Residential School Students Research Articles

Slow violence and the coloniality of carceral foodways in Canadian federal prisons

The disproportionate incarceration of Indigenous peoples continues to be a disturbing trend in Canada, prompting calls to problematize prison as a modern manifestation of settler-colonialism. To address this call, we explore the disconcerting similarities between historical accounts of food insecurity endured by Indigenous children in residential schools and our participants’ shocking food experiences in Canadian federal prisons. Using qualitative data from 57 semi-structured interviews with formerly incarcerated people, we compare participants’ experiences of poor-quality food, chronic hunger, and malnutrition to those of students in residential schools, problematizing the inadequate food provision in Canadian prisons in the present despite government assurances that prison food meets national nutritional guidelines. Ultimately, we contend that settler-colonialism continues to be weaponized against Indigenous people in prison – and incarcerated people, generally – through the slow violence of carceral food provision, perpetuating inequitable health outcomes for communities historically pushed to the margins of Canadian society.

Revisiting English attitudes of Japanese students in residential English schools in the Philippines after COVID-19

ABSTRACT This study examines Japanese students’ attitudes toward English learning in residential schools in the Philippines during the COVID-19 pandemic and its impact on their language learning experiences. The study conducted in-depth interviews with eight Japanese students studying in the Philippines in December 2022. Despite the pandemic, the students remained motivated to pursue their studies in the Philippines. Their responses were consistent with pre-pandemic times, as they had chosen the Philippines for its affordability, good-quality education, and diverse range of accents and cultures, allowing them to experience English as a lingua franca and World Englishes. Moreover, this trend was accelerated by the pandemic and the depreciation of the yen in 2022, increasing their cost consciousness. Personal motivations, such as utilitarian reasons and cultural exchange, played a vital role in driving students to study in the Philippines, emphasizing the importance of considering personal motivations and cultural exchange in designing effective language programs.

The Impact of Social, Emotional, and Educational Adjustment on Academic Performance among Male and Female Residential School Students

Adjustment is a key component of a fulfilling and prosperous life. Achieving a balanced level of life becomes essential as we progress through life to reach a level of equilibrium of adjustment in all spheres of our lives. This holds particular significance during the student years generally and in residential settings particularly, when adjustment patterns can have a substantial influence on educational outcomes. Therefore, the current study aimed to examine the gender difference in social, emotional, and educational adjustment and its combined effect on academic achievement among boys and girls residential school students. Random sampling was used in this study with a sample size of 120 residential school students (60 boys and 60 girls), further divided based on levels of high (30 boys and 30 girls) and low (30 boys and 30 girls) adjustment patterns, studying in 11th and 12th grade at Akal Academy, Baru Sahib. The data were collected by administering an Adjustment inventory (Sinha and Singh, 1971), and GPA for obtaining academic achievement scores. Multiple Linear Regression and the ‘t' test were used to analyze the data. The findings show that boys outperformed their female counterparts in terms of social adjustment. However, there was no significant difference among boys and girls in emotional and educational adjustment. Additionally, the combined effect of social, emotional, and educational adjustment did not significantly impact academic achievement. These nuanced findings throw light on the complex interplay of adjustment patterns and suggest further investigation into its varied impact on academic achievement.

A comparative study of flexibility and body composition between residential and non-residential school students of Manipur

A comparative study of flexibility and body composition between residential and non-residential school students of Manipur

Teaching clinicians and nurses to prepare for and present at interdisciplinary meetings through behavioral skills training.

Behavior analysts frequently collaborate with interdisciplinary colleagues to share information and make decisions about client services. This study evaluated the effects of behavioral skills training on preparation for and presentation during interdisciplinary review team meetings by clinicians (n = 4) and nurses (n = 4) at a residential school for students with intellectual and neurodevelopmental disabilities. The primary dependent measure was the percentage of preparation and presentation steps from task-analyzed behavior checklists that the participants implemented correctly. As evaluated by multiple-baseline designs, the participants improved their preparation and presentation skills to nearly 100% following behavioral skills training, maintained performance 1 month after the study, and rated training positively. We discuss elements of the training program, practice implications, and research directions.

