School Failure Research Articles

Parents’ Perceptions of Online Education for Their Children with Attention Deficit Hyperactivity Disorder During the COVID-19 Pandemic in Saudi Arabia

The COVID-19 pandemic causes the sudden shift to the online educational provision in Saudi Arabia that prompted a slew of concerns, including difficulties meeting learning objectives and widening social disparities. As online education greatly influenced the academics of pupils, especially in case of a child suffering from attention deficit hyperactivity disorder (ADHD). Due to parents believe that they are unable to support their ADHD children with virtual learning due to a lack of understanding. The aim of the present study was to understand the importance of parents' perspectives in order to reveal the views of parents with ADHD in Saudi Arabia regarding teacher interaction with pupils or parents, assessment of homework and examination during distance learning in COVID-19 pandemic. Data were collected through a questionnaire which was reviewed by some experts in this field. The result showed that there were no statistically significant differences among responses of parents of the pupils with ADHD according to their background information (gender, age, marital status) towards teacher’s dealing with pupils with ADHD within virtual classes. Furthermore, there were statistically significant differences at level (0.05) among the responses of parents of the pupils with ADHD according to (academic qualification) towards teacher’s dealing with virtual classes. It is expected that the present study will be useful to lead classroom teachers to good treating for ADHD pupils and their parents to their duties and teacher duties. Consequently, it may help the teachers to adopt new strategies or teaching styles that can help in decreasing their failure in schools and can also help in improving the relationship between school and home for ADHD pupils.

AN ANALYTICAL THEORETICAL APPROACH TO FACTORS INFLUENCING A CHILD’S ACADEMIC SUCCESS IN BASIC EDUCATION

Academic success is influenced by many factors from a variety of sources, including the student’s level of intelligence and ability, including the cultural level of the parents and the emotional and emotional atmosphere at home. Social, economic and educational factors also contribute significantly to school success or failure. In addition, individual and collective values play a key role in a student’s academic performance. The results revealed four main determinants of academic success: subjective determinants: mental intelligence and capacity, social determinants: the economic and cultural context of the family, school determinants: they refer to the characteristics of the teacher, the curriculum, the school climate and, finally, the determinants of value and refer to the value format of the student and the family, which acts as intermediate variables to influence school success. As a result, this study and its findings serve as recommendations to the student, family and educational decision-makers to take advantage of and double the chances of future success.

Cannabis and cognitive deficiency: a descriptive study

IntroductionCannabis is the most widely used illicit drug; 3.8% of the world’s population consumes cannabis on a regular basis. Cannabis use–associated alterations in the domain of cognition have been extensively studied.ObjectivesTo research memory deficiency in the young consumers of cannabis in Tunisia.MethodsThis is a transversal descriptive study conducted during two months (January and February 2022). The research involved about 137 participants aged between 18 and 35 years old, exhaustively recruited amid emergency patients of Mahdia Hospital regardless of the reason for their health care seeking. The patients were declared as consumers of cannabis and accepted to be part of this study. Therefore, Data were collected on a pre-determined data sheet that included various information (age, sex, lifestyle, personal and family psychiatric history, age when first used cannabis and the rate of cannabis use …).Principally, a Functional Impact Assessment (ERF: French abbreviation for échelle d’évaluation des Répercussions Fonctionnelles ) scale was used to assess and review working memory.ResultsIn our study population, there was a noticeable male predominance of 71%. Hence, the age structure ranged between 18 years old and 35 years old. Among the latters, 65.9% were single, and 29.7% experienced school failure. In this sample, 23.2% had a psychiatric history like depression, bipolarity, etc. The average age of the first use of cannabis was between 18 and 25 years old in 70% of cases.Besides, a high percentage of association of other substances was found among cannabis users as follows: use of alcohol 72.5%, tobacco 74.6%, ecstasy 41.3%, and cocaine 25.4%. First and foremost, the use of cannabis was considered as a means of indulgence for 66.7% of the study population, as an anxiolytic for 26.8%, and as a sedative for 23.9%.Additionally, the effect of cannabis use on working memory deficiency according to the functional impact assessment scale was: no deficiency in 19% of cannabis users, minimal in 34%, mild in 32%, moderate in 9%, fairly severe in 4%, very severe in 1%, and extreme in 1% of cases.More importantly, the percentage of consumers with significant memory deficiency (moderate to extreme) was 15%.ConclusionsThe assumption of the effect of cannabis on memory and cognitive deficiency remains controversial and leads us to suggest further in-depth study of this subject.Disclosure of InterestNone Declared

