This research aims to reveal how prospective teachers express democratic school culture. It is a descriptive study using a phenomenological design to examine preservice teachers' views on the characteristics of a democratic school, employing qualitative research techniques. In this context, the study aims to highlight learning opportunities about creating and maintaining democratic processes and reflectives related to its implementation. This study follows a qualitative research approach within a phenomenological model. The study group consists of 221 senior prospective teachers.A convenient sampling method, one of the purposeful sampling methods, was used. Descriptive analysis was used to analyze the data. The research concludes that the characteristics of prospective teachers regarding democratic school culture fall under the categories of (i) student, (ii) teacher, (iii) parent, (iv) school administration, and (v) learning environment. According to the findings, the most expressed characteristics were self expression respect for human rights, equality and participation. In schools with a democratic culture, there is a learning environment and management that respect human rights. It is seen that teachers treat everyone equally and that students can express themselves and participation.The importance of creating a participatory school culture that includes values, beliefs, and attitudes supporting democratic principles and institutions among citizens, as a requirement of democracy, is discussed.

Specific types of screen exposure and adolescent emotional and behavioral problems: Longitudinal associations and moderation by individual, family, and school characteristics.

Associations of distal elementary school characteristics with prekindergarten student

Is a game-changing transformation possible in education? In an era where traditional school structures are becoming less flexible and resistant to change, the “Agile School Model” is attracting more and more attention and is positioned as a “game changer.” This study aims to reveal the innovative potential of this approach in terms of educational policies in Turkey by examining the impact of the agile school model on academic achievement. The quantitative data of the mixed-method study were obtained from 683 school administrators and teachers working in public schools with High School Entrance Exam (HSES) achievement above the Turkey average, and qualitative data were obtained from in-depth interviews with 21 teachers. In quantitative analyses, Pearson correlation and simple linear regression were used. As a result of the qualitative analysis, a total of 16 sub-themes were identified under the titles of “agile leader,” “agile teacher,” “agile school environment” and “agility in external stakeholder relations.” The research reveals that there is a positive and significant relationship between agile school characteristics and academic achievement. The fact that the strongest relationship is seen in the school environment and external stakeholder relations shows that agile practices are effective not only within the school but also in the relationships established by the school with its environment. In this respect, the study provides a strong suggestion that education policies should evolve into more flexible, inclusive and collaborative structures.

Introduction: The unequal distribution of medical schools in Brazil has been widely discussed in recent literature, revealing direct implications for health equity and population access to medical services. Public and private institutions have made efforts to align their curricula with the National Curriculum Guidelines and the principles of the Unified Health System (SUS). However, full alignment remains limited, exposing a gap between the population’s actual health needs and the educational programs offered. Objective: This study describes the evolution of the geographical, administrative, and pedagogical characteristics of medical schools in Brazil. Methods: This mixed-methods study analyzed the development of medical schools, highlighting the predominance of quantitative expansion in medical education, driven by the creation of new institutions. Results: The expansion revealed persistent territorial inequalities in access to health services, reinforced by the growth of private institutions that dominated the national scenario. Although fewer in number, public institutions demonstrated a greater commitment to educational quality and social needs. Furthermore, an increase in the adoption of active methodologies and gradual alignment with the National Curriculum Guidelines were bserved. However, traditional methods remained predominant, and many institutions adopted educational practices with limited transparency, suggesting the need for standardization and continuous monitoring. Conclusion: These findings emphasize the importance of aligning medical education with the National Curriculum Guidelines and the actual health needs of the Brazilian population.

