdish relations of Van province in this period were highlighted, the agreement signed between ARF and Ittihat on February 13, 1912 was presented - the pact by which the ruling party was obliged to fulfill its long-standing promises regarding the solution of Armenians’ land, school, security and other problems. The article also revealed the elections of the Ottoman Parliament held in Van on April 6-8, 1912 and the mayor’s elections held in Van in 1912.

Empathy's Crucial Role: Unraveling Impact on Students Bullying Behavior - A Scoping Review.

Bullying behavior among students is a serious problem in the educational context and has an impact on victims and perpetrators. Bullying has serious impacts, both emotionally and psychologically, especially for victims who are vulnerable to stress, depression, and even in extreme cases, can lead to suicidal tendencies. Empathy is a key factor in responding to bullying situations. So empathy is an important aspect in reducing bullying behavior. The aim of this research is to explore the role of empathy in bullying behavior in students. The scoping review method was used in this research. The keywords used are empathy, bullying, and students. Search for articles in three databases, namely CINAHL, PubMed, and Scopus. The inclusion criteria in the article search were samples are students (elementary schools students until high schools students) English language, discussion of empathy, publication of articles in the last 10 years (2014-2023), and original research. Grey literature excluded in this scoping review. Data analysis using thematic analysis. The authors found 13 articles that discussed the influence of empathy on bullying behavior in students. Findings from the articles analyzed highlight the complexity of the interactions between affective and cognitive empathy and students behavior in the context of bullying. Students with high levels of empathy tend to be more active in defending victims of bullying, while low levels of empathy tend to reinforce bullying behavior or passive bystander attitudes. Intervention programs that include social and emotional skills training, awareness campaigns, and learning approaches that promote tolerance and respect for diversity can have the potential to reduce the incidence of bullying in students. Increasing understanding and empathetic responses can be an effective strategy in addressing bullying problems in schools and communities.

Social well-being and problematic school absence among Danish adolescents: A nationwide cross-sectional study.

Adolescents' well-being and school absence are important factors for public health. The aim of this study was to examine the association between social well-being and problematic school absence among Danish adolescents in the ninth grade, as well as to examine potential sex differences, using a large cohort of adolescents. In this cross-sectional study, information on social well-being was obtained from the yearly Danish National Well-being Questionnaire mandatory in compulsory school. Data on school absence was obtained from the Ministry of Children and Education. The study population comprised 203,570 adolescents in the school years 2014/2015 to 2019/2020. The association between social well-being and problematic school-absence was analysed using logistic regression. A stratified analysis was made to investigate potential sex differences. A total of 17,555 (9.16%) adolescents had problematic school absence, defined as >10% illegal absence and/or sickness absence in the ninth grade. Adolescents with low social well-being had higher odds for having problematic school absence compared with adolescents with high social well-being, adjusted odds ratio=2.22 (95% confidence interval 2.10-2.34). When stratifying for sex, the association was strongest for girls. The results remained after adjustment for parents' educational level and family structure. Associations between adolescents' social well-being and problematic school absence were found, where girls had the strongest association. These findings might provide knowledge about social well-being as an important factor for problematic school absence, while underlining the importance of early focus and prevention, which is of importance for both the adolescents and society.

Factors in the formation of information culture(socio-philosophical aspect of the problem)

In this article, the author offers a socio-philosophical analysis of the factors contributing to the formation of information culture. This research perspective seems extremely relevant and requires serious scientific under-standing. It is obvious that the main characteristic of modern society is its information content, which creates new horizons in the space of identification, the formation of a new cultural field, and the definition of new contours of communication. In this regard, it seems very important to identify and designate the main factors that determine the nature and value of the new information culture. In this article, the author, relying on exist-ing scientific research in this problem space, offers his own view on this problem and outlines his own system of these determining factors. The author in this article uses extensive historical and philosophical material, indicating the difference in approaches to this problem in different philosophical schools and concepts. The article also proposes to trace the logic of the influence of active digitalization processes on the formation of the information field and, accordingly, on the formation of a new information culture. The author quite clear-ly outlines his opinion regarding the influence of information and digital culture on the formation of a per-son’s identification code in modern conditions, and speaks about the positive and negative aspects of this phenomenon. The article also proposes to comprehend the state of information literacy, the status of an in-formation-literate person. To solve his research problem, the author uses a rather original methodological and methodological complex, which made it possible to fully outline the author’s scientific position on this issue.