Uso de móviles, problemas de sueño y obesidad en una zona de exclusión social

IntroductionThere is little information on the impact of mobile phone overuse (MPO) in areas in need of social transformation (ANST). Our objective was to estimate the prevalence of MPO in an ANST and its association with sleep disorders, academic performance and obesity. Patients and methodsConsecutive sampling of patients aged 10–17 years who visited a primary care centre in an ARST between October 2019 and March 2020. The study involved performance of a clinical interview with collection of anthropometric, sociodemographic, mobile phone use and sleep data. ResultsThe analysis included 214 participants. The prevalence of MPO during weekdays (more than 2 h a day) was 37.5% in children aged 10–12 years and 65.2% in 13- to 17-year-olds; in the weekend, the prevalence increased to 66.6% and 81.3%, respectively. In weekdays, MPO was associated with an increased prevalence of obesity, lower maternal educational attainment, greater difficulty waking up, daytime sleepiness and higher frequency of school failure. The adjusted risk was double for excess weight (odds ratio [OR] 1.90, 95% confidence interval [95% CI] 1.04–3.47), obesity (OR 2.45, 95% CI 1.23–4.89) and sleep disorders or sleep duration of less than 7 h (OR 2.26; 95% CI 1.31–3.92). Weekend MPO was associated with sleep disorders or sleep duration of less than 7 h (OR 2.68; 95% CI 1.40–5.11). ConclusionsThe prevalence of mobile phone overuse is high in areas of social exclusion and is associated with sleep disorders, school failure, and obesity.

Associated and intermediate factors between genetic variants of the dopaminergic D2 receptor gene and harmful alcohol use in young adults.

Dopamine receptor D2 (DRD2) and ankyrin repeat and kinase domain-containing protein 1 (ANKK1) genes have received considerable attention for their involvement in alcohol use disorder (AUD), but many questions remain on their exact role. We conducted a population-based case-control and genetic association study in a large sample of young adults. Our aim was to assess the association between DRD2 and ANKK1 single nucleotide polymorphisms (SNPs) and harmful alcohol use, disentangling associated and possible intermediate factors. A total of 1841 college students from the French region Champagne-Ardennes, aged between 18 and 21 years and who reported at least one lifetime alcohol consumption, were included in this study. Allele frequencies were analysed according to harmful alcohol use (assessed through the Alcohol Use Disorder Identification Test [AUDIT] questionnaire). Different substance use disorders, including nicotine and cannabis dependences, were also assessed through questionnaires, as was a list of potential associated factors (e.g., major depressive episode, conduct disorder, attention-deficit/hyperactivity disorder [ADHD], school failure, sugar consumption, sexual trauma, parents' use of alcohol, tobacco or cannabis). We found that DRD2 rs1800498 was associated with harmful alcohol use. Many factors were detected, but a global path analysis revealed that DRD2 rs1800498 had a significant direct effect on harmful alcohol use and that early age at first alcohol consumption and depressive symptoms moderated this effect. This study suggests an interplay between harmful alcohol use, DRD2 genotypes and other risk factors that, with a full understanding, could be useful for preventive purposes.

Connais-toi toi-même : une perspective globale de la métacognition

“Know thyself”. This famous statement, attributed to Socrates, has gone through the centuries. However, this capacity to know and regulate our cognitive activities, called metacognition, is receiving a growing and ongoing interest, notably because of its essential character for learning. To our knowledge, there is no complete and recent synthesis on metacognition, even less in French. This article aims at clarifying its conceptual framework by presenting what we know about its components, its functioning, its characteristics, and its development, according to the most recent scientific results. This theoretical insight reveals the daily importance of our ability to become aware of the cognitive processes involved in reaching optimal management. It leads us to discuss the perspectives applied to the field of education that result from it. We then address the relevance of metacognition in school learning in order to show that it constitutes an interesting approach to the problem of school failure. Based on the available knowledge about existing metacognitive programs, we discuss the need to implement such programs in francophone schools.

School Failure of Girls in the School District of Talangai II in CE1 and CM1 Classes in Brazzaville, Republic of Congo

School Failure of Girls in the School District of Talangai II in CE1 and CM1 Classes in Brazzaville, Republic of Congo

Curriculum as policy text: shifting the gaze of South African curriculum implementation research

ABSTRACT Curriculum reform was high on the agenda of South Africa’s post-apartheid governments. Yet as time passed, the initial reforms were seen as increasingly problematic, especially when pedagogical realities met policy priorities. There was reluctance on the part of policymakers to give up what was seen as the democratic imperative behind the reforms. Yet as schools struggled, public responses blamed inadequate attention to practical issues as undermining the implementation of the reforms. This perspective on curriculum implementation, blaming teachers for the failure of policy reforms, is not uncommon. This paper argues, however, that such a perspective is very often misinformed because it deflects attention from the specific nature of policies and the role of policymaking in neglecting key issues that might have better facilitated implementation. South Africa’s democratic curriculum reforms were essential for dismantling a key aspect of the apartheid state. The paper highlights this point arguing that an understanding of policies rather than a focus on the failure of schools provides a better lens for understanding the trajectory of curriculum reform processes in South Africa.

