Schools In Poland Research Articles

Językowa kreacja rodziny w polskojęzycznych wypracowaniach uczniów z doświadczeniem migracyjnym

The article presents the linguistic creation of a family reconstructed on the basis of the works of Polish and foreign students from families with migration experience studying in Polish schools in Poland and abroad. In the collected corpus of over 200 works, the young authors created, apart from parents, many other family members, creating images of small and large families functioning in everyday life and during holidays. When creating an image of a family, the young authors used primarily the lexical resources of general Polish, and the analyzed material reflects the joy that comes with writing about family.

How COVID-19 pandemic and Ukrainian crisis shaped mental health services for medical students in Poland?

The mental health of medical students is a crucial concern in contemporary medical education. This manuscript reports the availability and shape of psychological support for medical students in Poland in the backdrop of the COVID-19 pandemic and the Ukrainian crisis. A survey comprising 10 questions was distributed to 22 medical schools in Poland, with a 59% response rate. The findings reveal that psychological support programs are predominantly managed by internal university units. Funding sources vary, with some universities utilizing internal budgets and others leveraging European funds or external projects. The support modalities are primarily hybrid, catering to student preferences. Limitations exist in the number of consultations, although some universities provide extended support based on student needs. Assistance is offered in multiple languages, with additional programs like stress-reduction workshops and mindfulness training being available in several universities. A notable increase in demand for psychological support post-COVID-19 was reported, with some universities establishing their programs during or after the pandemic. The commentary highlights the rising need for mental health services among medical students and underscores the importance of flexible, inclusive, and well-funded support. The effective functioning of these programs aligns with the broader objective of fostering a resilient and emotionally balanced healthcare workforce.

The effect of the Bilateral Integration exercise program on the cognitive functioning of pupils with moderate intellectual disabilities.

Children with intellectual disability tend to exhibit lower performance in fundamental movement skills, such as locomotor skills, object control skills, and balance, compared to their typically developing peers. Evidence suggests that physical activity programs tailored for individuals with intellectual disabilities can positively influence the development of their motor skills. Similar to typically developing children, physical activity in children with intellectual disabilities stimulates not only physical development, but also brain function, resulting in cognitive benefits. However, the extent of physical activity's impact on the cognitive functioning of this population remains insufficiently explored. The aim of our study was to assess the effectiveness of a motor exercise program based on the Bilateral Integration method implemented for pupils with moderate intellectual disabilities. The sample consisted of 27 pupils with moderate intellectual disability (13 in the intervention group and 14 in the control group) from two special schools in Poland. Pupils in the intervention group participated in a modified version of the Bilateral Integration School Program -a 26-week physical activity program that included both individual and group sessions. The assessment of cognitive functioning, using the Fifth Edition of the Stanford-Binet Intelligence Subtests, was conducted over three time points in both groups: a pre-test before the intervention (T1), a post-test after the intervention phase end (T2) and a follow-up assessment three months after the post-test (T3). Significant effects of the intervention compared to the control group were observed in certain cognitive variables. Repeated measures ANOVA revealed a significant group-by-time interaction for the Nonverbal Visual-Spatial Processing score, Nonverbal Working Memory score, as well as Verbal Fluid Reasoning. The original program based on the Bilateral Integration method proved effective for pupils with moderate intellectual disability. Preliminary results indicate improvements in cognition, particularly in working memory and visual-spatial processing. Further studies are necessary to assess the program's efficacy comprehensively.

Classroom willingness to communicate among EFL secondary school students in Poland and Spain

The objectives of this study were to analyze the classroom Willingness to Communicate (WTC) of EFL learners in secondary schools in Poland and Spain, and to identify the factors that predict this type of WTC in both settings. The study found limited practical significance in the differences between the two groups’ WTC, with more similarities than differences emerging in the circumstances that encouraged or inhibited communication. The study examined several potential predictors of WTC, including gender, age, socioeconomic status (SES), relative standing among peers in oral production and interaction, Foreign Language Enjoyment (FLE), Foreign Language Classroom Anxiety (FLCA), and intercultural sensitivity. Of these factors, five (relative standing among peers in oral production and interaction, FLE, FLCA, extroversion and intercultural sensitivity) were found to predict classroom WTC in both settings. The study concludes by discussing some practical implications of these findings for EFL teaching at the secondary level.

