School Programs Research Articles

Stepping Back: How Should Pass/Fail Scoring Influence Step 1 Timing?

Although most students complete Step 1 before clerkships, some institutions delay the exam until after clerkships. The change to pass/fail grading adds additional complexity that should be considered when deciding about exam timing. Both early and late administration may affect learning outcomes, learner behavior, student well-being, and residency match success. Step 1 completion before clerkships promotes learning outcomes (e.g., integration and mastery of foundational material), may encourage students to focus on the curriculum, and may better prepare students for clinical science exams (CSEs). However, delaying the exam ensures that students maintain foundational knowledge and may encourage clinical educators to demonstrate basic science illustrations. An early Step 1 may affect learner behavior by allowing clerkship students to focus on clinical learning. The associated National Board of Medical Examiners performance report may also be used for Step 2 and CSE preparation. However, delaying Step 1 allows greater scheduling flexibility based on developmental milestones. Administration of Step 1 before clerkships removes a significant stressor from the clinical year and decompresses the residency application period. However, a delayed Step 1 reduces the pressure on students to engage in numerous extracurricular and research activities to distinguish themselves due to the pass/fail change. An early Step 1 exam may also lead to improved CSE performance, which is often linked to clerkship honors criteria, an increasingly valuable distinction for residency match success after the change to pass/fail. In contrast, delaying Step 1 is associated with higher first-time pass rates, which may be especially important for students at risk for failure. Medical educators and students should collaboratively approach the question of Step 1 timing, considering these factors within the context of the medical school program, curricular constraints and priorities, and students' individual needs and goals.

Young Doctors Program-Colorado: An Elective Elementary School Program to Improve Health Literacy, Utilization of the Healthcare System, and Osteopathic Awareness

AbstractThe Young Doctors Program (YDP) is a “mini medical school” series for fifth-grade elementary children. The YDP was designed and led by medical students in the Academic Medicine and Leadership Track at the Rocky Vista University College of Osteopathic Medicine in Colorado. The curriculum of the program was designed around the State of Colorado Learning Standards with the purpose of educating students about emergencies and common ailments in five body systems (cardiovascular, respiratory, gastrointestinal, musculoskeletal, and renal) while also providing exposure to healthcare as a profession. YDP provides children with insights into the healthcare system, an introduction to osteopathic medicine, and it enhances community outreach. This article provides a framework for the semester-long YDP curriculum as well as our final event which synthesizes learned information using standardized patients. We describe successes including community outreach and healthcare exposure in the elementary school, and challenges initiating connections with local schools and funding. Future goals include expanding outreach to other fifth-grade schools as well as growth to different age levels. Authors plan to pursue IRB approval for research to examine the benefits and efficacy of the YDP.

Health Education for Sustainable E-Waste Management

A combination of ever-increasing device usage and lightning-fast technological advancements has led to a critical problem: electronic waste. One technique to encourage people to dispose of their electronic waste in a more sustainable fashion is to raise their level of green literacy. Using a literature review approach, this study examines green literacy programs as they pertain to e-waste management. After that, it evaluates the programs' effectiveness and makes recommendations for further developments. This publication uses a thorough literature review technique as its research method. The scholarly sources used were journals, academic books, research reports, and policy documents. The selection of sources was based on their relevance, credibility, and contribution to understanding key themes related to green literacy, public health education, and behavior change in e-waste management practices. Additionally, the analysis focused on the intersection between educational interventions, awareness campaigns and global health initiatives, especially those targeting vulnerable populations such as children and pregnant women. The findings demonstrate that while green literacy can raise public knowledge and comprehension of the significance of responsible e-waste management, there are still obstacles to its widespread adoption. By using social media, communities, and educational institutions, green literacy has the potential to raise awareness about the risks of e-waste and the significance of recycling. However, challenges such as public apathy and limited access to recycling facilities continue to impede the implementation of green literacy. The community, along with the governmental and private sectors, must work together to address these issues and encourage the sustainable disposal of electronic trash. Ongoing education and awareness efforts utilizing many communication platforms, including social media, the media, and educational programs in communities and schools, are necessary to improve e-waste management. In order to create easily accessible recycling facilities and launch programs that reach different societal levels, the government must collaborate with the commercial sector and non-governmental organizations.