Impact of Digital Media, School Problems, and Lifestyle Factors on Youth Psychosomatic Health: A Cross-Sectional Survey.

Post-pandemic psychosomatic complaints in children and adolescents have been underreported. This study investigated psychosomatic complaints in children and adolescents in Northern Italy in 2023, with the aim of identifying changes in predictors and vulnerable subgroups. Cross-sectional data representative of scholars from a northern Italian province were analyzed using the Health Behavior in School-aged Children (HBSC) checklist. The sum scores, count data, and dichotomized data were examined, and predictor effects were expressed using a linear regression model for the sum scores. Data from 4525 participants (aged 7-19 years, 50.5% girls) were analyzed. Psychosomatic symptoms remained unchanged after the pandemic. Significant gender differences were noted, especially in older age groups, with girls reporting more complaints. Factors such as children's health, digital media use, and school problems significantly influence psychosomatic outcomes. While migration background negatively affected girls' psychosomatic well-being, boys showed improvement through sports. The psychosomatic well-being of children and adolescents did not improve after the pandemic. These findings indicate the need for targeted interventions, improved health literacy, and ongoing monitoring to support the mental well-being of this vulnerable population. Reducing screen time remains a critical strategy for enhancing youth well-being.

Integrated vs. parallel treatment in adolescents with substance use and comorbid disorders: A randomized trial.

Integrated treatments are often recommended for adolescents with substance use disorders (SUD) and comorbid pathologies. This study aims to compare the effectiveness of two different intervention programs (integrated and parallel) and to investigate treatment outcome predictors. Seventy-five adolescents (13-17 years old) with substance use and comorbid disorders referred to our outpatient program were randomized to integrated (n =33) or parallel (n=32) treatment groups. Their sociodemographic variables, psychopathology, substance use problems, and global functioning were assessed at baseline and 12 months after treatment initiation. Both treatments were associated with positive pre-post changes in several outcome variables (severity of school, family, and psychiatric problems; global functioning; and stage of change). Integrated treatment showed better outcome on adherence (χ2=14.328; p>.001) and a composite global measure based on the severity of drug-related problems (χ2=8.833, p=.003). Following an adaptive treatment strategy, we offered patients who dropped out of parallel treatment (n=12) the possibility of entering integrated treatment. Eleven of them accepted and constituted a third comparison group (parallel-to-integrated). Multivariate logistic regression analysis showed that the likelihood of a positive global treatment outcome increased with integrated or parallel-to-integrated treatment, internalizing or mixed comorbid disorders, older age, and fewer legal issues. Integrated treatment showed better adherence and global treatment outcomes than parallel treatment in adolescent patients with dual disorders. Older age and fewer legal issues were also related to a positive global treatment outcome.

The reality of school principals’ practice of educational leadership styles in Aqaba Governorate and their relationship to solving school problems from the teachers’ point of view

The reality of school principals’ practice of educational leadership styles in Aqaba Governorate and their relationship to solving school problems from the teachers’ point of view

Rethinking child aggression beyond traditional labels: A ‘shared victimhood’ approach to child-to-child violence in Nigeria

Child-to-child violence is a pervasive problem in schools and communities worldwide. Traditional models for understanding this violence often present a clear dichotomy between aggressive children and passive victims. However, this binary approach has proven largely inadequate in recognizing the power dynamics and potential victimization of both parties involved, resulting in interventions that have little to no success in rehabilitation. Alternatively, this paper proposes a "shared victimhood" approach, arguing that violent behavior may result from a cycle of negative experiences in which both the aggressor and the victim are positioned as products of their environment. In essence, the paper explores the limitations of binary labeling and the potential of the shared victimhood framework. It reviews relevant research on the ecological factors influencing child aggression, highlighting the impact of family background, early childhood experiences, and social learning. Drawing on ecological theory, the paper emphasizes the importance of early intervention and prevention strategies that address the root causes of aggression while fostering empathy and resilience in children. It also recommends that states in Nigeria establish LGA-specific child counseling centers and rehabilitation facilities attached to the health care system that cater exclusively to the needs of abused children. Finally, the paper suggests areas for future research to further develop and refine the shared victimhood perspective.