Prevalence and Risk Factors of Iron Deficiency Anemia among the Tribal Residential Adolescent School Students of Odisha: A Cross-Sectional Study.

Globally, anemia is one of the biggest public health challenges. The highest prevalence of anemia is seen among adolescents. Tribal communities are especially at a disadvantage, with several studies documenting a high prevalence of anemia among tribal adolescents. We investigated the prevalence of anemia and its associated risk factors among the tribal residential adolescent school students in Odisha. In a cross-sectional survey, the prevalence of anemia was estimated by spectrophotometry among adolescents of residential schools in three predominantly tribal districts of Odisha. The severity of anemia was defined as per the World Health Organization classification for adolescents. The mean age of 953 subjects was 13.07 ± 1.48 years. The prevalence of anemia was found to be 37.3%. As per the World Health Organization classification, 19.9% had mild anemia, 16.3% had moderate, and 1% had severe anemia. Consumption of Iron Folic Acid (IFA) was associated with the level of hemoglobin at a statistically significant level. We found that the prevalence of anemia was lower than in similar studies conducted in other parts of the country. Despite poor coverage of beneficiaries with iron and folic acid at the national level, our study showed better compliance and was associated with a significantly higher level of hemoglobin among those who consumed IFA.

Enhancing the language skills of tribal welfare residential school students through the theory of multiple intelligences: A study

In the present paper the researcher tries to explore how different English language skills can be developed through Howard Gardner’s Multiple Intelligences Theory, the background of the students studying in tribal welfare residential schools and the background of Tribal Welfare Residential Schools in Telangana State. The researcher in this paper has proposed few activities based on the MI for effective learning of language. Still there are first-generation students and have difficulty in getting the required mastery over English as second language particularly in various language skills. This paper tries to explore the possibilities to improve the basic language skills i.e., listening, speaking, reading and writing through Multiple Intelligences Theory proposed by Howard Gardner in 1983 and his later edition in 1991.The researcher has chosen two different lessons to create activities from the prescribed textbook and the activities are analysed with Diner menu principles to create the special interest towards the language skills so as to improve the English language of students.

Measuring teacher profession as career of choice among top fully residential school students

Fully residential schools (FRS) or boarding schools in Malaysia produce quality candidates with towering personalities. This study seeks to explore the choice of career as well as the parents and gender influences on the career as a teacher among top FRS students in Malaysia. A survey design, which is mainly quantitative in nature, was used in this empirical study. A self-designed questionnaire was used in collecting data from 305 participants from three top FRS in Malaysia. This study revealed that only 6.2% of students selected 'teacher' as a career of choice. Other respondents opted for different professions such as medical doctors, engineers, and scientists. Of the students who chose ‘teacher’ as their career of choice, 31.6% have one or both parents from a teaching background. The study also found that the influence of gender on the career as a teacher was not significant with t(303) = 0.446, p = 0.656. Several recommendations were made. This study suggests further increasing the FRS students' exposure to the teaching career with the recommendations proposed.

Measuring teacher profession as career of choice among top fully residential school students

Fully residential schools (FRS) or boarding schools in Malaysia produce quality candidates with towering personalities. This study seeks to explore the choice of career as well as the parents and gender influences on the career as a teacher among top FRS students in Malaysia. A survey design, which is mainly quantitative in nature, was used in this empirical study. A self-designed questionnaire was used in collecting data from 305 participants from three top FRS in Malaysia. This study revealed that only 6.2% of students selected 'teacher' as a career of choice. Other respondents opted for different professions such as medical doctors, engineers, and scientists. Of the students who chose ‘teacher’ as their career of choice, 31.6% have one or both parents from a teaching background. The study also found that the influence of gender on the career as a teacher was not significant with t (303) = 0.446, p = 0.656. Several recommendations were made. This study suggests further increasing the FRS students' exposure to the teaching career with the recommendations proposed.

