School environment and ADHD-related stigma in children with ADHD.

The need for reliable internet connectivity in educational environments is crucial, but is often hampered by inefficient network infrastructure. This study aims to design an optimal Fiber To The Room (FTTR) network topology design based on Gigabit Passive Optical Network (GPON) at SMK NU Ma'arif Kudus, focusing on the efficiency of fiber optic cable installation routes. The research method used is engineering design with a quantitative approach, where the school architectural plan is modeled into a weighted graph. Route optimization is carried out by implementing the Dijkstra Algorithm to find the shortest path from the center node (ODC) to all node termination points (ODP). While node I (ODC) is designated as the starting node because it functions as the network distribution center. The calculation process is carried out by determining the minimum distance from the starting node to all destination nodes (ODP). The calculation results show that the shortest path is divided into two main routes, namely I to C to B to A to D to E and I to F to G to H. The selection of this node is proven to be able to produce a more efficient total distance compared to direct paths in several network segments. Based on these results, it can be concluded that Dijkstra's algorithm is effective in fiber optic network planning because it can optimally determine the path with the minimum distance. The application of this method is expected to assist in decision-making regarding fiber optic network infrastructure planning, making it more efficient and applicable for implementation in school environments.

This study explored the challenges students face during the transition from primary to secondary school, particularly in their final year of primary and first year of secondary school. Common concerns include bullying, making new friends, increased workload, unfriendly teachers, teasing, new subjects, and adjusting to the secondary school environment. Conducted in Malawi, Mzimba North education district at two secondary schools and one primary school, the research used a qualitative methodology, employing documentary review, interviews, focus group discussions, and observations for data collection. Findings revealed that many of the students’ fears were either confirmed, such as bullying and teacher strictness, proving real upon entry to secondary school, while others, like fears of excessive punishments or social exclusion and drug use, were found to be exaggerated or based on peer rumors. To address these challenges, the study identified strategies for a smoother transition, including fostering supportive home environments, flexible and approachable teachers, strong peer networks, a conducive school environment, and improved financing to CDSS and familiarity with the new setting. These measures aim to facilitate successful adaptation, academic continuation, and identity formation during the transition.

Animal-assisted education describes activities with non-human animals in the education process, such as school and university environments, and has gained increasing attention due to its potential to enhance student well-being and learning outcomes. While animal-assisted education offers numerous benefits, it also necessitates careful consideration of potential risks to the students, staff and non-human animals involved. In the present study, we conducted a survey to investigate the current perceptions and practices surrounding the use of dogs in primary schools across the UK, with a specific focus on risk assessment practices and animal welfare. We received 97 questionnaire responses. Most dogs in schools belong to staff, followed by dogs from professional organizations. Participants reported a wide variety of different dog breeds being used in schools. Interestingly, more respondents indicated that dogs require training before being used in schools compared to handlers requiring training. Respondents rated benefits to dogs, children and staff well-being as more important than educational benefits and the support of special educational needs in class. Sixty-seven percent of respondents indicated awareness of a risk assessment being conducted before a dog is brought into a school. In the previous 12 months, 88% of respondents were not aware of any injuries caused by, or aggressive behavior shown by, a dog in the school, 2% were aware of very rare incidents, 3% knew of a small number of incidents (fewer than five) and 7% indicated not to know. Our findings aim to inform policymakers, educators, and animal welfare organizations working to promote the responsible integration of dogs in educational settings, with a focus on safeguarding the well-being of both students and animals. • Animal-assisted education supports student well-being. • Survey explored use of dogs in UK primary schools, focusing on risks and welfare. • Wide variety of different dog breeds are used in schools. • Well-being more important to respondents than educational benefits. • Findings support safe, responsible use of dogs in schools for all involved.