Affective experiences from school physical education in children and adolescents

Affective exercise experiences comprise a spectrum of memories, capturing both unpleasant and pleasant episodes. These can be assessed using the Affective Exercise Experience Questionnaire (AFFEXX, Ekkekakis et al., 2021), which examines three separate aspects: 1) antecedent cognitive appraisals (e.g., “incompetence vs. competence”), 2) core affective exercise experiences (e.g., “displeasure vs. pleasure”), and 3) the hedonistic motivation (“antipathy vs. attraction”) to engage in exercise. A German version, AFFEXX-PEG, designed to assess the affective exercise experiences from physical education (PE) in school-aged students, was used to investigate the correlations with PE school grades (as reported by the participants) and extracurricular sports participation (self-reported as the number of days per week spent engaging in at least 60 minutes of sports activities). This study analysed data from 569 individuals (Mage = 14.62, SD ± 1.84; 52% female) across grades 5 to 13. Nearly one-third (29%) of students reported unpleasant core affective experiences from PE in school, and negative experiences correlated with lower PE grades, r(517) = .52, p < 0.001, 95% CI [.45, .58]. Less attraction or antipathy toward PE was associated with fewer days of sports outside of school, r(559) = .38, p < 0.001, 95% CI [.31, .45]. Multiple regression analysis with negative core affective experiences from PE as the criterion and the six cognitive appraisals as predictors, showed that these experiences were primarily influenced by students’ perceived incompetence (b = .49, p < 0.001; R² = .84, F(6, 500) = 436.52, p < 0.001) in PE. Given the empirical evidence on the correlation between affective experiences and exercise behaviours in adults (Rhodes & Kates, 2015), these findings highlight the potential role of fostering positive affective PE experiences. Such experiences may influence lifelong exercise behaviours, and early intervention may prevent the onset of an inactive lifestyle. A new study focuses on children’s (8-12 years) affective experiences from exercise and parent-child interactions, examining the influences of socioeconomic status, parental exercise involvement, and children’s self-perceived body esteem. Elementary school children will report their affective experiences on another, simplified version of the AFFEXX, while their parents will complete a survey on, for example, socioeconomic status and parental involvement in physical activity. By matching data from both surveys, the analysis will explore the relationships between household factors and children’s affective exercise experiences. The goal is to understand early negative affective exercise experiences, assess the impact of family structures, and offer strategies to promote exercise beyond regular school programs.

Challenges and Opportunities of Rebuilding Physical Education Programs in Post-Conflict Iraqi Schools in Iraq

Purpose: The aim of the study was to analyze the challenges and opportunities of rebuilding physical education programs in post-conflict Iraqi schools in Iraq. Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: Rebuilding physical education programs in post-conflict Iraqi schools faces challenges such as infrastructure damage, limited resources, and cultural attitudes that prioritize academics. Safety concerns also create anxiety for families regarding participation. However, there are significant opportunities for development, including promoting holistic growth, engaging communities in program development, and collaborating with NGOs for funding and resources. Integrating physical education with other subjects can enhance student engagement. Unique Contribution to Theory, Practice and Policy: Ecological systems theory, resilience theory & conflict transformation theory may be used to anchor future studies on the challenges and opportunities of rebuilding physical education programs in post-conflict Iraqi schools in Iraq. Develop and implement strategies for rebuilding and repurposing damaged physical education facilities using available resources. Advocate for the inclusion of physical education as a critical component of educational and post-conflict reconstruction policies.

Affirming sexual and gender diversity in an elementary school after school program: a case study

Research demonstrates that programming and curricula that is affirmative and inclusive of sexual and gender minority (SGM) people is potentially lifesaving for students in middle and high school. There has been little examination, however, of SGM-affirmative programming at the elementary school level. Elementary school level programming has the potential to benefit SGM youth and families, as well as lead to more affirmative attitudes in later school settings. This study reports on the factors that create and sustain an elementary after school program that has implemented SGM-affirmative programming within a social justice and arts framework for over 20 years. We conducted thematic analysis of interviews with teachers, administrators, and parents in the program and the associated elementary school to identify factors that contribute to the program’s success in affirming and including SGM people. Findings highlight affirmative policies and systems (inclusive mission statements, policies encouraging expression, and hiring diverse staff) and consistent enactment of inclusive and affirmative behaviors (affirming diversity, implementing inclusive curriculum, using inclusive language, and disrupting normativity and implementing restorative practices) as key components of an SGM-affirmative program with elementary-aged students. Results highlight that creating an SGM-affirmative elementary level program is possible and provide an exemplar of this programming in action. Implications and potential focus areas for policy and practice implementation are discussed.