Virtual High School Physiology: Hands‐On Experiences During the CoVID Pandemic

The CoVID pandemic has forced us to rethink our curriculum and allow for many unforeseen factors. Going virtual since March has affected teaching and learning and made it almost impossible for students to perform hands-on learning. My school is a residential school for students in grades 10-12 and since we cannot have students congregating on campus, and possibly spreading the virus, we went virtual. We have had to revamp our curriculum and change our teaching to engage students online. The question then becomes - how do we promote equity, diversity and inclusion through online learning, knowing that many of our students are involved in working, babysitting and other such activities? We are making many changes to our teaching to accommodate the financial needs of our student families. Issues such as student depression that have been brought on by being indoors during quarantine, have to be accounted for. The number of hours on zoom and the homework assigned have to be re-evaluated. I have managed to redesign some assignments to be hands-on during this time such as inquiry-based projects to collect data based evidence and modeling physiology using individual hands-on methods. Students have been able to participate in physiology learning experiences in groups and individually. It has been enlightening to reflect on our pedagogy and create a balance between reality and education in the face of the greatest pandemic that humankind has ever known.

A Study on Academic Achievement of Residential and Non-residential secondary school students in relation to Locality

The present study intends to Study on Academic Achievement of Residential and Non-residential secondary school students in relation to Locality. Investigator studied Dharwad district Residential and Non-residential secondary school students’ Academic achievement and Adjustment. The sample of the study consists of 500 Residential and Non-residential secondary school X standard students of Dharwad district. Investigator used Descriptive Survey method for the present study. Investigator prepared and used Academic achievement test. Investigator visited the Residential and Non-residential secondary schools of Dharwad district and collected data from the students. The descriptive and differential statistics is used for the analysis of collected data.The results of the study reveal that the Mean and SD of the non-residential rural secondary school students have significant higher academic achievement (79.79±6.53) as compared to residential rural secondary school students (77.67±6.75) and the non-residential urban secondary school students have significant higher academic achievement (79.79±6.53) as compared to residential urban secondary school students (77.67±6.75).

Review: Belonging: An Autoethnography of a Life in Sign Language, by O’Connell, Noel

Review: <i>Belonging: An Autoethnography of a Life in Sign Language</i>, by O’Connell, Noel

Indigenous student labour and settler colonialism at Brandon Residential School

This paper contends that unfree Indigenous student labour at residential schools was a key—and underappreciated—component of settler colonialism in Canada. Colonial administration and the churches attempted to “civilize” and assimilate Indigenous people—and prepare the frontier for white settlers—through residential schooling. Labour, in accordance with Euro‐Canadian gender norms, was expected to usher Brandon Industrial Institute (later Brandon Residential School) students from the “backwardness” of traditional lifeways to the industriousness and assimilation necessary for their roles in the serving classes of modern society. I use archival sources—newspapers, unpublished reports, Department of Indian Affairs documents, and United Church correspondence and photographs—and employ a version of Norman et al.'s “settler‐colonial grid of recognizability” to examine student labour. This paper argues that the Department of Indian Affairs and church officials at Brandon Residential School sought to make Indigenous youth “legible” under the settler‐colonial grid of recognizability through agricultural and manual work for boys and domestic labour for girls, both of which ensured the school's financial viability. I propose that this under‐explored aspect of settler colonialism could be understood through three main themes—imperial settler‐humanitarianism, the logic of containment, and productive bodies—that are traced across the lifetime of the school.

Examining physical education experiences at integrated and residential schools for students with visual impairments

This study examined how individuals who experienced physical education in both integrated and residential school settings viewed their physical education experiences. A retrospective interpretative phenomenological approach (IPA) was used, and five adults with visual impairments (aged 20–35 years; three males, two females) were enrolled in this study. Data collection included semi-structured telephone interviews and reflective interview notes, which were analyzed thematically using a three-step process. Two interrelated themes emerged from the data. In the first theme – feelings about being included and excluded – participants described that across school settings, inclusivity and exclusivity were central to how they understood their physical education experiences. The second theme – support needs met at residential schools – described how perceived teacher support and feelings of relatedness with peers were identified as important factors related to their willingness to explore the environment and engage in physical education curricula.