In response to the "replication crisis," this conceptual replication study builds upon the work of Yang, Chan, Lin, and Chen (see record 2022-35868-001) conducted in China, exploring the interplay between teacher victimization, school climate, and teacher burnout among 504 K-12 teachers in the United States. Sequential linear regression analyses revealed that while a positive school climate generally protected teachers against burnout, it paradoxically intensified burnout for teachers experiencing specific forms of victimization. Statistically significant moderation effects showed that teachers who encountered higher levels of social/relational victimization reported increased depersonalization in more supportive school climates, while teachers experiencing cyber victimization exhibited greater feelings of reduced personal accomplishment within supportive school environments. These results support the healthy context paradox, suggesting that victimization can feel particularly isolating and detrimental within otherwise supportive settings, challenging the assumption that positive environments are universally protective. Contrary to the emotional contagion hypothesis, positive climates did not buffer the negative influence of victimization but rather accentuated feelings of alienation and burnout. These findings highlight the necessity of nuanced approaches to school climate interventions, particularly in addressing less overt forms of victimization. The study holds critical implications for policy and practice in addressing teacher well-being and retention amid growing concerns about school violence and mental health. (PsycInfo Database Record (c) 2026 APA, all rights reserved).

Adolescent suicide is a major public health concern and self-harm-related emergency department (ED) visits are key predictors. Although social distancing during and after the pandemic likely affected the incidence of self-harm, few studies have explored these changes. We examined the variations in the incidence of adolescent self-harm-related ED visits before, during, and after social distancing. We conducted a retrospective analysis of data from the ED‑Based Injury In‑Depth Surveillance registry in the Republic of Korea from January 2017 to December 2023. Injured patients aged 10 - 17 years were included in this study. The incidence rate of self-harm was recorded quarterly. Data on demographic, pre-hospital, and clinical characteristics were compared across three periods: pre-pandemic; pandemic; and post-pandemic, using data from Quarter 1 of 2020 (when social distancing was implemented) and Quarter 2 of 2022 (when it was fully lifted) as reference points. Multinomial logistic regression analyses were performed for each group to evaluate the association with changes in the incidence of self-harm. We included 109,929 adolescent patients with injuries, 6,316 (5.75%) of whom presented with self-harm. The incidence of self-harm increased significantly during the pandemic (from 3.6% to 8.8%), although this immediate increase was attenuated to borderline significance in a sensitivity analysis incorporating seasonal variation, and decreased modestly after social distancing was lifted (to 7.8%). Self-harm occurring at home, among individuals with medical-aid insurance, and in those with psychiatric problems was significantly associated with these overall changes. Adolescent self-harm increased with the onset of the pandemic and social distancing, followed by a modest relative decline in incidence after the restrictions were lifted; however, the absolute number of self-harm presentations did not return to pre-pandemic levels. This suggests that social distancing measures may have had a greater impact on adolescents, whose daily lives largely revolve around home and school environments.

Road dust is a major carrier of potentially toxic elements (PTEs) in urban environments. This study characterizes road dust samples collected in the vicinity of public schools (n = 17) to assess their physicochemical properties, mineralogy, chemical composition, magnetic susceptibility, particle morphology, contamination indices, and gastric bioaccessibility of some PTEs (< 250µm fraction). Samples were mainly composed of quartz, with feldspars, Σphyllosilicates, carbonates, and magnetite-maghemite, revealing geogenic and anthropogenic sources, e.g., tire wear, brake abrasion, and resuspended pavement debris. The fraction < 106µm was enriched in PM10, suggesting high potential for inhalation and ingestion. The geoaccumulation index was generally < 1, indicating low contamination, although isolated Zn hotspots reached moderate levels. Pollution Index identified Zn as the main pollutant (max. 11.6), while Pollution Load Index classified the area as slightly polluted. Bioaccessibility tests showed negligible gastric solubility for As and Cr, while Ni, Cu, and Pb exhibited moderate to high bioaccessible fractions, with increased ingestion risk despite moderate total concentrations. SEM-EDS analysis revealed carbonaceous soot, Fe-oxide brake debris, alloy fragments, Ti-rich paint particles, and occasional As-sulfide grains in respirable sizes. Road dust showed moderate contamination but included some hotspots with bioaccessible PTEs fractions relevant to children exposure, highlighting the need for targeted dust-control measures and periodic monitoring. Simultaneously, indoor Rn concentrations in classrooms were high (mean 1540 ± 921Bq/m3), posing a cancer risk by inhalation. The combined assessment of road dust and Rn exposure provided an integrated evaluation of inhalation and ingestion pathways in school environments, underscoring the importance of multi-hazard air-quality monitoring.