The Role and Place of Art in Waldorf School

The relevance of the study is determined by the need to analyse the humanistic Waldorf experience and insufficient coverage of the issues of teaching painting in Waldorf school in Ukrainian scientific sources. The purpose of the study is to reveal the role and place of art in Waldorf school. The research tasks are the following: to highlight R. Steiner’s views on the role and place of art in the education of the younger generation; to characterize the process of teaching painting to schoolchildren at different levels of Waldorf education. The characteristic features of 12-year Waldorf art education are highlighted. They are: increasing the role of subjects of the artistic and aesthetic cycle to the level of academic (general education) and craft-applied branches; a wide range of arts (painting, drawing, sculpting, declamation, recitation, eurhythmy, singing, playing musical instruments, participation in the choir and orchestra, dramatic performances, etc.); art integration into the academic cycle (especially at the initial stage); artistic and aesthetic design of the entire educational space and school environment (in particular, school architectonics, premises interior, etc.). It has been found that teaching painting covers all children and is aimed at forming abilities, which promotes child’s harmonious development and revelation of their natural talents. Painting classes correspond to schoolchildren’s age characteristics and are connected with other subjects (native language, mathematics, zoology, botany, history, geography, physics). The content of teaching painting is characterized: from drawing, based on colour, and understanding the emotional and moral impact of colours through the search for colour forms for the mineral, plant, animal and human worlds, the transformation of a “black and white” image into a colour one, copying masterpieces of painting art, to implementation of significant artistic projects, in particular, in wall painting, painting scenery for theatrical performances, etc.). The various types (watercolour painting, oil and pastel painting) and techniques (liquid paints, lasering) of artistic activity are highlighted. The authors reveal the pedagogical expediency of studying, creatively comprehending and using Waldorf school experience to solve the current problems of the modern national school – person’s holistic development, their mental, volitional, emotional and sensual abilities, moral and social qualities, overcoming age-related and individual problems.

TRANSFORMASI PELAYANAN DATA PENDIDIKAN MELALUI EFEKTIVITAS KERJA PEGAWAI DI SULAWESI TENGGARA

The purpose of this writing is to determine the effectiveness of employee work in basic education data services at the Southeast Sulawesi Province Education and Culture Service. This research uses a descriptive qualitative approach method with data collection using interviews, observations and document studies. Using interactive data analysis techniques according to Milles Huberman and Saldana. The research results show that basic education data entry in Southeast Sulawesi Province is carried out by the DAPODIK admin via the official link, with data validation in the DAPODIK room of the Ministry of Education and Culture. Data sorting is managed by the Education and Culture Bureau system and DAPODIK staff. Data services are carried out manually and online according to SOP, even though they are hampered by network problems and power outages. The DAPODIK program has helped speed up the resolution of school, teacher and student data problems, provided convenience for schools and teachers, and reduced community accumulation and paper usage, showing real changes in the education administration process.

Pedagogical Strategies Limitations and Practices Leading to Improved Teacher-Learners’ Classroom Interactions through English in Lower Primary Schools of Rwanda

Strategies employed by teachers and learners in lower primary schools in Rwanda were judged insufficient and ineffective, as learners’ learning performance, especially in rural schools, was still unsatisfactory in examinations set in English. The study aimed to investigate the limitations of the strategies used by teachers and learners in their English classroom interactions and to propose effective practices to enhance teacher-learner interactions in lower primary grades. The constructivism theory guided this study, employing a mixed method with a sequential exploratory research design. The research population consisted of 56,691 people, including 56,125 learners, 449 teachers, and 117 head teachers of primary schools in Musanze District. A sample of 115 respondents, including 109 teachers and six head teachers, were randomly selected. Semi-structured interviews with 18 teachers and 6 school head teachers yielded qualitative data, while 91 teachers completed a written questionnaire, which provided quantitative data. Thematic analysis helped to treat qualitative data, and descriptive statistical analysis by cross-tabulation was utilized in quantitative data cleaning and analysis. Findings revealed that strategies employed in teacher-learner classroom interactions present some limitations to effective teaching and learning through English. Furthermore, various practices, including special preparatory programs in preschool centers, improved methodology for pre- and in-service teachers’ training on the English language, and an emphasis on practical tasks to equip learners with sufficient knowledge and skills to solve school and real-life problems, were suggested. The study recommended the collaboration and cooperation of multiple educational partners during the implementation of the proposed practices. The proposed practices are expected to have a great impact on the journey of re-examining and re-contextualizing teaching and learning in Rwandan schools.

