Pupils Of Secondary School Age Research Articles

The educational and psychosocial needs of students with additional provisions during COVID-19 in Greece: Parents’ perspectives against schools’ crisis management

BackgroundThe sudden breakdown of educational and care services following the COVID-19 outbreak caused severe implications to the educational and psychosocial well-being of students with additional needs. AimThe present study investigates the perspectives of parents of students requiring additional provisions in relation to the schools’ responsiveness against their children’s educational and psychosocial needs during the COVID-19 pandemic, with a focus on (non-) applied inclusive and empowerment practices of parenthood. Methods and proceduresA sample of 125 parents in Greece filled out a self-reported questionnaire providing information on four main themes: school organisation in accordance with the COVID-19 measures; distance education; support on transition from quarantine and remote education back to school; and parental empowerment. Outcomes and resultsThe data revealed that most of the participating parents felt poorly supported during the pandemic. The feeling of being left alone in supporting their children and in fully meeting their personal needs and emotions was also identified. The demographics of the participating parents with children with additional needs revealed an experiences mosaic in relation to the parents’ level of education, the number of children who were present in their households, the children’s gender as well as their level of school education (preschool- and primary school-aged or secondary school-aged pupils) and attendance of the school programme in regular or special schools. Conclusions and implicationsData suggest that regular and special schools in Greece, as orchestrated by the Ministry of Education, deployed practices that left students requiring additional provisions unsupported in relation to their educational and psychosocial needs while their parents felt disempowered during the whole period of the COVID-19 pandemic. A range of implications on a more effective support for families and their children with additional needs in alignment with the principles of inclusive education is detailed and discussed. What this paper addsThe focus of research on the schools’ responsiveness to the needs of students requiring additional provisions from the perspective of their parents is of critical importance as it may offer valuable insights pertaining to the school’s inclusive policy practices and the promotion of empowering parent partnerships during crisis times. The knowledge gained by exploring parents’ experiences will contribute significantly to inform modifications and changes in education delivery in crisis times so as school, as a social system, become more inclusive, supportive, and effective for pupils with additional needs. So far, little attention has been paid to the above-mentioned issues. In the current paper, the parents perspectives were explored through a self-reported questionnaire to reflect on the way schools responded to theirs and their children’s educational and psychosocial needs during the COVID-19 pandemic. Most of the participating parents felt poorly supported. The feeling of being left alone in supporting their children and in fully meeting their personal needs and emotions was also identified. The demographics of the participating parents with children requiring additional provisions revealed an experiences mosaic in relation to the parents’ level of education, the number of children who were present in their households, the children’s gender as well as their level of school education (preschool and primary school or secondary school education) and attendance of the school programme in regular or special schools. A range of implications on a more effective support for families and their children with additional needs in alignment with the principles of inclusive education is detailed and discussed.

Peculiarities of adaptation of educational tasks in Ukrainian language for pupils of secondary school age with speech disorders

Peculiarities of adaptation of educational tasks in Ukrainian language for pupils of secondary school age with speech disorders

Скринінг-діагностика школярів як інструмент для визначення ризику виникнення неінфекційних захворювань у навчальному колективі

Determination of risk factors due to the irrational daily regimen or its individual elements and projection the system of preventive measures onto a specific team, which differs in learning conditions, region of residence and, accordingly, a certain level of morbidity, is one of the most effective methods of prevention. The aim of the study was to determine the risk factors associated with violations of the daily regimen which lead to chronic non-communicable diseases. Using the Chi-square test according to the McNemar’s method, authors estimate the influence of violations of certain elements of the daily regimen and a healthy lifestyle on the level of pathological affection among pupils of secondary school age. By means of multiple correlation analysis authors revealed the leading pathology in the educational team in relation to the risk of the formation of non-infectious diseases, and the structure of pathological damage was represented by diseases of the circulatory system, the visual organ and adnexa, the endocrine system in the first rank positions. Based on the analysis of the elements of the daily regimen and the prevalence of its violations, a set of measures for its correction was formed, consisting of 6 blocks («Night sleep», «Hardening», «Physical activity», «Nutrition», «Visual load», «Free time»). The analysis of these measures established their maximal efficiency for neurological pathology, diseases of the cardiovascular system and respiratory organs — precisely those that occupy the first rank positions in the structure of the prevalence of childhood diseases. The development of a procedure for the timely detection of pathological conditions and the organization of effective target primary prevention of non-infectious diseases in a particular educational team with appropriate risk factors due to violation of the daily regimen becomes a significant way to reduce the level of morbidity among pupils.