Upper-secondary school segregation in stockholm metropolitan area: The relationship between commuting distance and school characteristics

Background/Objectives: Bullying refers to a specific form of mistreatment that occurs in the school setting and is characterized by intentionality and persistence over time. It should be noted that some elements, such as low self-esteem and lack of social skills, are usually present in both victims and aggressors, so interfering in these aspects can lead to a decrease in the incidence. Thereby, being a victim of bullying is a key factor in the development of multiple mental health issues, such as depression or even suicide. Consequently, mental health nurses play a fundamental role in health education in order to be able to act when necessary and to prevent these types of unfavorable circumstances that can lead to psychiatric disorders. This systematic review aimed primarily to evaluate the effectiveness of psychoeducational programs in reducing school bullying and, secondarily, to analyze their influence on children's self-esteem. Methods: Data were obtained through a comprehensive search of PubMed, Cochrane, and Scielo, following PRISMA guidelines. Studies evaluating evidence-based interventions, including the Olweus Bullying Prevention Program (OBPP), the KiVa Anti-Bullying Program (KiVa), Positive Behavioral Support systems, and standardized social-emotional learning programs, were eligible for inclusion. Results: Findings revealed that most interventions showed a positive impact on bullying reduction and self-esteem improvement. However, effectiveness differed depending on contextual factors, such as the educational stage, school climate, cultural setting, and the degree of family involvement, as well as the extent to which each program was adapted to the specific needs of each school environment. Conclusions: Psychoeducational programs demonstrate overall effectiveness in reducing bullying behaviors and enhancing self-esteem in children. Nevertheless, outcomes differ depending on school characteristics, cultural context, and the level of family participation, highlighting the need for interventions tailored to each educational setting.

This study aimed to investigate the current practices of technology use for promoting physical activity in K-12 schools in the United States. A total of 367 registered Active Schools Champions completed the Comprehensive School Physical Activity Program Technology Practice Questionnaire (CSPAP-TPQ). Descriptive statistics identified commonly used technologies, and χ2 tests and multiple regression analyses explored associations between personal and school characteristics and technology use. The most frequently used technologies were audio systems in physical education (95.1%), computers in physical activity programming before, during, and after the school day (79%), and email for staff involvement and family and community engagement (79%). The multiple regression model for personal characteristics indicated that race (β = 6.6, p = .004) and certified/licensed teacher status (β = -13.0, p < .001) were significant predictors of individual technology use, R2 = .381, F(5,361) = 12.24, p < .001. In contrast, the multiple regression model for school characteristics did not predict school use of technology for physical activity promotion. The widespread adoption of technology to promote physical activity in K-12 schools, which is significantly influenced by personal characteristics such as race and teacher certification, underscores the urgent need for targeted professional development. Future initiatives should focus on the equitable expansion of access and providing dedicated support for diverse school staff in technology integration.

This study analyzes the presence and characteristics of nomophobiain high school and university students at the Universityof Guadalajara. The research is framed within a quantitativeapproach, through the application of the NMP-Q questionnaireto a sample of 776 students during the 2024 B calendar. Theresults indicate a general prevalence of nomophobia in moderatedegree, with a mean of 77 points on the test scale, being slightlyhigher among females and young people of both genres aged 17and 18 years. Minimal differences were identified according toeducational level, region or employment status, although certainfactors, such as the type and edition of device (mainly iPhone) andisolated cases of poor academic performance, showed a greaterassociation with high levels of nomophobia. The main functionsof the cell phone were the use of social networks, calls and consumptionof multimedia content. It is concluded that nomophobiais a widespread phenomenon among young people, with relevanteducational and social implications, which requires institutionalattention and psychological support, due to the addictive behaviorsthat can occur when trying to stay connected to mobiledevices. Future research on psychosocial factors associated withproblematic cell phone use, the social context of those with highlevels of nomophobia, and the creation of effective preventionpolicies and norms should be further investigated.