Prevalence and factors associated with school failure in children with type 1 diabetes.

Type 1 diabetes mellitus (T1DM) is ahealth problem that can be difficult for young people to accept. The aim of this study is to determine the prevalence and characteristics of school failure in children with T1DM and to identify the associated factors. This is aretrospective study conducted in the endocrinology department of the Farhat Hached Hospital in Sousse, regarding T1DM patients, by analysing their school and career paths according to their clinicobiological and social data. School failure was defined in our study by the presence of at least one year's repetition and/or exclusion from school. Our study included 70 patients. School failure was recorded in 71.4% of cases. School drop-out was observed in 47.1% of patients. The reasons for school drop-out were iterative hospitalizations in 31.4% of cases and glycaemic instability with hyper/hypoglycaemic fluctuations in 17.1%. Multivariate analysis showed that the risk factors significantly associated with school failure were, respectively, number of hospitalizations for ketosis ≥ 5 (p=0.037) and higher mean HbA1c at the last consultations (p=0.001). Use of functional insulin therapy (p=0.031) and use of insulin analogue (p=0.004) were significantly protective factors. The risk of school failure in T1DM is real and should not be underestimated. Socioeconomic factors such as lack of financial resources, limited family support, and an unfavourable social environment can contribute to school avoidance.

Fracasso escolar e alfabetização de crianças no Projeto Principal de Educação (PPE) para a América Latina e o Caribe (1980-2000)

Abstract The paper analyzes central ideas that permeated the discussions promoted by Unesco on children’s literacy and school failure. The discussions were developed in the scope of the Core Education Project for Latin America and the Caribbean (CEP - 1980-2000). It challenges the supposed neutrality in the action of Unesco through the critical analysis of Bulletins produced throughout this project. It takes Mikhail Bakhtin’s thoughts on the notion of utterance as a theoretical-methodological reference. It concludes that school failure was seen as a core education problem in Latin America and the Caribbean, based on economic guidelines that were very close to the interests of institutions that were sought to fund educational initiatives to reduce this great challenge.

Patients With Prenatal Alcohol Exposure Frequently Misdiagnosed, Face Multiple Challenges

Patients With Prenatal Alcohol Exposure Frequently Misdiagnosed, Face Multiple Challenges

School Failure and Children's Literacy in the Core Education Project (CEP) for Latin America and the Caribbean (1980-2000) 2 3 4

Resumo Este artigo analisa ideias centrais que permearam as discussões promovidas pela Unesco sobre alfabetização infantil e fracasso escolar produzidas no âmbito do Projeto Principal de Educação para a América Latina e o Caribe (PPE – 1980-2000). Problematiza a suposta neutralidade na atuação da Unesco por meio da análise crítica de textos publicados nos Boletins produzidos na vigência desse projeto. Toma como referencial teórico-metodológico pensamentos de Mikhail Bakhtin. Conclui que o fracasso escolar foi considerado problema central da educação na América Latina e no Caribe, com base em balizas economicistas que muito se aproximavam dos interesses de instituições procuradas para financiamento de iniciativas educativas para redução desse grande desafio.

Medical treatment of otitis media with effusion using fluticasone propionate nasal spray

Objective: To determine how well fluticasone propionate aqueous nasal spray worked to reduce fluid buildup in the middle ear, a condition known as middle ear effusion. Methodology: This comparative interventional clinical study involving 70 patients with otitis media with effusion (OME) was conducted in Al-Sader Medical City in Najaf from December 2020 and January 2022. Participants had their parents' medical history and ENT exam. OME signs. These included child hearing loss and school failure. OME Otoscopy verified. Pure-tone audiometry and tympanometry followed. Group A received 100 micrograms/day (50 per nostril) fluticasone propionate aqueous nasal spray (NSS-nasal steroid spray) for 12 weeks. NS drops for B. All patients received four-week follow-up calls. Each appointment included otoscopy and audiology. Normal otoscope, type A tympanogram, and better hearing resolved OME. Results: Nasal steroids helped 40 (NSS). 35 nasal saline drop (NS) patients were 4–13 years old, averaging 8.2. After 12 weeks, group A patient who used the intranasal steroid spray exhibited a definite subjective hearing improvement, but group B patients who used nasal saline drops did not. 75% of intranasal steroid patients had type A tympanometry curves after three months (p< 0.00001). Group A intra nasal steroid spray decreased PTA from 35 dB to 15 dB. Nasal saline drop patients had 25 dB PTA. Conclusion: One effective therapy for OME is the use of a steroid nasal spray. It's much safer to use now. Research on its long-term and repeated applications is necessary.