Lau v. Nichols revisited: unveiling dual language program disparities in California for Asian students and marginalized communities

AbstractCalifornia has witnessed substantial growth in multilingual programs over the past half-century since the foundational Lau v. Nichols decision, with one in seven public schools statewide offering such programs for students. Likewise, the rapid rise in California’s Asian population, as well as the increase in both overall racial diversity and socioeconomic disparities across the state, have influenced dual language bilingual education discussions. Commemorating the fiftieth anniversary of the Lau decision, this study examines the impact of school and community characteristics on the availability of dual language programs in California public schools, with particular focus on the state’s Asian student population. Employing logistic regression analysis to delve into the American Community Survey and California Department of Education datasets, the study specifically examines how student demographics and school characteristics (e.g., grade level, charter, and magnet status), as well as community features (e.g., the share of foreign-born populations and median household income), are associated with the offering of dual language programs in California schools. Despite the considerable growth of the state’s Asian American population, the study could not find a meaningful connection between Asian representation and the provision of dual language programs. In addition, the results reveal severe equity concerns regarding low-income students’ access to dual language programs. Charter schools also tend to underutilize dual language programs compared to their non-charter counterparts. Based on the study’s findings, we raise concerns regarding why the presence of Asian students cannot be better leveraged as a driving force for implementing dual language programs in California’s public schools and highlight the persistent disparities faced by economically disadvantaged students.

Legal education and artificial intelligence: vectors of interaction

Objective: to develop proposals for the introduction of artificial intelligence (AI) in legal education. Methods: dialectical methods (analysis and synthesis, induction and deduction, systematization, comparison, classification, forecasting), statistical, formal-legal and comparative-legal methods. Used in combination, these methods allow comprehensive analysis of the relationship between AI and legal education. Results: the article reveals the main directions to improve legal education in the conditions of AI development: integration of information and communication technologies and training of specialists able to work effectively at the intersection of law and technology. The advantages and disadvantages of using AI in legal education are identified. Ethical aspects of AI application are outlined, as well as the need to manage the development of technologies based on the principles of fairness, transparency and consideration of human interests. The author states the importance of developing not only specialized knowledge, but also universal competencies that will help students to adapt successfully to the dynamically changing conditions of professional activity. Scientific novelty: a comprehensive analysis of the interaction between legal education and AI was carried out, including the identification of specific opportunities for the AI application in legal education, as well as related risks and problems. The author proposes a systematic approach to improving legal education in the context of AI development, focusing on theneed to revise educational programs in legal areas in terms of integrating information and communication technologies; developing universal competencies in students to adapt to a dynamically changing professional environment; introducing mandatory advanced training for judges, legal practitioners to develop skills for using AI systems. Practical significance: the study results can be used to optimize and adapt the educational programs of law schools to the digital era requirements and to develop effective approaches to the AI application in legal practice and education, taking into account ethical aspects and potential risks.

Comprehensive School Physical Activity Programming in Dubai International Schools: A Mixed Methods Study

The purpose of this study was to examine comprehensive school physical activity program (CSPAP) policies and practices in interna-tional schools in Dubai, the United Arab Emirates. Following an ex-planatory-sequential mixed-methods research design, the researchers employed the Comprehensive School Physical Activity Program Policies and Practices Questionnaire (CSPAP-Q) and follow-up interviews to describe CSPAP implementation and explore implementation enablers and challenges. A convenience sample of physical education teachers (N=18) participated in the questionnaire, and seven of these teachers participated in individual interviews. Teachers’ responses to the ques-tionnaire indicated considerable heterogeneity and numerous gaps in existing school-based physical activity opportunities and promotion O'Reilly and Websterefforts. Interviews revealed three themes related to CSPAP implemen-tation: (a) time constraints in secondary schools, (b) facilities, and (c) location. This study provides an initial glimpse into whole-of-school physical activity programming in Dubai international schools.