A large population-based study of the mental health and wellbeing of children and young people in the North of England.

Background:There has been a recent reported rise in prevalence of mental health problems among children in the United Kingdom, alongside increased referrals into specialist services. There is a need for up-to-date information regarding changing trends of young people’s mental health to allow for improved understanding and service planning.Objectives:This article aims to provide an overview of the current mental health and well-being of years 8, 9 and 11 secondary school–aged pupils from two large regions in the North of England.Method:This was a cohort cross-sectional study. Measures including the Strengths and Difficulties questionnaire, the EQ-5D-Y, social media use questions, and a mental health service use questionnaire were completed by participants.Results:In total, 6328 questionnaires were returned from 21 secondary schools. One in 10 participating pupils scored ‘very high’ for total mental health difficulties. Significant differences on well-being scores were found between both gender and year groups.Conclusion:In recent years, the proportion of children facing mental health problems has increased. In particular, high levels of female pupils and year 11 pupils report facing difficulties. It is important to develop targeted, accessible interventions, and to continue to collect up-to-date measures for this population.

Зміст роботи з лінгвістичними міні-текстами на уроках української мови під час вивчення теми «Морфологія»

The article presents the main stages of working with linguistic mini-texts during the study of morphological concepts, and also focuses on the acquisition of secondary language classes by students of the language concepts necessary to develop skills and skills to analyze and create their own texts. The author specifies the step-by-step nature of working with linguistic mini-texts in the study of material on morphology, which consists in familiarizing with the linguistic concepts or phenomenon during reading (or listening) of linguistic mini-texts; analysis of linguistic mini-texts with further discussion discussions, comparative analysis; compiling linguistic mini-texts based on keywords or phrases, tables, drawings; drawing up linguistic mini-texts depending on the target instruction, etc. It is stated in the work that the purposeful deepening of knowledge about the text, its structure, means of communication, functional-semantic types and speech genres lay the basis of analysis, brings students to the comprehension of the content and semantic integrity of the text. The main language form of text analysis is the educational dialogue, which ensures the autonomy of the students' actions, activates their thoughts and associative memory, induces to express their own thoughts. It is noted that according to each section of the current program there is a certain content of work on teaching students to create linguistic mini-texts, defined language and speech skills and skills that complement the previous ones. Linguistic and speech concepts are assimilated by students not once (on specific programs defined by the program), but with gradual expansion and deepening. the content of work with linguistic mini-texts is due to the improvement of linguistic competence of pupils of secondary school age when creating linguistic mini-texts. Linguistic mini-texts are used primarily on aspect lessons, because it is at these lessons that the formation of the linguistic competence of the students takes place directly.

Обзор методик диагностики образно-схематического мышления у учащихся среднего школьного возраста с умеренной степенью нарушения интеллекта

In this article some of the techniques that allow to reveal the level of formation of figurative-schematic thinking in pupils of secondary school age with a moderate degree of intellectual impairment have been considered.

Designed by the pupils, for the pupils: an autism‐friendly school

There is growing interest in promoting autism‐friendly environments, especially in a school setting. Findings to date have generally advocated an accepted reductionist or generalist approach when providing an autism‐friendly built environment. However, previous studies, while very well intentioned, have rarely involved those with autism spectrum condition (ASC) to comment on and then instruct designers on what, for them, constitutes an autism‐friendly learning environment. If going to be truly inclusive, the authors contend that those who are most knowledgeable about ASC, those with ASC, should, whenever possible, be given the opportunity to comment on the design of our shared built environment. Hence this article first introduces some of the challenges faced by those with ASC in trying to cope with their surroundings, before proceeding to outline the development of a simple school design ‘jigsaw’ kit that helped pupils with ASC to communicate ideas for their perfect school. Used in four design workshops, secondary school aged pupils (aged 13 to 18) with ASC imparted their likes, dislikes and what was most important to them within the school environment. This facilitated comparison with current autism‐friendly guidelines and provides a valuable insight into the mind of the secondary pupil with ASC. It is hoped that by increasing awareness and then including those with ASC in describing what might constitute an autism‐friendly learning environment, it will help facilitate greater inclusion of the child with ASC into mainstream education and society at large.

Методика обучения технике гравюры на пластике учащихся среднего школьного возраста

The article is devoted to the development of exercises promoting the mastering the engraving on plastics technique and methods of teaching this art to pupils of secondary school age.