This research discusses the concepts of i’rab and ‘amil in Arabic grammar and examines the methodological differences between the Basra and Kufa schools as the two primary streams in the construction of nahwu (syntax). I’rab is understood as the changes in the vowels at the end of words influenced by the presence of an ‘amil (governor) and the word's position within the sentence structure, thus playing a vital role in preserving meaning and syntactic order in the Arabic language. This study employs a qualitative approach with a library research method, tracing primary sources from the works of classical scholars and secondary sources from modern studies. Data analysis was conducted using content and comparative analysis methods to identify the epistemological characteristics of both schools. The results of the study show that the Basra school is prescriptive, rational, and selective regarding linguistic sources, whereas the Kufa school is more descriptive, flexible, and open to various speech patterns, including those considered syadz (irregular). These differing approaches impact how both schools understand and formulate the rules of i’rab and ‘amil. This study concludes that both schools provided distinct yet complementary contributions to the development of Arabic nahwu, where Basra played a role in theoretical standardization and Kufa contributed to the preservation of linguistic reality. These findings emphasize that the understanding of i’rab is not only related to grammatical aspects but is also supported by historical and epistemological perspectives within the scientific tradition of the Arabic language.

ABSTRACT School principals’ psychological health is considered an essential element of the educational mission. Therefore, wellbeing at work is important as it plays a fundamental role in overall psychological health. Indeed, according to some studies, wellbeing may enhance principals’ retention, but the empirical evidence supporting this relationship remains limited. Given the global concern over principals’ retention, this systematic literature review aims to explore the relationships between their work characteristics, their wellbeing, and their intention to quit or turnover. Following the PRISMA guidelines, this systematic literature review focuses on peer-reviewed articles published between 2018 and 2024. A total of 18 empirical articles were identified. Job complexity, job autonomy, organizational and social support, workload, school characteristics, and educational policies are different factors related to both the wellbeing and the intention to quit or the turnover of school principals. Although this systematic literature review reveals an increase in the number of studies on the wellbeing and intention to quit or turnover of school principals, gaps remain concerning the associations between their work characteristics, the mediating role of wellbeing, and its influence on their intention to quit or turnover.

Over the past several years, empirical studies have reported positive impacts of one-to-one and small-group tutoring on student academic development. This literature, however, also points to major implementation challenges, including staffing costs and low student participation rates. This paper describes a 12-week cluster randomized controlled trial that examined the efficacy of a virtual literacy-focused tutoring intervention that sought to address limitations in prior models and implementations by providing live tutoring services during the school day. Intent-to-Treat models indicate that first through fourth-grade students assigned to the program outperformed their control-group peers by roughly 0.05 SDs. However, only 20% of students received the recommended tutoring dosage. Given the variability in usage rates, we also leveraged Treatment-on-the-Treated approaches. These models suggest that students who completed 10 or more tutoring sessions experienced a reading advantage of 0.08 SDs, while those who completed 20 or more sessions—the recommended dosage—experienced a 0.26 SD developmental advantage. Further research should explore how implementation conditions, school characteristics, and student needs influence uptake rates and program effectiveness.

Despite increasing efforts to implement diversity training in K-12 schools, challenges persist in ensuring its effectiveness and sustainability. Authors employed a quantitative content analysis to (a) identify educator-reported barriers to diversity training using responses from a national sample of educators and (b) examine how the likelihood of reporting specific barriers varied by educator demographics and school characteristics. Open-ended survey responses from 633 educators were analyzed. Quantitative content analyses revealed eight major categories of barriers to diversity training: logistical (24%), individual (20%), leadership and commitment (16%), trainers and training (15%), community (10%), general resources (7%), policy and governance (6%), and no barriers (3%). Differences emerged based on educator demographics and school characteristics for community and logistical barriers. Findings underscore the need for tailored implementation strategies that address obstacles and foster a more supportive environment for diversity training. (PsycInfo Database Record (c) 2026 APA, all rights reserved).