Peran Mahasiswa Kuliah Praktek Dan Pengabdian Kepada Masyarakat (KPPM) di Desa Sipahutar Kec. Sipoholon

Practical Lectures and Community Service (KPPM) is a form of student service required by IAKN Tarutung, which is carried out in semester VI and lasts for three months. This program aims to improve community welfare and make the nation's life smarter through social activities that use science and technology. In Sipahutar Village, Sipoholon District, KPPM activities are carried out with the aim of increasing children's learning motivation through private tutoring programs, encouraging a spirit of mutual cooperation with the community, and holding healthy exercise with PKK mothers. The research method used involved two main stages: initial observation to identify educational problems in schools, and implementation of a free private tutoring program every Friday for 120 minutes for elementary school children. Apart from that, mutual cooperation activities and healthy exercise with PKK mothers were carried out as part of efforts to improve community welfare and health.The results of KPPM activities show that private tutoring has succeeded in increasing children's interest and motivation in learning in Sipahutar Village. An interactive learning approach adapted to school subjects helps children understand the material more easily. Mutual cooperation carried out with the community shows an increase in togetherness and citizen participation in social activities. Meanwhile, regularly held healthy exercise improves the fitness and health of PKK women, as well as strengthening social relations between them. The conclusion of this activity emphasizes the important role of students in serving society through education, health and other social activities. The KPPM program in Sipahutar Village has succeeded in creating positive change by involving all levels of society in a joint effort to improve welfare and education.

Analisis Permasalahan Belajar Pada Anak Sekolah Dasar

Various problems in the educational process of elementary school students create significant challenges for teachers who are responsible for their learning. Intensive efforts are required as there are many factors involved. The solutions implemented by the teacher during learning are very important. Researchers used a library research approach by investigating a number of national journal sources and articles relevant to the research topic. The analysis shows that educational problems in elementary schools are influenced by internal factors of students and external factors from the environment. To overcome the learning challenges of children at primary school age, basic learning design is needed that involves appropriate methods, models and media so that learning objectives can be achieved.

Identifikasi Tantangan Serta Srategi Penyelesaian Pendidikan di Sekolah Dasar

This study aims to identify hand-held challenges faced in education in primary schools and national education challenges. Education in Indonesia still revolves around educational problems that need to be elaborated in an effort to find answers to future challenges. Educational problems, causing the achievement of educational goals are not achieved optimally. In dealing with these problems, there needs to be an actional effort regarding the implementation of the curriculum in accordance with the characteristics of students and the equitable distribution of facilities / infrastructure in elementary school education. The research method uses a descriptive qualitative approach to paint a comprehensive picture of the challenges faced in education in primary schools. Where the data display technique used is in SD Negeri 060877 for female students, especially grade IV and V students totaling 27 students. The conclusion of the results of this study is that educational problems in elementary schools include :P the development of students, students' difficulties in mingling, unstable student emotions, students' mindset and individual differences in students such as students' learning speed that is still lagging behind compared to other friends, students who tend to be passive (quiet) and language skills of some students who are still lacking.