Influência do ambiente familiar, percepção parental e nível econômico no vocabulário receptivo de crianças

ABSTRACT Purpose: to examine the influence of familial environment, parental perception, and socioeconomic conditions on the receptive vocabulary of elementary school children. Methods: an analytical cross-sectional observational study. The students were selected by stratified proportional sampling, using the Receptive Vocabulary Test. Those responsible for the children answered the anamnesis and the inventory of family environmental resources. Initially, a bivariate analysis was performed using the chi-square test, considering p<0.20. In the multivariate analysis of binary logistic regression, p<0.05 was considered, and the quality of the model was evaluated through the Hosmer-Lemeshow method. Results: out of the 263 students, 131 were males, 142 were in the third grade and were on average 7.6 years old (±0.57), and 111 had a low receptive vocabulary. In the bivariate analysis, there was a relationship between parental perception about learning to read and write, school failure, and the outcome (p<0.05). The variables environment, resources, and stability of family life were also used for multivariate analysis (p<0.20). Conclusion: Parental perception of difficulty in reading and writing and a lack of family stability were factors associated with poor receptive vocabulary.

EVASÃO ESCOLAR OU EXPULSÃO: POR QUE ALUNAS-MÃES ABANDONAM A ESCOLA?

ABSTRACT This article problematizes the judicialization effects of dropout in the lives of student-mothers cited in legal proceedings for intellectual abandonment, filed in a region in the south of Paraná, in 2018. It uses Foucauldian studies of gender and race inequality as a theoretical contribution. The data sources are the School Evasion Questionnaire and data from school transcripts and enrollments, undertaking an intersectional analysis of the social markers of race and gender. The results found indicate a course of failures and dropouts prior to motherhood and the judicialization of school dropout, hiding a long process of school failure, which resulted in expulsion. Judicial processes reinforce the displacement of biopolicies for pregnant students and those with children, producing gender and racial inequality in the school space, and highlight the fragility of public policies that guarantee, in fact, the right to education for students-mothers.

A motivação para aprender na adolescência e o ensino remoto emergencial

ABSTRACT Purpose this study aims to analyze the association between motivation to learn and adaptation to the ERT of students in the 9th year of Elementary School and 1st, 2nd and 3rd years of High School in a privately funded institution. Methods this is an observational, analytical and cross-sectional study, in which 68 adolescents participated, authorized by their parents, who answered three questionnaires through the Google Forms platform, namely: Questionnaire for the Characterization of Participants; Learning Motivation Scale (EMAPRE) and Remote Learning Adaptation Questionnaire. Results the association analysis showed that students with high motivation felt better adapted to the ERT. In addition, it showed that girls with low motivation were more inclined to avoid negative situations than boys. Conclusion it was concluded that intrinsic motivation may have influenced the adaptation to ERT and that girls may have been motivated to avoid school failure in a way that didn’t harm their personal emotional issues.

Ways of overcoming academic failures: A review article

Introduction. The article examines the problem of low learning outcomes of schoolchildren in the modern education system. The purpose of the article is to identify and summarize the ways of overcoming students’ academic failure from the standpoint of foreign and Russian studies for their use at schools. Materials and Methods. To achieve the aim of the review, 63 full-text sources were analyzed. The study used general research methods of theoretical knowledge, thematic content analysis, synthesis of theoretical foundations, and comparative method for identifying and summarizing research on ways of overcoming students’ academic failure in foreign and Russian theory and practice and their use at schools. The generalization of the research results was based of the systematic approach. Results. Analysis of the studies has shown that in order to overcome student failure at school, it is necessary to introduce practical methods in schools that will bring about a reduction in the level of unsuccessful students. Schools' work to involve parents in their children's education and school activities (engagement at home, engagement at school, academic socialization) has a positive impact on reducing student failure at school. A special role of the parent community is to develop students’ motivation to learn. The work of schools to integrate formal and non-formal education expands the educational space and contributes to overcoming school failure, developing the emotional, intellectual, communicative sphere, educational motivation and social advancement of students. The use of various forms of mentoring in schools mainly leads to the design of programs for students' personal growth, building their own professional path of self-development and developing motivation for learning. Using international experience in applying developmental programs in Russian schools will ensure equalization of starting opportunities for students with low socio-economic status. Conclusions. The review concludes that the introduction of ways to overcome the academic failure (parental involvement, supplementary education, using various forms of mentoring and international practices of developmental education programs) in the school practice will contribute to reducing the rate of student failure in school.