This study examines the determinants of test score inflation among middle school teachers within Türkiye’s exam-driven education system. Test score inflation -defined as increasing students’ scores beyond actual performance due to internal or external pressures- poses challenges for fairness, validity, and instructional integrity. To investigate its underlying factors, the researchers developed and validated the Test Score Inflation Scale following DeVellis’s (2012) framework. The 20-item, three-factor instrument (Avoidance of Pressure, Student Support, Fairness) demonstrated strong psychometric properties (α = .81–.89; ω = .97; KMO = .855). Data were collected from 507 teachers of Turkish, Mathematics, Science, and Social Studies across public and private schools. Multivariate analyses (MANOVA, multiple regression) revealed significant effects of gender and school type: female teachers and those in private institutions exhibited higher inflation tendencies across all subscales. Conversely, seniority, postgraduate education, managerial role, and subject area showed no significant influence. Regression models indicated that individual (gender, school type) and contextual (physical and sociological characteristics of schools) factors jointly explained 38% of total variance (R² = .25-.31 across subscales). Findings suggest that inflation behaviors may reflect adaptive responses to institutional pressures rather than deliberate misconduct. The results underscore the need for policies that promote process-oriented assessment, ethical grading dialogue among teachers, and improved resource conditions that reduce pressure to inflate scores. Future research should validate the scale across contexts and employ longitudinal or mixed-method designs to explore how institutional dynamics and professional norms shape teachers’ assessment integrity.

Purpose The purpose of this study is to identify and provide initial empirical support for the organizational and managerial characteristics of high-performing schools (HPS), and to examine how these relate to the established high-performance organization (HPO) framework and to school results in the Dutch context. Design/methodology/approach A two-stage quantitative study: (1) a literature review (2018–2023) distilled 34 HPS characteristics grouped into four hypothesized factors; (2) a cross-sectional survey (Autumn 2023) among staff in three Dutch schools (two primary, one vocational; n = 274). Instruments included the HPS items, the HPO questionnaire and a two-item school-results index. Analyses used Cronbach’s alpha, Pearson correlations, independent-samples t-tests and one-way ANOVAs (SPSS v18). Findings The four HPS factors – quality of school management, quality of internal organization, quality of teachers and staff, and quality of educational approach – showed high internal reliability. All HPS factors correlated positively with school results; HPO factors did as well. HPS and HPO factors were mutually correlated, indicating a complementary system of practices. Primary schools scored higher than the vocational school on all HPS subscales; employee role had significant main effects on three of four subscales, while tenure showed no effect. Originality/value This study offers an empirically grounded, education-specific set of organizational and managerial HPS characteristics, with strong internal consistency and initial empirical support, and explicitly connects them to the HPO framework, providing a practical, evidence-based diagnostic for school leaders and a theoretical bridge between school effectiveness and HPO literatures.

Corrigendum to “Associations between school characteristics and learning gains for pre-K attenders and non-attenders: Important constructs, limited evidence” [Early Childhood Research Quarterly 72 (2025) 182-194

Regulatory measures on the sale of food at schools can influence consumption by students. The aims of the present cross-sectional study were to determine whether attending schools with norms that regulate the sale of food is associated with the consumption of ultra-processed foods by students in Brazilian state capitals and investigate the association between the availability and consumption of ultra-processed foods in school cafeterias. A systematic survey was performed of Brazilian norms in force up to 2019 that regulate the sale of food and beverages in school cafeterias. In terms of regulatory coverage, schools were categorized as covered/not covered. The availability and consumption of ultra-processed foods were assessed using data from the 2019 Brazilian National Survey of School Health. Multilevel linear regression analyses were adjusted by sociodemographic variables and school characteristics to test the association between regulatory coverage and the consumption of ultra-processed foods by students (n = 81,362). A second analysis restricted to students at schools with cafeterias (n = 53,137) investigated the association between the availability and consumption of these foods. Attending schools with regulatory coverage on the sale of food and beverages was associated with a reduction of -0.10 points (95%CI: -0.16; -0.03) in the consumption score of ultra-processed foods by students in Brazilian capital cities, whereas the availability of ultra-processed foods in school cafeterias was associated with an increase of 0.02 points (95%CI: 0.00; 0.03) in the consumption score in the adjusted analyses. These findings can assist in the establishment of a national Law on the offer of ultra-processed foods at schools.