Assaults against teachers represent a growing phenomenon that raises concerns about the safety and well-being of school personnel. This study analyzed episodes of violence reported in major Italian newspapers, collecting data on cases of physical, verbal, and psychological assaults that occurred within school institutions. Through a systematic search, 25 episodes were identified and classified based on the type of aggressor (students, parents, or family members), the motivation behind the assault (disciplinary actions, negative evaluations, school-related measures), and the consequences for the parties involved. The findings highlight that disciplinary actions are the most common triggering factor, while the involvement of parents and family members in the assaults reflects a shift in the school-family relationship. The analysis also reveals an increase in incidents following the pandemic, along with greater difficulties in managing conflicts within the school environment. However, the study presents some limitations, including its reliance on journalistic sources, which may not report all episodes of violence, and the lack of in-depth data on the social and psychological context of the aggressors. These findings underline the need for effective prevention strategies and increased support for teachers in order to ensure a safer and more respectful school environment.

This Community Service Program aimed to improve students’ understanding of entrepreneurship and strengthen entrepreneurial character among students of SMK Bintang Muda 88, Tana Toraja Regency. The activity was designed to foster an entrepreneurial mindset, creativity, innovation, independence, and readiness to face labor market challenges and modern economic development. It also introduced business opportunities and the use of digital technology, particularly digital marketing, to support business growth. The program was implemented through lectures, interactive discussions, question-and-answer sessions, and entrepreneurial motivation delivered by the speakers. A total of 134 students from the Heavy Equipment Engineering and Accounting majors participated in the activity. Data were collected through observation, interviews, and documentation during the implementation process. The results showed that the entrepreneurship seminar positively improved students’ awareness of the importance of entrepreneurship and encouraged the development of entrepreneurial character. Students became more motivated to generate business ideas, recognized the value of creativity and innovation, and gained confidence in presenting their ideas. They also developed a better understanding of digital marketing strategies as relevant business opportunities in the modern era. In conclusion, this seminar served as an effective educational medium for developing productive, creative, innovative, and independent students. The activity is expected to be implemented continuously to strengthen entrepreneurship education in the school environment.

ABSTRACT This study aimed to develop a physical literacy (PL) assessment tool and examine the construct validity of two PL models in the context of physical education in Serbia, Bosnia and Herzegovina, and Croatia. The theoretical model, consisting of affective, physical, and cognitive domains, was identified through theoretical analysis. The empirical model was identified through EFA based on data collected using the developed assessment tool on a sample of 719 students aged 12 to 14, revealing a four-factor structure comprising motor competence, physical fitness, motivation and physical self-efficacy, and knowledge and understanding. CFA was used to analyze both models, with results showing that the theoretical model did not achieve a good fit, whereas the empirical model demonstrated acceptable fit. The findings support the use of this school-based PL assessment tool with an empirically derived four-factor structure and provide a valuable framework for understanding PL as a multidimensional construct in school environments.