Impact indicators functional, power and coordination of preparedness to the level of training exercise pupils of secondary school age

Purpose — to determine the relationships between indicators of functional and motor fitness and physical exercise level of training of students of secondary school age.Material and methods. To achieve the objectives adopted the following methods: analysis of scientific literature, educational testing and treatment methods of mathematical statistics research results. The study was attended by 20 students of class 7: 10 girls, 10 boys.Research results. Correlation analysis of relationships between indicators of fitness and motor performance level of training physical exercise proves that each indicator motor preparedness has at least two statistically significant relationship with indicators of the level of training that gives reason to believe that the level of motor readiness is important for effective teaching physical exercises.Conclusions. Analysis of relationships between indicators of fitness and motor performance level of training physical exercise makes it possible to conclude that effective training exercise, it is necessary to increase the level of coordination, strength and speed-strength abilities.

Efficiency of inclusive physical education lessons for schoolchildren with minor deviations in health

Abstract Introduction: Some contradictory data regarding the effects of inclusive physical education were revealed. The purpose of the research is to determine the efficiency of inclusive physical education for schoolchildren of I-III health groups of middle school age on the base of indices of complaints connected with health conditions, mental development, and physical activity. Material and methods: theoretical knowledge, sociological, educational, psycho diagnostics (degree of anxiety by Spielberger - Hanin, HAM: health, activity, mood) auto timing of motor activity (the Framingham method). The experimental group consisted of schoolchildren who were studying at secondary schools in inclusive terms - in these schools physical culture lessons for schoolchildren of I-III health groups were held both for practically healthy children and children with minor deviations in health status (with differentiation of tasks depending on the needs and capabilities of each child). The control group consisted of schoolchildren from the schools where the physical education lessons were conducted separately (segregatively) for schoolchildren of base, preparatory, and special medical groups. The study involved 1414 pupils of secondary school age (5-9 grades). The experimental group consisted of 694 individuals (320 girls and 374 boys) - the control one - 720 individuals (332 girls and 388 boys). Results: The trend toward the decreasing of the number of schoolchildren complaining of health condition with years of training in the experimental group confirmed the higher efficiency of inclusive physical education. Inclusive physical training lessons are less psychologically traumatic than segregative ones because schoolchildren from different medical groups in such terms suffer from the high level of anxiety less; low, often subjective, self-estimation, well-being, activity and mood are significantly higher. Positive changes in mental health are observed in the most tangible inclusive environment among schoolchildren with health deviations. Intensive everyday household physical activity and sports confirm the benefits of inclusive physical education. Conclusions: A high efficiency inclusive physical education student of I-III health groups was proved.

‘Back on Track’ – development of a school-based back care education programme

There is a high prevalence of back and neck pain among school children,1 with estimations that 50% of 14-year-olds have experienced back pain.2 Adolescent back pain sufferers are more likely to experience back pain as an adult, and problems can begin at primary school age.3,4 It is widely understood that the risk for back pain in young people is mul- tifactorial; however, the school environ- ment is an important consideration as children spend 30% of their time there.5,6Abertawe Bro-Morgannwg University Health Board serves a population of 500,000 individuals in South Wales. The percentage of paediatric referrals to physiotherapy for back and neck pain increased from 2.1% in September 2011 to 4.5% in March 2012. A project was introduced to ascertain whether local school children's backs are 'fit for the future'. The aims of the project were to investigate the prevalence of back and/or neck pain in school children in the Neath/ Port Talbot locality, identify the possible contributing risk fac- tors and raise awareness of the importance of applying practical back care education in the school environment.In June 2012, a questionnaire-based study was undertaken with a purposive sample of 204 young people from two primary schools (n = 78) and one senior school (n = 126) in the local area, spanning pupils aged from 7 to 15 years. The questionnaire addressed some key risk factors predisposing young people to back and neck pain and included school bag weight, school furniture, general lifestyle, and previous back pain.7,8 It is recognised that psychosocial factors may play a significant role in the development of back pain in young people;5,6 however, investigating such issues was beyond the scope of this physiotherapy-led initiative, and attempting to discuss sensitive subject matter with pupils could be seen as inappropriate within the school environment.Results of the questionnaire found that a total of 72% of the primary school sample reported back and/or neck pain in the past year and 36% within the last week prior to the questionnaire taking place. A total of 64% of the secondary school-aged pupils reported back and/or neck pain in the past year and 33% in past week. A total of 89% of pupils ques- tioned had not reported their back/neck pain to anyone, but 78% wanted teach- ing on how to keep their backs healthy.A number of questions addressed some of the school activity-related risk factors associated with back and neck pain in young people. For primary school children, sitting in assembly and sitting on the floor were the most problematic activities reported. For secondary school children, it was carry- ing their school bag; 15% of 11- to 12-year-olds carried a bag that weighed 10% of their body weight or greater. The literature recommends no more than 10%-15% of body weight.9These results may suggest that grow- ing spines are being affected, and back and neck pain in young people is a prob- lem which needs further investigation. The information obtained also supports the knowledge that many possible risk factors for back/neck pain in children are school-related, such as bag weight, uncomfortable seating and prolonged periods of sitting.10These results led to several local and national press releases along with a BBC Radio Wales live interview during August 2012 in time with pupils' return to school. There was also the opportunity to pre- sent the findings to Neath/Port Talbot primary and secondary school teachers during the Autumn term of 2012. Following on from this, a resource pack entitled 'Back on Track - a school-based back care education programme' evolved as a collaborative with a physio- therapist in England.A comprehensive school in Port Talbot was willing for 'Back on Track' to be piloted with Year 8 pupils aged 12/13 years who had participated in the initial questionnaire. In the spring/summer term 2013, paediatric physiotherapists delivered 'Back on Track' to 106 pupils as part of their pastoral care curriculum. …