This review evaluated the risk factors for peer bullying in preschool using the meta-synthesis method. Meta-synthesis is the interpretation and harmonization of qualitative data obtained from phenomenological, ethnographic, and qualitative studies. The studies to be included primarily focused on those published between January 2010 and January 2023. Focused on "preschool peer bullying, early childhood peer bullying, childhood peer bullying, preschool school bullying, early childhood school bullying" keywords. For this purpose, "EBSCO, Taylor and Francis, Web of Science, YÖKtez, TRDİZIN" databases were examined. As a result of the review process, a total of 17 studies were included. The study synthesized findings using direct quotations from the original study, and themes and sub-dimensions were presented as templates. The research identified three themes that can be considered a risk factor for peer bullying. These themes are characteristics of the bully and victim, characteristics of the family, and characteristics of the school. As a result of the research, children who show bullying behavior are generally relatively strong physically, leaders, and have high or low self-confidence. Victimized children may be relatively weak physically, with special needs, polite, passive, and shy. The studies examined showed that reasons such as negative parental attitudes, domestic violence, socio-economic status, and exposure to uncontrolled media are risk factors originating from the family. As a result of the research, it has been determined that school characteristics such as low awareness and inadequate intervention of the teacher, type of activity, physical design, and lack of personnel are also risk factors for bullying.

This study aims to analyze and optimize the use of Chromebook devices as a medium for formative and summative assessment, especially with the help of the Quizizz gamification platform, for sixth-grade students of Kemawi State Elementary School. The study population was 69 sixth-grade students from three academic years, namely 2023/2024, 2024/2025, and 2025/2026. The research method used was a quasi-experimental design with a One-Group Pretest-Posttest Design. Data were collected through questionnaires in the form of student and teacher responses, interviews with students, teachers, and principals, as well as pre-test and post-test learning outcome tests. The results showed a significant increase in student learning outcomes after the implementation of Chromebook and Quizizz-based assessments, as indicated by an increase in the average post-test score higher than the pre-test. Student assessment using Chromebooks with the aid of Quizizz was also effective, as evidenced by the results of the t-test, which yielded a mean difference of 34.24 and a mean difference of 1.668, indicating a significant difference between pretest and posttest learning outcomes. The optimal use of Chromebooks for sixth-grade student assessment using Quizizz was demonstrated by the average pretest and posttest scores obtained using the N-Gain test of 0.80, a high criterion. Furthermore, questionnaires and interviews confirmed that the use of this technology combination increased learning motivation, active participation, and the effectiveness of the assessment process. Optimization efforts included ongoing digital literacy training for teachers and adapting Quizizz content to suit the school's characteristics and curriculum. This study concluded that Chromebooks and Quizizz are effective and worthy of optimization as innovative assessment tools at the elementary school level.

Background: Asthma is a disease of the airways with different phenotypes in terms of origin, clinical presentation and response to treatment. Knowledge of these phenotypes is important in pediatrics, as it guides and optimizes management. The aim of this study was to study the asthma characteristics in asthma phenotypes of school-aged children. Patients and methods: This were a cross-sectional study, conducted in the Center of Pediatric Pulmonology/ Karbala teaching hospital for children on 80 asthmatic children (aged between 5 and 17 years) and they were classified into four phenotypes: allergic, eosinophilic, mixed allergic and eosinophilic (MAAE), and non-allergic non-eosinophilic (NANE). Demographic variables, clinical characteristics, and treatment details were also collected. Results: MAAE (34%) and allergic (32%) were the most frequent phenotypes. In all phenotypes, there was a male dominance and there was not difference of BMI and residence between them. Only 26% of asthma was well controlled, 38% uncontrolled and 36% partially controlled. The prevalence of severe asthma was significantly higher among those in the MAAE group (p-value&lt; 0.001). There is a significant relationship between family history and allergic phenotype (p-value= 0.02). Conclusion: The findings emphasizes that there is a diversity of asthma phenotypes in school-aged children, and the allergic and the mixed allergic and eosinophilic phenotypes predominate. Most children had moderate asthma, but control was often poor with the allergic and mixed allergic and eosinophilic groups. Furthermore, allergic phenotype had a strong family history association in comparison to another phenotype.