Effectiveness of Herbal Mouthwash among Visually Impaired Residential School Students

Visually impaired patients are unable to visualize the plaque on tooth surfaces resulting in inadequate plaque removal and therefore the progression of dental caries and inflammatory disease of the periodontium. The objective of the study was to assess the effectiveness of herbal mouth wash in reduction of plaque and gingivitis among visually impaired children. Randomized controlled clinical trial was conducted with parallel groups study, comprising 6 to 20 year old visually impaired children, 20 in each group (herbal mouth wash or chlorhexidine mouthwash or placebo mouthwash). Plaque and gingival index were recorded at baseline and at the end of the study. Children were asked to use the mouth wash twice daily for two weeks. Analysis was done using Chi-square test for categorical data and Mann-Whitney U test/independent t-test and one way analysis of variance/Kruskal-wallis H test for quantitative data. The level of significance was set at P<0.05. Participants showed fair oral hygiene (mean plaque scores of 1.14±0.53) and moderate gingivitis (mean gingival scores of 1.12±0.45) with no significant difference between three groups (P=0.47 and 0.84, respectively). Significant reduction of plaque and gingivitis was seen at follow-up with no significant difference between herbal and chlorhexidine mouthwash. However, significant difference was found between placebo and herbal/chlorhexidine mouthwash. Herbal mouthwash showed significant effect on reducing plaque formation and gingivitis in visually impaired students. The effectiveness of herbal mouthwash was analogous to the gold standard chlorhexidine.

A Study on Social Competence of Secondary School Students Residing in Juvenile Homes

The present study examines the social competence of secondary school students residing in Juvenile homes. Studies report that the residents of Juvenile homes are deficient in social adaptation skills. This could be due to lack of resources and support. Schools within Juvenile homes could provide resources to develop social competence skills beneficial for their personal and social development. The study used surveys to measure the level of social competence of the secondary school students residing in the Juvenile homes of Kerala with the sub-samples based on gender, locality, and type of institution. The study reports significant differences in social competence between boys and girls, urban and rural population, and government, aided, and private residents of Juvenile homes.

“I’m not really healed … I’m just bandaged up”: Perceptions of healing among former students of Indian residential schools

Attempts at resolution between former students of Indian residential schools and the non-Aboriginal Canadian population began with the signing of the Indian Residential Schools Settlement Agreement in 2006. The Settlement Agreement outlined provisions for the Truth and Reconciliation Commission to document the stories of former students and for the Resolution Health Support Program to offer emotional and cultural support to former students and their families. Although former students have catalogued their stories through the Truth and Reconciliation Commission process, experiences of healing from the events of Indian residential schools remain relatively unknown. The purpose of this qualitative study was to explore the perceptions of healing among former Indian residential school students. In partnership with an Aboriginal support agency in a small Saskatchewan city, we interviewed 10 Aboriginal people affected by residential schools. The focus of the interviews was to generate participants’ conceptions and experiences of healing regarding their residential school experiences. We found all participants continued to experience physical, mental, emotional, and/or spiritual impacts of residential school attendance. Disclosure of their experiences was an important turning point for some participants. Their efforts to move on varied from attempting to “forget” about their experience to reconnecting with their culture and/or following their spiritual, religious, or faith practices. Participants also noted the profound intergenerational effects of residential schools and the need for communities to promote healing. The findings will be used to guide an assessment of the healing needs among this population in Saskatchewan.