What makes an efficacious teacher? The role of basic psychological needs and recovery from stressors in relation to teachers' self-efficacy and performance.

Studies suggest that teachers' ability to perform their work tasks well is one of the most important antecedents of the achievements of students. This project was focused on verifying an underresearched relation among basic psychological needs satisfaction and frustration, the way the teachers use their time to recover from work stressors, with their performance and self-efficacy. The participants were 503 teachers from a representative sample of schools in Poland. In the study performance (Individual Work Performance Questionnaire), self-efficacy (Norwegian Teachers Self-Efficacy Scale), basic psychological needs (Basic Psychological Needs Satisfaction and Frustration Scale), and recovery processes (Recovery Experience Questionnaire) were measured. As expected, the results showed that there is a strong relation between basic psychological needs and teachers' individual performance and self-efficacy. However, this relation is partially mediated by some recovery processes, mostly control and detachment. The results prove that, to some extent, the relation between basic psychological needs satisfaction and teachers' performance and self-efficacy could be explained by the stress recovery processes undertaken by teachers in their free time. This study focused on explaining these relations and suggesting ideas for further studies in this domain. Med Pr Work Health Saf. 2024;75(4):309-320.

Experiences of the Polish teachers of primary schools in working with war refugee students from Ukraine – selected problems, limitations and implications for pedagogical practice

ABSTRACT The ongoing war in Ukraine has caused that millions of people, mainly women and children, were forced to flee their country. Poland, as a country bordering Ukraine, accepted the most refugees. In consequence, Ukrainian school-age children started studying in Polish schools but preparing Polish primary schools (schools which educate children who are 6/7–15 years of age) to accept such an unimaginable number of Ukrainian students became a challenge. This was due to the fact that Polish teachers of primary schools had no previous experience of working with refugee students. The following article presents the results of the research survey conducted among 359 Polish teachers working in primary schools, the majority of whom were women (91.4%) and men (8,6%), aged 25–60 years. The research using a questionnaire technique was conducted in 4 Polish provinces that accepted the largest number of Ukrainian refugees. The aim of the research was to identify the mechanisms hindering education and integration of Ukrainian refugee students attending primary schools and to obtain information on the assistance activities provided by Polish teachers addressed to the refugee students. The developed conclusions could be used in schools in Poland and other countries.

Моделі поведінки, спрямовані на зміцнення здоров’я дітей-іноземців у польських школах. Наукове дослідження

The article presents the results of the research concerning pedagogical observations of selected features characterizing the health-promoting models of behaviour in children and adolescents. The observations were conducted by teachers working in primary schools in Poland. The selection of the sample for the study was purposeful as it targeted foreign students attending primary schools in Poland in rural or urban areas. Altogether, the teachers carried out 211 pedagogical observations, which were then subjected to statistical analysis. Taking up the research topic in the assessment of health-promoting models of behaviour in children and adolescents is a current scientific issue due to the fact that the above-mentioned models of behaviour constitute the basis for the proper development of young people and determine the state of human health in childhood, as well as adulthood. On the other hand, conducting the research on a group of foreign children who came to Poland in recent years, mainly from Ukraine, will help diagnose their learned behaviours in times when they lack peaceful life. The research results will be helpful in school practice for Polish teachers in undertaking targeted educational activities and, if necessary, conducting interventions for those in need of support. Health-promoting models of behaviour are indicators of attitudes towards health, which result from the values adopted by individuals. Therefore, the need to advise, support and help young people to shape them properly should be emphasized.