Effectiveness of semantic therapy for word‐finding difficulties in pupils with persistent language impairments: a randomized control trial

Word-finding difficulties (WFDs) in children have been hypothesized to be caused at least partly by poor semantic knowledge. Therefore, improving semantic knowledge should decrease word-finding errors. Previous studies of semantic therapy for WFDs are inconclusive. To investigate the effectiveness of semantic therapy for secondary school-aged pupils with WFDs using a randomized control trial with blind assessment. Fifteen participants with language impairments and WFDs (aged 9;11-15;11) were randomly assigned to a therapy versus waiting control group. In Phase 1 the therapy group received two 15-min semantic therapy sessions per week for 8 weeks with their usual speech and language therapist. Therapy for each participant targeted words from one of three semantic categories (animals, food, clothes). All participants were tested pre- and post-phase 1 therapy on the brief version of the Test of Adolescent Word Finding (TAWF), semantic fluency and the Test of Word Finding in Discourse (TWFD). In Phase 2 the waiting control group received the same therapy as the original therapy group, which received therapy targeted at other language areas. Testing after Phase 2 aimed to establish whether the waiting control group made similar progress to the original therapy group and whether the original therapy group maintained any gains. The original therapy group made significant progress in standard scores on the TAWF (d= 0.94), which was maintained 5 months later. However, they made no progress on the semantic fluency or discourse tests. Participants in the waiting control group did not make significant progress on the TAWF in Phase 1 when they received no word-finding therapy. However, after Phase 2, when they received the therapy, they also made significant progress (d= 0.81). The combined effect of therapy over the two groups was d= 1.2. The mean standard scores on the TAWF were 67 pre-therapy and 77 post-therapy. Four hours of semantic therapy on discrete semantic categories led to significant gains on a general standardized test of word finding, enabling the participants to begin to close the gap between their performance and that of their typically developing peers. These gains were maintained after 5 months. A small amount of therapy can lead to significant gains even with secondary aged pupils with severe language difficulties. However, further studies are needed to find ways of improving word-finding abilities in discourse.

Connection between participation in sport and pro-social orientation and aggression of adolescents: Differences according to gender

Former researches on the contribution of organized sport to antisocial and pro-social behavior of the young have yielded discordant and contradictory results. However, in the majority of researches, it was determined that active practice of sport has a different effect on psycho-social development of male and female participants. We have undertaken the research with the aim of examining whether there is a connection between the participation of the pupils of secondary school age in organized sport activities and their pro-social value orientation and aggressiveness, and, if there is, whether there are gender differences in that connection. The sample consisted of 300 pupils of secondary school (Mathematical High School in Belgrade), out of which 150 (49 female and 101 male) regularly practice sport for more than two years, and 150 pupils (84 male and 66 female) do not practice organized sport. The indicators of practicing sport are: the length of practicing sport activities, regularity and intensity of training, participation in contests and the kind of sport (individual or team sport). The following variables of pro-social orientation were examined: readiness for cooperation, caring for other people, social responsibility and empathy. Aggressiveness was examined through aggressive tendencies towards others. All variables were examined by the application of appropriate questionnaires and evaluation scales which were answered by the pupils themselves. The results have shown significant (although low), positive correlations between practicing sport and pro-social values, as well as the negative (low) correlation between practicing sport and aggression, for both genders of students. Statistically significant differences were found between boys and girls regarding pro-social orientation (higher level in girls), as well as aggressiveness (higher levels in boys). Significant correlations were lower and more numerous in male than in female respondents.