Adjustment and Scholastic Achievement among Higher Secondary Students of Residential and Non-Residential Schools

The aim of this study was to find out the relationship of adjustment to scholastic achievement of Residential and Non Residential School students. The sample consisted of 30 Male students (Residential); 30 Female students (Residential); 30 Male students (Non Residential); 30 Female students (Non Residential) and their combined mean age was 16.27 years. The data was collected using tools: (1) Bell’s Adjustment Inventory (Indian Adaptation) by Dr. Lalita Sharma. The statistical analysis was done by using mean, standard deviation, product moment correlation technique (r) and t-test. The findings are as follows: 1) There is significant positive relationship of adjustment to scholastic achievement (0.768**). 2) There is no gender difference in the overall adjustment (0.185) and scholastic achievement (0.728). 3) There is no difference in the overall adjustment (0.772) and scholastic achievement (1.537) of residential and non-residential school students.

High School Students Residing in Educational Public Institutions: Health-Risk Behaviors.

Although several health-risk behaviors of adolescents have been described in the literature, data of high school students who reside at educational institutions in developing countries are scarce. This study aimed to describe behaviors associated with health risks among high school students who reside at an educational public institution and to associate these variables with the length of stay at the institution. This cross-sectional study was conducted during the year 2015 and included 122 students aged 14–19 years at a federal educational institution in the Midwest of Brazil; students were divided into residents of <8 months and those of >20 months. Information concerning the family socioeconomic status and anthropometric, dietary and behavioral profiles was investigated. Despite being physically active, students exhibited risk-associated behaviors such as cigarette and alcohol use and risky sexual behaviors that were exacerbated by fragile socioeconomic conditions and distance from family. A longer time in residence at the institution was associated with an older age (p ≤ 0.001), adequate body mass index (BMI; p = 0.02), nutritional knowledge (p = 0.01), and less doses of alcohol consumption (p ≤ 0.01) compared with those with shorter times in residence. In conclusion, the students exhibited different health-risk behaviors, and a longer institutional residence time, compared with a shorter time, was found to associate with the reduction of health-risk behaviors.

The Mediating Effect of Ego Resilience on Correlation between Middle School Students' Communication with their Parents and Self-directed Learning Ability: Surveying Middle School Students Residing in Jeju

The purpose of this study is to examine the mediating effect of ego resilience on correlation between parent-child communication and self-directed learning ability in middle school students. The subjects of this study were 417 out of 500 male and female students attending a coeducational middle school located in Jeju Special Self-Governing Province, and a survey was conducted by employing the parent-child Received(November 24, 2015), Review request(November 25, 2015), Review Result(1st: December 10, 2015, 2nd: December 29, 2015) Accepted(January 09, 2016), Published(January 31, 2016) 63262 Jeju Univ., Jeju Daehakro 102(Ara 1 dong, Jeju National University) email : kcs0956@hanmail.net (Corresponding Author) 63243 Dept. Education, Jeju Univ., Jeju Daehakro 102(Ara 1 dong, Jeju National University) Tel.064)754-2167 email : edu114@jejunu.ac.kr The Mediating Effect of Ego Resilience on Correlation between Middle School Students’ Communication with their Parents and Self-directed Learning Ability : Surveying middle school students residing in Jeju Copyright c 2016 HSST 252 communication scale, self-directed learning ability scale, and ego resilience scale. The findings of this study can be summed up as below: First, according to the correlation analysis, there was significantly positive correlation between parent-child communication and ego resilience and also between ego resilience and self-directed learning ability. Second, according to the result of examining the mediating effect of ego resilience in correlation between parent-child communication and self-directed learning ability, the model’s goodness of fit index (GFI) was found to be favorable as χ2(N=417)=94.58(df=32), NFI=.959, RFI=.943, TLI=.961, CFI=.973, RMSEA=.069, and RMR=.0412. Also, concerning the mediating effect, not in the study model but in the competitive model, ego resilience was found to show full mediation in correlation between parent-communication and self-directed learning ability in p<.001. This implies that parent-child communication does not influence self-directedness directly but indirectly with the mediation of ego resilience. In the end, this researcher discusses the significance and implications of this study.