THE INFLUENCE OF RELIGIOUS DIGITAL LITERACY ON MODERATE ATTITUDES OF GRADE XI STUDENTS OF SMA N 1 JUWANA This study aims to analyze the influence of religious digital literacy on the moderate attitudes of eleventh-grade students at SMA Negeri 1 Juwana. The development of information technology and digital media has affected the way students acquire religious knowledge, making good digital literacy skills necessary so that students are filter information critically and wisely. This study uses a quantitative approach with a survey method. The research population consisted of all eleventh-grade students, while the sample was determined using a random sampling technique. Data collection was carried out through the distribution of questionnaires regarding the level of religious digital literacy and students’ moderate attitudes. The data were analyzed using a simple linear regression test to determine the influence between the independent variable and the dependent variable. The results indicate that religious digital literacy has a positive and significant influence on students’ moderate attitudes. The higher the level of religious digital literacy possessed by students, the higher the moderate attitude reflected in behaviors of tolerance, openness, and the ability to appreciate differences. This study emphasizes the importance of strengthening religious digital literacy in the school environment as an effort to shape students’ moderate and adaptive character in the digital era.

ABSTRACT This study examines how tolerance is enacted in Indonesian primary classrooms through an ethnographic approach. Conducted over six months across seven schools, the study draws on classroom observations and interviews with teachers, students, school leaders, and parents. The findings show that participation in classroom dialogue is uneven, shaped by confidence, recognition, and social positioning. Although students express support for tolerance, engagement across difference is often mediated by familiarity, trust, and existing relationships. Experiences beyond school, including family, community, and digital environments, further influence these interactions. Collaborative activities such as group work and gotong royong reveal forms of civic participation that extend beyond classroom talk, making citizenship visible through cooperation and shared responsibility. The study argues that tolerance and citizenship are relational practices negotiated through everyday interaction rather than outcomes of diversity exposure alone.

ABSTRACT Returning to work after a mental illness relapse presents significant challenges for teachers, often compromising sustained work participation. This study aimed to explore workplace barriers and coping strategies influencing teachers’ return-to-work experiences in Limpopo Province, South Africa, using the Social Model of Disability. A qualitative exploratory design was used. Semi-structured face-to-face interviews were conducted with 14 teachers, with sample size determined by data saturation. Data were analysed using Tesch’s open coding method. Findings revealed key workplace barriers, including unimplemented healthcare recommendations, persistent stigma, and limited organisational support, which exacerbated vulnerability to relapse. In response, teachers adopted coping strategies such as withdrawing from additional responsibilities, limiting engagement, and seeking alternative support through personal, spiritual, and familial coping mechanisms to manage their mental health. Applying the Social Model of Disability reveals that disabling environments, rather than individual impairments, are central barriers to reintegration. Without systemic intervention, current school environments risk perpetuating relapse and reduced productivity. The study calls for the urgent integration of structured psychosocial support, enforceable workplace accommodations, and rehabilitation-informed policies within the education sector. Coordinated action across policymakers, healthcare providers, and the Department of Basic Education is essential to implement sustainable return-to-work frameworks that safeguard teachers’ mental health and optimise long-term occupational performance.

In the United States, Black adults experience higher rates of chronic diseases compared with White adults. Low-grade inflammation is considered a key biological pathway underlying these disparities, and Black-White differences in inflammation have been observed as early as adolescence. However, the psychosocial predictors of low-grade inflammation for Black adolescents remain incompletely understood, with few studies examining how broader school-level factors shape psychosocial experiences that may contribute to low-grade inflammation. This longitudinal study examined (a) whether Black adolescents attending schools with a lower (vs. higher) proportion of Black students would experience greater discrimination and loneliness and (b) whether discrimination and loneliness, in turn, predicted low-grade inflammation 1 year later. A sample of 306 Black adolescents (64% female, Mage = 17.6, range = 14-19) completed measures of discrimination and loneliness and provided blood samples to assess low-grade inflammation markers at baseline and 1 year later. School racial composition was obtained from the Department of Education databases. Results showed that attending schools with a lower proportion of Black students was associated with more discrimination (ß = -.15) but not loneliness (ß = -.01). In turn, discrimination and, less robustly, loneliness independently predicted prospective increases in low-grade inflammation over 1 year (ßs = .14). These findings suggest that, for Black adolescents, the racial composition of school environments may indirectly contribute to early disease risk by shaping their psychosocial experiences. (PsycInfo Database Record (c) 2026 APA, all rights reserved).