Individual Paper: The worries of junior high school pupils in Taiwan

This study used a questionnaire to explore the worries of 120 junior high school pupils in Taiwan and the coping strategies they use to cope with such worries. The data indicate that about a quarter of the respondents find being a pupil very or extremely stressful. They are particularly worried about tests and examinations, whether they will be able to gain entry to a good senior high school, and whether they will get a good job in the future. The most frequent coping strategies reported involved a mix of strategies: emotion control, problem solving, and social support. The study provides further evidence of the high level of worry commonly experienced by secondary school aged pupils in many countries.

Using solution focused brief therapy in individual referrals for bullying

The authors work in a city local education authority Special Educational Needs Support Service with an Anti-Bullying Project that continues to develop effective approaches to dealing with bullying in schools. This paper describes the project's use of Solution Focused Brief Therapy (SFBT) and reports on the outcomes of a large number of interventions, particularly with pupils of secondary school age. The support group approach, developed within this project and published in Educational Psychology in Practice, is referred to in the government's anti-bullying pack as a key strategy. The authors show that SFBT provides another effective strategy to support pupils vulnerable to bullying in both primary and secondary schools.

Modern languages and special educational needs: a review of research

Summary The Education Reform (Northern Ireland) Order 1989 requires that all pupils of secondary school age should have equal access to a broad and balanced curriculum. The inclusion of language studies within the statutory framework of the Northern Ireland curriculum has led to a significant expansion in the teaching of modern languages to pupils with special educational needs. Many teachers are now faced with the task of teaching pupils who hitherto would have been excluded from the language department and some teachers in special schools now have to teach a language with which they themselves are unfamiliar. This paper is the first stage of a research and development project funded by the Northern Ireland Council for the Curriculum, Examinations and Assessment (NICCEA); it examines some research evidence relating to the challenge of teaching languages to pupils with special educational needs.

The attitudes of British primary school pupils to praise, rewards, punishments and reprimands

A questionnaire about praise, rewards, punishment and reprimands was given to a sample of 1,779 junior school pupils aged from 8 to 11. Generally, the children thought that praise and reward were appropriate for good behaviour and good work and that, on the whole, the amount of praise and blame they received in school was about right. The great majority of pupils said that they valued the opinions of their teachers above those of their peers in relation to both their work and their behaviour. Both for praising their good work and behaviour and as a punishment, a letter sent from school to parents was believed to be very potent. This underlines the importance of close collaboration between home and school. These results very largely mirror those from a similar survey of pupils of secondary school age (Houghton, Merrett & Wheldall, 1988).

Pupil-Centred Learning in Piano Lessons: An Evaluated Action-Research Programme Focusing on the Psychology of the Individual

Despite evidence that piano teachers recognise the importance of psycho- logical and emotional factors in the piano lesson, there is very little research or discussion about these factors in the profession. The conventional style of piano lesson is highly teacher-directed, the pupil being seen as a subordinate, dependent learner. This study drew on developments within the psychology of education on pupil-directed learning, on negotiated learning and on the emotional aspects of education and found that the lesson style of four pupils of secondary school age was easily adaptable to allow for the heightened awareness of psychological and emotional factors. This resulted in increased enjoyment, interest, positive attitudes, motivation and progress for three pupils, and in a better teacher-pupil relationship for all four pupils. "All attempts to educate must fain be full of mistakes, and when one realises it is the growing child who suffers more than his teacher, it fills one with apprehension. But... if we face this fact with all humility and an ever- readiness to adjust, the child, sensing this empirical approach guides us himself, and the errors are less fatal, the co-operation of spirit more certain, and the joy of teaching a wonderful thing." (Menuhin, 1969)

Aspects of proving: A clinical investigation of process

A clinical methodology was used to investigate the perceptions which pupils of secondary school age have concerning modes of mathematical argument which have an agreed status within the world of mathematics. The analysis of data obtained from three extended contexts led to the identification of clusters of characteristic response types. Differences were found to exist between the agreed meaning of some mathematical terms and procedures and the meaning ascribed to them by students. By considering levels of performance it was possible to identify particular components, the presence or absence of which consistently determined the capacity to structure or follow proofs and explanations.

The Difficulty of English Grammar for Pupils of Secondary School Age

The Difficulty of English Grammar for Pupils of Secondary School Age