Factors Affecting Students Dropout as Perceived by the Senior High School Students of MSU Marawi City. A Basis for a Proposed Guidance and Counseling Intervention Program and School Community Partnership

This study aimed to determine the Factors affecting Students Dropout as Perceived by the Senior High School Students of MSU Marawi City. A Basis for a Proposed Guidance and Counseling Intervention Program and School Community Partnership. This study undertaken to highlight the answers of the following questions. First, what is the profile of the respondents in terms of Age, Gender, Civil Status, Religion, Affiliation, Ethnicity, Scholarship, Number of Siblings, Siblings Rank. The Father’s Educational Attainment, Father Occupations, Mothers Educational Attainment, Mother’s Occupation and Family Monthly Income. Second, what are the causes and factors affecting drop out in school among the graduating students of Senior High School of MSU Marawi City in relation to the following, Family Related factors, Peers Related Factors, School Related Factors Personal Problems Related Factors, Peace and Order and Ridu. Third, what is school community partnership and intervention program may be formulated based on the findings of the study. This study was conducted in MSU Marawi City Senior High School where three hundred forty-one students served as the respondents. A descriptive design was used in this study. SelfConstructed questionnaire was the main instrument used to gather data for this study. After administering, recording, tabulating and interpreting the data gathered the following finding were drawn: Many (41.64%) of the respondents were between 18 to 20 years of age, (56.89%) of the respondents were female, Majority (64.81%) of them belong to Islam religion. Majority (57.77%) were Meranao. Therefore, Senior High School of MSU Marawi City has an age of brackets of 18 to 20 years old, a female, with a religious affiliation of Islam, a Meranao, and ESC Grantees status, with 6 or more siblings, probably 3rd or 5th in rank, where father’s and mother’s Educational Attainment is college graduate both working in government office with a monthly income of above P 15, 000.00 The researcher observed that the factors related to students dropout was Ridu (3.11%) and peace and order ( 2.77%) family (2.76%) personal( 2.73%) peer ( 2.73%) and School (2.72) were sometime related to students’ dropout in school. As such, there is no one causes and factor that could contribute to dropouts of the students. Studies yielded that no single factor can completely account for student’s performance and decision to continue in school until they finish their senior high school. Just as a student they report a variety of reasons for not pursuing their academic. The decision to drop out is not simply a result of what happens in school. Clearly student’s behavior and performance in school influences their decision to stay or leave, but students’ activities and behaviors outside of school particularly engaging in deviant behavior also influences their determination to pursue their academic. Thus, this study is primarily recommended to the school heads, curriculum makers, guidance counselor, parents, community, teachers, students and to the future researchers to really assess, properly monitor the students’ performance will help them focus their studies and pursue to graduate. The benefits of this study greatly help in motivating the students to stay in school and graduate. Planning and decision making should consider the background knowledge, and culture of the students prior to his needs.

Practice of Educational Administration Theories in Secondary School of Bangladesh

The efficient execution of educational programs in schools has made the position of educational administrators increasingly important. Theories offer a conceptual structure that facilitates comprehending, forecasting, and managing behavior within organizational settings. The purpose of this study is to explore the practice of educational administration (EA) theories in secondary school of Bangladesh, and the role of educational administrators. A qualitative approach is used for gaining in-depth understanding in the real-life-situation. Semi-Structure Interview and Focus Group Discussion have been used to collect data. Data have been analyzed using thematic analysis technique. Findings show that secondary schools of Bangladesh are practicing the Scientific Management Theory and System Theory collaboratively through maintaining formal structure. Human Relationship and Behavioral Approach Theory have been practiced in the shadow of formal structure. As well a hybrid approach is being practiced in the schools. The administrators find the challenges to practice these theories. The challenges are lack of infrastructure, scarcity of teaching learning resources, teacher-student-ratio, local conflict, and school managing committee’s internal clash. The findings of this study would be useful for educators, educational administrators and researchers in advancing EA theories in education. Teacher’s World: Journal of Education and Res arch, 50(1): 135-154

Mobil Telefon Yoksunluğu (Nomofobi); Bir Meslek Yüksekokulu Örneği

Bu araştırma sağlık hizmetleri meslek yüksekokulu yaşlı bakımı programında eğitim gören birinci sınıf öğrencilerin nomofobi düzeylerini ve etkileyen faktörleri incelemek amacıyla gerçekleştirilmiştir. Tanımlayıcı tipte yürütülen araştırmanın örneklemini, bir üniversitenin yaşlı bakımı programına kayıtlı birinci sınıf (n=59) öğrencileri oluşturmuştur. Veriler “Bireysel Bilgi Formu” ve “Nomofobi Ölçeği (NMP-Q)” kullanılarak toplanmıştır. Araştırmaya katılan öğrencilerin yaş ortalamasının 19,64±1,36 yıl, %69,5’inin (n=41) kadın olduğu bulunmuştur. NMP-Q Toplam Puanının 82,0±35,0 olduğu tespit edilmiş olup çalışmaya katılan öğrencilerin orta seviyede nomofobik olduğu belirlenmiştir. Kadınların, nomofobi puanlarının erkeklere göre daha yüksek olduğu belirlenmiştir (P