„CAS to jest najtrudniejszy i najłatwiejszy przedmiot w szkole” – doświadczenia nauczycieli w programie matury międzynarodowej IB. Perspektywa interakcyjna

In the article, the focus is on the International Baccalaureate Program (IB DP), which places great emphasis on the comprehensive development of students by providing the necessary knowledge and practical skills while taking into account the student’s interests. Special attention is paid to the subject of CAS (i.e. creativity, activity, service) because when analysing the selected literature on the subject, we noticed that the topic of CAS, implemented as part of the international IB curriculum, is overlooked and not explored in pedagogical research. The issues discussed in the article are part of broader considerations devoted to the reconstruction of the social world of schools implementing the international baccalaureate program. The empirical material comes from 19 unstructured interviews with teachers of international schools in Poland and participant observations carried out in these institutions. Reaching for a qualitative research strategy and grounded methodology procedures, we reconstructed the methods of defining CAS by the surveyed teachers, as well as strategies for managing this subject. It turns out that CAS is perceived by the respondents as a distinguishing feature (showcase) of the international program, and the strategies (mentor and administrative) for managing this subject implemented by the coordinators are not permanent and absolute.

Affective factors, intercultural sensitivity, and willingness to communicate orally outside class: A study with EFL secondary school learners in Poland and Spain

This study examined out-of-school oral willingness to communicate (WTC) in two modes of communication – face-to-face (FtF) and digital – among secondary school students of English as a foreign language (EFL) in Poland and Spain. It also examined the associations between affective factors and intercultural sensitivity with WTC in both settings. A total of 1,480 students from 17 schools in Poland and 1,128 students from 11 schools in Spain participated in this study. The study found that learners from both national contexts shared extremely similar levels of out-of-class oral WTC in the two settings. After controlling for sociodemographic factors (age, gender, socioeconomic status, and relative self-assessed spoken competence), hierarchical regression analyses revealed that Foreign Classroom Language Anxiety (FLCA), Foreign Language Enjoyment (FLE), and intercultural sensitivity were predictors of the two communicative settings in both contexts, although the relative importance of predictors differed in each case, as determined by the dominance analyses. Intercultural sensitivity, a factor that has seldom been investigated in relation to WTC, emerged as the most influential predictor for oral WTC in both communication environments within the two study samples. The study also discusses the implications for both research and foreign language pedagogy.

Mental well-being and difficulties of Polish teachers during remote education in the COVID-19 Pandemic

The SARS-CoV-2 pandemic negatively affected the mental and social well-being of people worldwide. While most research focused on children's difficulties, such as mood changes and social withdrawal, few studies explored the challenges faced by teachers, especially in the context of mental health. This study aimed to understand teachers' views on their well-being during and before COVID-19. A survey of 216 teachers was conducted, of whom 115 worked in mainstream primary schools and 101 in special schools in Poland, during a period of severe pandemic conditions and social isolation measures. The findings showed that the pandemic had significant effects on teachers' mental health in some aspects, but this was not always negative. This highlights the need to prioritize teachers' well-being, not only during crises but also on a daily basis. Ultimately, the quality of children's education depends on the mental state of their teachers.

Socioeconomic and Health Determinants of the Prevalence of COVID-19 in a Population of Children with Respiratory Diseases and Symptoms.

Most epidemiological studies indicate that bronchial asthma is not a risk factor for COVID-19, but previous analyses have not additionally focused on the socioeconomic determinants of SARS-CoV-2 infection in children with asthma, bronchitis, and respiratory symptoms. This research aimed to investigate the correlation between the socioeconomic status of families and the prevalence of respiratory conditions such as asthma, bronchitis, and respiratory symptoms in children, in addition to exploring their association with the prevalence of COVID-19. The study involved a cross-sectional epidemiological investigation conducted in 2022, encompassing 2454 students from elementary schools in Poland. The parents of the students completed a questionnaire modeled after the International Study on Asthma and Allergies in Childhood (ISAAC). Socioeconomic status (SES) indicators were determined based on parental education, self-reported economic status, and housing conditions. To assess the impact of social factors and health on the occurrence of COVID-19, odds ratios (ORs) were calculated. The findings revealed several COVID-19 risk factors, including higher maternal (OR 2.2; 95%CI: 1.3-3.0) and paternal education (OR 1.9; 95%CI: 1.3-2.4), urban residence (OR 1.7; 95%CI: 1.3-2.1), the presence of mold in residences (OR 1.7; 95%CI: 1.0-2.3), bronchitis (OR 1.5; 95%CI: 1.2-2.0), and chronic cough (OR 1.8; 95%CI: 1.3-2.4). Further analysis, stratifying children based on their baseline health status (i.e., presence or absence of asthma, bronchitis, and chronic cough), indicated that higher parental education increased the risk of COVID-19 solely for children without pre-existing conditions. The occurrence of SARS-CoV-2 infections was found to be notably associated with mold exposure in children who did not have bronchial asthma. Rigorous multivariate analyses substantiated the collective impact of factors such as residential environment, the existence of mold and moisture, and a history of bronchitis. This study's conclusions highlight a higher frequency of SARS-CoV-2 infections in cases where bronchitis had been diagnosed previously and chronic cough was prevalent. Interestingly, the initially hypothesized higher prevalence of COVID-19 among children with bronchial asthma did not receive confirmation in our findings. This study highlights the importance of urban residence, exposure to mold or dampness, and higher parental education in the incidence of COVID-19. Higher parental education was a significant factor in increasing the risk of COVID-19 among children without bronchitis, chronic cough, and asthma.