Окремі аспекти співвідношення причин та наслідків шкільної дезадаптації

The article highlights different interpretations of the causes of the occurrence and development of school maladjustment in children of primary school age. Within the framework of the concept of "introduction to the disease", maladaptation is considered as a transitional, pre-pathological state, the main difference of which is the lack of clear grounds for establishing a nosological diagnosis. The development of the disease can go through the stage of various dysfunctions, extremely uncertain in terms of prognosis and nosological affiliation, and most often reversible. The stage of such dysfunctions is considered as maladaptation, that is, as one of the intermediate states of human health in the continuum from normal to pathology, closest to the clinical manifestations of the disease. Such states are characterized by the increased readiness of the body for the occurrence of one or another disease, which is formed under the influence of various adverse factors, both exogenous and endogenous. In the context of the chosen problem, the greatest risk is the moment the child enters school and the period of the primary level of assimilation of the requirements presented by the new social situation. However, the same symptoms can appear when describing the widest spectrum of mental disorders: from extreme variants of the norm (accentuation of character, patho-characteristic personality formation) and borderline disorders (neuroses, neurotic-like and psychopathic states, residual organic disorders) to severe mental illnesses.This allows us to list the main identified factors that are potential causes of school failure: deficiencies in preparing a child for school, socio-pedagogical neglect; prolonged and severe mental deprivation; somatic weakness of the child; violation of the formation of individual mental functions and cognitive processes; violation of the formation of school skills; family troubles; emotional disorders. Solving the problem of school maladjustment is impossible without studying the entire complex of difficulties that arise in a child and the mutual influence of factors affecting him at school.

The construction of geometric mental relationships in a pattern block puzzle activity at age four

Using constructivist scholar Constance Kamii’s perspective on autonomy, physical, social, and logico-Mathematical knowledge, this research investigates a curriculum method developed to engage young children in the construction of geometric knowledge. To study this method, I designed a seven-week pattern block puzzle intervention with four-year-old children in a constructivist classroom. All children were considered at-risk for school failure. The investigation is rooted in my unsatisfying experiences with pattern blocks in my preschool classrooms. Data were obtained from pre and posttests assessment administered to ascertain effects of the intervention on all children and from observations of children’s behavior as they engaged in the pattern block activity. Piaget’s (1936/1952), Piaget and Inhelder, 1948/1956) theory of knowledge and intelligence was the framework for detailed qualitative analysis of one exemplar’s progress during the intervention. Results of pre and posttests and microanalysis indicate children made significant progress in their construction of geometric knowledge. Children learned to match shapes with corresponding spaces and distinguish among and coordinate the sizes of angles and spaces. I describe using a series of detailed drawings, one exemplar’s actions during the activity. I conclude with suggestions for further research and educational implications.

STEAM TECHNOLOGY AS A TOOL FOR DEVELOPING CREATIVITY OF STUDENTS: ON THE EXAMPLE OF A SCHOOL PHYSICS COURSE

Physics as a discipline has a great influence on the development of science and technology, engineering. A student who has worked in physics lessons with equipment and conducted experimental observations of phenomena with physical laws will be ready to perform any practical actions. The lack of demonstration rooms or equipment failure in schools create many obstacles. As a result, the graduate of the school becomes less interested in choosing technical and engineering specialties. One of the urgent problems in the school physics course is the preparation of students who are able to clearly search for physical laws and phenomena, conclusions, questions and reasons, assimilate information through the right choice of scientific literature and achieve new results, inclined to work with advanced technical equipment. The aim and the leading idea of our research is to develop the training of students in the field of physics based on STEAM education, to identify problems of weakening of natural-technical and engineering components in secondary school. In the course of the study, the world practice of STEAM was studied, a literature review based on articles in academic databases was conducted. The results of the study showed a lack of knowledge in the academic literature in this area. The article presents didactic conditions for the development of advanced technology for teaching a school physics course based on STEAM, the possibility of increasing the number of creative students who are able to work on various projects leading to new ideas. The results of the study allow us to create high-tech products based on STEAM at school bases.