Influence of Mentorship Programs on Students’ Academic Performance in Public Secondary Schools in Imenti North Sub- County, Meru County, Kenya

Management practices are an important ingredient in an organization. They offer a unique environment needed to attain set goals, create a good public image and build a productive relationship among the stakeholders. The main aim of this study was to determine the influence of teacher satisfaction on the academic performance of learners in public secondary schools in Imenti North sub-county, Meru County. The study was based on organizational theory, which was developed by Jaques in 1951. The study adopted a mixed methods methodology where both quantitative and qualitative methods were employed. The sampling unit consisted of public secondary schools where 6 principals were selected through purposive sampling from the top three and bottom three performing schools. Ten form three and form four students were also randomly selected from the top three and bottom three performing schools to obtain a sample size of 120 students. Data was collected using a structured questionnaire. Data collected was analyzed using descriptive and inferential statistics with the help of the statistical package for social scientists, version 26.0. A multiple Linear Regression model was used to model the relationship between the independent variable and the response variable (academic performance). The study concludes that mentorship programs have a significant positive effect on academic performance, as indicated by their p-values (P<0.05). The study recommends that schools should ensure that there are functional mentoring programs in schools, as they have been shown to positively influence academic performance. Such programs may provide guidance, support and career direction.

Challenges of asthma therapy adherence in adolescents and solutions (literature review)

Introduction. Asthma is a globally significant non-communicable disease with serious public health implications, affecting both children and adults. It includes high morbidity and mortality rates in severe cases. Understanding the reasons for decreased adherence to asthma therapy in adolescents remains a pressing issue for physicians across various specialties. It is important to analyze the challenges faced by young people that lead to ineffective asthma control.Aim. To review the latest literature to understand the driving factors behind non-adherence to treatment regimens in adolescents with asthma, their consequences, and potential solutions to ensure better disease control.Materials and methods. A systematic search was conducted in electronic databases including PubMed, Cochrane Library, Elsevier, Embase, Wiley, and CyberLeninka. The planned search depth was 2019-2024, using keywords: adherence to therapy in adolescents, asthma, therapy control.Results. The literature review discusses the unique aspects of adherence to asthma therapy in adolescence, along with programs and methods successfully used to optimize medical care for adolescents with asthma.Conclusion. The course of asthma during adolescence changes due to various factors: hormonal changes, the child's desire for separation from parents, fear of being different from peers, increased societal and school demands, stress, and psychological characteristics. Consequently, researchers from various countries are developing methods to improve therapy adherence and asthma control, such as educational programs in schools, the use of digital health technologies, and even financial incentives for adolescents. Implementing modern methods to enhance medical care for young people with asthma may help reduce mortality rates in this age group.

Changes in medical students’ research-related perceptions through student-engaged medical research curriculum experience

BackgroundThis study investigated changes in students’ perceptions related to research following a student-engaged medical research curriculum.MethodsThree surveys were administered to 112 medical students to examine the changes in their perceptions of the need for research competence, research interest, and research self-efficacy after each Medical Research Practice course.ResultsThe results revealed a decline in the perception of the need for research competence and research interest after Medical Research Practice 2, with a subsequent increase after Medical Research Practice 3. Conversely, research self-efficacy showed steady improvement throughout the curriculum. Additionally, students with prior research experience exhibited higher levels of perception of the need for research competence, research interest, and research self-efficacy than those without such experience.ConclusionThis study provides insights into how medical students’ perceptions change in relation to student-engaged medical research course experiences, supporting expanding research-related curricula and assisting in the development and systematic implementation of similar programs in other medical schools.

Participation in Social and Leisure Activities After High School for Autistic Young Adults

The transition out of high school brings a myriad of changes including shifts in contexts that impact social and community participation. Previous research indicates that this transition results in disparate social and communication outcomes for autistic young adults compared to their peers. This study includes 170 young adults with autism who participated in follow-up data collection after graduating from U.S. high schools that had participated in a large intervention study. We gathered data from autistic young adults and their parents on social and leisure activity participation, satisfaction, and barriers. We examined data descriptively and looked at differences between sub-groups and changes over time. Results suggest that most autistic young adults are engaged in social activities. There are some differences based on high school programming but no significant differences across gender sub-groups. Research and practice implications are discussed.