This study examined how teachers' perceptions of autism inclusion, Collective Efficacy, and national context relate to readiness for autism-inclusive teaching in mainstream schools in Egypt and Oman. Guided by social cognitive theory, readiness was conceptualized in two dimensions: Professional Knowledge and affective readiness. Survey data were collected from 436 teachers using validated Arabic versions of established measures of inclusive perceptions, teacher readiness, and Collective Efficacy. Hierarchical regression analyses showed that demographic characteristics explained limited variance, and teaching experience was not a significant predictor. Teachers' perceptions made the largest incremental contribution to both readiness outcomes. The final models explained substantial variance in Professional Knowledge (R² = .455) and affective readiness (R² = .448). Collective Efficacy added explanatory power and moderated selected relationships: It strengthened the association between positive Sentiments and Professional Knowledge, the association between Attitudes and affective readiness, and intensified the negative association between Concerns and affective readiness. Cross-national comparisons showed higher Professional Knowledge and affective readiness among teachers in Oman. National context moderated selected pathways predicting affective readiness, but not Professional Knowledge. Overall, the findings highlight the combined role of teacher beliefs, Collective Efficacy, and national context in shaping readiness for autism-inclusive classrooms.Lay AbstractAs more autistic students are educated in mainstream classrooms, teachers play a crucial role in making inclusion successful. This study explored what shapes teachers' readiness to teach autistic students in schools in Egypt and Oman. Readiness was considered in two ways: teachers' Professional Knowledge about how to support autistic students and their emotional and motivational readiness to include them in everyday classroom activities. A total of 436 teachers completed questionnaires about their views on autism inclusion, their Concerns and Attitudes, their sense of teamwork within their schools, and how ready they felt to teach autistic students. The results showed that teachers' personal beliefs about inclusion were the strongest predictors of readiness. Teachers who reported more positive attitudes and supportive Sentiments toward inclusion also reported higher levels of Professional Knowledge and affective readiness. In contrast, teachers who reported stronger Concerns, such as worries about classroom demands, behavior management, or limited resources, tended to report lower readiness to support autistic students. Background characteristics, such as years of teaching experience, were only weakly related to readiness. The school environment also played an important role. Teachers who believed that staff in their school could work together effectively felt more capable and prepared to include autistic students. However, when Concerns about inclusion were strong, a shared sense of school capability did not necessarily protect teachers' affective readiness; instead, Concerns became more strongly linked to lower affective readiness. In some cases, when Concerns about inclusion were widely shared but not addressed, they became more strongly linked to lower affective readiness. Differences between the two countries were also observed. Teachers in Oman generally reported higher Professional Knowledge and affective readiness than teachers in Egypt. In addition, the way teachers' Sentiments and attitudes influenced affective readiness differed across the two contexts, while the effect of Concerns on affective readiness did not significantly differ between Egypt and Oman. Overall, the findings suggest that improving autism inclusion may depend less on teachers' years of experience and more on strengthening positive beliefs about inclusion, addressing practical Concerns, and fostering supportive collaboration within schools.

Home and school urban food environments in relation to childhood overweight and obesity in Madrid.