Association of adverse childhood experiences with dietary patterns of school-age children: evidence from the birth cohort Generation XXI

BackgroundAdverse Childhood Experiences (ACEs) have been associated with health-risk behaviors and several chronic diseases in adulthood. However, the relationship between exposure to ACEs and dietary patterns at school age is unknown. ObjectivesTo investigate the association between ACEs and dietary patterns of 10-year-olds. MethodsThe study included 5034 children from the Generation XXI cohort, recruited in 2005/2006 in Porto, Portugal. ACEs were assessed through a self-administered questionnaire covering the first 10 years (y) of life, quantified and grouped into 5 dimensions: “abuse,” “school problems,” “death/severe disease,” “life changes,” and “household dysfunction.” Dietary patterns were identified by latent class analysis using data collected with a validated food frequency questionnaire. Five dietary patterns were studied: “low consumption,” “energy-dense foods,” “snacking,” “intermediate consumption,” and “healthier” (used as reference). Multinomial regression analyses were conducted, adjusted for the child’s sex, household income, family structure, and mother’s age [odds ratio (OR) and 99% confidence intervals (CIs)]. ResultsMost children were exposed to ≥1 ACE (96%), and ∼27% had reported 6 or more ACEs throughout life. Those reporting 4–5 and ≥6 ACEs were more likely to follow the “Energy-dense foods” dietary pattern compared with those with no ACEs (OR: 2.41; 99% CI: 1.00, 5.77 and OR: 2.65; 99% CI: 1.10, 6.39, respectively). Children exposed to “abuse” in the first 10 y showed 28% higher odds of following the “low consumption” dietary pattern when compared to children with no reported ACEs and using the “healthier” dietary pattern as a reference (OR: 1.28; 99% CI: 1.00, 1.63). ConclusionsExposure to ACEs was associated with less healthy dietary patterns in school-aged children. Results suggest a cumulative effect of the adverse experiences resulting in a dietary pattern higher in energy-dense foods. Children with ACEs reported under the dimension of “abuse” seemed to have reduced food consumption.

RECOMMENDATIONS FOR PARENTS OF ADOLESCENTS WITH DEVIANT BEHAVIOR

This article discusses strategies and techniques that can help parents communicate and raise teenagers who exhibit deviant behavior. Emphasizes the importance of understanding the causes of deviant behavior, which may be related to psychological difficulties, family problems, peer influence, or school problems.

POSSIBILITIES OF USING DIGITAL EDUCATIONAL RESOURCES IN THE TEACHING PROCESS OF PRIMARY SCHOOL

Today, one of the urgent problems of primary school is the digitization of the teachingprocess. It is important to form themselves as competent specialists for primary school teachers from a professional point of view, adapting schoolchildren to the changing information society, effectively organizing digital educational resources in accordance with the requirements of modern society. Digital educational resources serve as ready-made multimedia interactive products aimed at solving didactic goals and specific learning tasks for teachers. In this direction, the aim of the research is to propose a model of training for future primary school teachers by analyzing the possibilities of using digital educational resources in primary school teaching process. A teaching model designed to make the educational process interesting and meaningful by creatively using digital educational resources was presented. In the article, the meanings of the terms «digital educational resources», «readiness of the future primary school teacher to use digital educational resources» have been analyzed from scientific and methodological points of view. Practical experiment work, directions for the special course program «Methods of using digital educational resources in primary schools» was offered aimed at mastering digital educational resources as a means of self-professional development of future specialists. The research used methods of theoretical literatureanalysis and a survey of digital educational resources as an empirical method. There is an opportunity of using the research results in the methodology of effective use of digital educational resources in the training of future primary school teachers of the country.

IMPLEMENTASI METODE SMART DALAM SISTEM PENDUKUNG KEPUTUSAN PENILAIAN PRETASI BELAJAR SISWA PADA SMK MANDIRI

Final assessments or evaluations can help us understand if our teaching methods are working. To get the most accurate results, we need to follow specific steps and methods when evaluating student learning. Teachers can use these evaluations to find out what students are struggling with and where they need more help. Choosing the best students can be a long and difficult process, especially if it's done manually. A computer system can make this process much easier and more accurate. The biggest problem in many schools is that they don't use technology enough, especially when it comes to evaluating students. SMK Mandiri is facing this same problem. The SMART method is a good way to use technology to evaluate students. It helps us compare students based on different factors like knowledge, skills, and behavior. We used this method to evaluate 20 students at SMK Mandiri. The students were ranked based on their scores. The top 3 students had scores of 152.5, 143.75, and 141.25.