Waiting for the Weekend – The Adoption and Proliferation of Weekend Feeding (“BackPack”) Programs in Schools

Abstract This research studies factors affecting the rapid spread of a donor-driven, Feeding America BackPack (weekend food assistance) program at schools in northwestern North Carolina. Foodbank data are matched with census tract, administrative-school, and GIS data for places of worship (PWs), facilitating analyses of the role of need, religion, and race/ethnicity. Our conceptual model yields a new hybrid fragmentation index that captures racial/ethnic differences between the school and community. Consistent with the model, discrete-time survival estimates suggest that schools with a racial/ethnic composition different from the surrounding community were less likely to get a program, especially if no other program-eligible schools were nearby. The GIS-created PWs bring new information, but yield results only weakly suggestive of a positive relationship. Results withstand falsification and robustness checks. A descriptive update reveals that most high-need schools eventually offered weekend food assistance but that race/ethnicity may still play a role for those that do not.

Principal Leadership of Pre-K Programs in Elementary Schools: Evidence from North Carolina

Pre-Kindergarten (Pre-K) programs are becoming increasingly common in elementary schools across the United States—in fact, a recent analysis of federal data revealed that 57% of public schools have a Pre-K grade. Despite the prevalence of Pre-K programs in schools, principals—known to be among the most important factors in school success—often lack the knowledge and professional supports to effectively lead Pre-K programs. In this study, guided by sensemaking theory, we work to advance knowledge on Pre-K principal leadership through a sequential mixed-methods analysis of elementary school principals in the state of North Carolina. Our study includes a statewide survey of all lead and assistant principals in the state ( N = 520) as well as follow-up interviews with 27 of the surveyed principals. Our findings reveal that while they report strong conceptual support for the Pre-K programs in their schools, principals demonstrate limited engagement with them. We also find that principal background and preparation in early education and the proportion of students from a Pre-K program that ultimately enroll in the school for kindergarten are important factors that help explain variation in principal orientations to Pre-K leadership.

A case study on evaluation of the context, input, process, product (CIPP) implementation in the child-friendly school program

This study evaluates the effectiveness of the Child-Friendly School (CFS) program at Al Mumtaz Integrated Islamic Elementary School in Pontianak using the CIPP (Context, Input, Process, Product) Evaluation Model. Through field research and purposive sampling, it delves the experiences and perceptions of principals, vice-principals, students, teachers, and parents on the program's impact. The school has successfully implemented the CFS program, noted for its qualified teachers with professional educational backgrounds and a focus on religious knowledge. The context evaluation revealed that the program aligns with child-friendly school policies, receiving a very positive evaluation and documented by official decrees. Input evaluation indicates Al Mumtaz meets all criteria including qualified staff, infrastructure, educator training, and engagement from students and parents. Process evaluation highlights the school’s effectiveness in facilitating positive educational dynamics, with non-violent disciplining, affection towards students, democratic educational practices, and teachers as role models. Finally, product evaluation shows significant achievements in fostering students' holistic development across various dimensions such as honesty, tolerance, communicative skills, democracy, social concern, responsibility, environmental care, and academics. The suggestion for this school involves establishing an organizational framework within the child-friendly school initiative to facilitate the efficient allocation of responsibilities and to confirm that the program’s monitoring and evaluation procedures are conducted in a more organized and methodical manner.

Apping lunch and earning keep: Eco-Schooling in an unequal world

Eco-Schools is the world’s largest sustainable school program. Drawing on biopolitical theory and fieldwork conducted in Rwanda, South Africa, Sweden and Uganda, this article explores and compares how Eco-Schools is enacted in contexts marked by widely differing socio-economic living conditions. Attention is drawn to the biopolitical rationalities and techniques through which Eco-Schools is rendered operable and to how the program’s peculiar combination of global standardization and flexible adaptation to context enables differentiation. The analysis demonstrates how poor students become educated for micro-entrepreneurial subsistence and community self-reliance, whereas wealthy students are targeted as mass consumers and rendered aware of problems that exist elsewhere for ‘others’. Ultimately the article suggests that the biopolitical rationalities and techniques though which Eco-Schools operate undermine the program’s efficacy to challenge inequality. These findings support previous studies arguing that current modes of local adaptation of sustainability education risk reproducing a global biopolitical divide between rich and poor.