ABSTRACT This study extends Bronfenbrenner’s ecological systems theory to examine how interacting social and institutional contexts shape rural students’ engagement with STEM in Kazakhstan, a country experiencing widening rural-urban disparities. Drawing on qualitative interviews with 23 rural and small-town students enrolled in STEM-related university programmes, the analysis explores how micro-, meso-, exo-, and macro-level systems converge to shape educational trajectories. The findings suggest that rural students’ STEM pathways are not shaped by isolated ecological levels but by interlocking mechanisms linking family expectations, school resources, teacher shortages, gender norms, and broader structural inequalities affecting rural schooling. Constraints such as limited parental familiarity with STEM careers, teacher shortages, and gendered expectations narrow rural students’ perceived horizons of possibility. At the same time, teacher mentorship and supportive school environments emerge as critical relational resources sustaining aspirations and facilitating transitions to higher education. Building on Bronfenbrenner’s framework, the study advances an ecological interpretation of rural STEM engagement that foregrounds cross-level mechanisms shaping aspirations, belonging, and persistence in STEM pathways. By situating these dynamics within Kazakhstan’s post-socialist rural context, the study contributes to international scholarship on rural STEM participation while distinguishing widely observed patterns of rural educational inequality from context-specific dynamics.

Abstract School attendance problems (SAPs) have received increased attention internationally in recent years; however, there are still few qualitative studies that explore attendance promotion from the perspective of young people with such experiences and who have managed to increase their attendance. This study contributes by focusing on six young people's experiences of and perspectives on pathways to increased attendance and support related to SAPs in Sweden. Qualitative interviews were conducted with young people with experiences of SAPs, and a thematic analysis was conducted. The results reveal that a combination of relational (informal) and formal support, mainly in the social and learning environment in school, but also from actors outside school, stood out as helpful in increasing their attendance. The young people emphasized that schools should listen to them, understand, offer inclusive support and hope in order to promote attendance. The results might be understood in light of recognition theory by stressing the significance of individual recognition in school in order to promote attendance and that SAPs might be understood as a way for young people to protect themselves from a lack of recognition in different spheres within the school context.

This study explores the challenges and advantages of open art therapy studios within high school settings. The research draws on in-depth interviews with the art therapists who implement open studios. This study examines how the studios—characterized by openness, choice, process, and non-stigmatizing access—function as therapeutic and developmental spaces within the highly structured and achievement focused environment of high schools. The findings show how open studios can offer a vital counterbalance to academic pressures, while also fostering psychoeducational goals through self-expression, emotional regulation, and social connection. However, navigating the systemic tensions arising from contrasting institutional cultures requires clear communication, resource advocacy (including materials, space, and scheduling), and continuous collaboration with educational staff. These strategies enable a spectrum rather than oppositional type of relationship between school and open studio. Framed through an ecological lens, the study positions the school-based open studio as an interdependent system shaped by its broader institutional context. Ultimately, highlighting these integration strategies underscores the interventions’ therapeutic potential, offering findings generalizable to other institutional open studios, such as hospitals and prisons.

ABSTRACT Ethiopia has ratified international conventions mandating inclusive education, yet implementation gaps persist. This mixed-methods study assessed school environment accessibility for students with visual and physical impairments in six Ethiopian primary schools. Data were collected from 133 teachers, 35 school leaders, 21 students with disabilities, and 5 special needs experts using questionnaires, interviews, and observations. School community attitudes varied according to perceived impairment severity – positive towards mild/moderate disabilities, negative towards severe disabilities. Physical environments demonstrated severe accessibility deficits: ramps (M = 2.60, SD = 1.38), accessible toilets (M = 2.00, SD = 1.22), and obstacle-free walkways (M = 2.60, SD = 1.25). No school possessed a wheelchair-accessible toilet; functional ramps existed at only one building entrance. Substantial discrepancy emerged between school leaders’ self-assessed role performance (M = 4.57, SD = 0.43) and teacher perceptions (M = 3.20, SD = 0.99). Regression analysis revealed that attitudes (β = .499, p < .001) and physical environment (β = .575, p < .001) each independently predicted social interaction, together explaining 57.5% of variance. Despite Ethiopia’s progressive policy framework, substantial gaps persist between legislative commitments and school-level implementation. School environment accessibility is an interconnected triple challenge requiring simultaneous intervention across attitudinal, physical, and social domains.