Eating Habits Of Polish Children

Introduction: Unhealthy eating habits in childhood, usually based on a Western diet, can lead to overweight and obesity. They are also an important factor in the increased risk of developing many diet-related diseases later in life. Early identification of school aged children with poor eating habits can help reduce the risk of obesity and the development of chronic diseases in adulthood. The aim of the present study was to analyze selected dietary habits of school-aged children and adolescents.Material and Methods: The study involved data collected from 2,986 children and adolescents aged 10 to 18 attending se lected schools in Poland as part of the e-PE program. Results: In the study group, 76% of children and adolescents reported consuming 3-4 meals per day. A little over 11% restricted themselves to fewer meals, while the remainder adopted a pattern of 5 or more meals. Irregular eating patterns were reported by 40.7% of respondents. Conclusions: In view of the more frequent occurrence of nutritional abnormalities in children and adolescents, and thus a greater risk for the emergence of numerous consequences in later years of life, it is necessary to systematically monitor diet as a risk factor for the development of overweight and obesity to implement interventions to counteract weight gain at an early stage of adverse changes.

Problems and Prospects of Adaptation of Ukrainian Pupils to Education in Vocational and Technical Schools in Poland: Implications for Practice

The article deals with the problem of adaptation to education/continuation of education of vocational education applicants from Ukraine, who were forced to leave the country due to the full-scale Russian aggression, in vocational schools in Poland. The research is focused on a comparative analysis (quantitative and qualitative) of the features of the system of professional training of skilled workers in Ukraine with the system of industrial education in Poland according to a specially developed methodology. The common and different points of the mentioned process are revealed. Based on the results of the study, corrective actions were created in the form of separate recommendations for their adaptation to the educational process in Polish vocational schools and socio-psychological support both at the level of the individual and at the level of interpersonal interaction, which will contribute to their successful entry into the labour market in Poland.

Implementation of tutoring models in secondary school in Poland: results of experiments

Implementation of tutoring models in secondary school in Poland: results of experiments

Contexts of Extraordinary Parental Involvement in Children’s Education During the First Wave of COVID-19: A Case Study of a Public Elementary School in Poland

Objectives of the research: The purpose of the study was to learn about parents’ experiences of participating in their children’s remote education during the first wave of the COVID-19 pandemic. The question posed in this article is about the circumstances under which parents took over tasks previously perceived as a teacher’s job.
 Research methods: The participatory, qualitative case study utilized data from the open-ended questions of an electronic survey to which 104 parents (from a public elementary school in a metropolitan area) responded, as well as data from the school’s electronic register. The qualitative analysis employed strategies of constructivist grounded theory.
 Brief description of the context of the problem: While national and international studies have shown that parents played a critical role in the challenging and stressful home-based education of their children during the COVID-19 pandemic, no research has explained how parents became this vital link of education. The aim of this article is to fill this gap.
 Research findings: The study revealed two interrelated contextual factors that led to parents’ activation in their children’s “schooling from home”: 1) technical/administrative, related to having inadequate tools for distance education and 2) pedagogical/didactic, related to the prevailing concepts of teaching and learning being anchored in the behavioral-transmission paradigm.
 Conclusions and/or recommendations: The results apply primarily to the school under study and represent an intrinsic case study. However, it is reasonable to assume that the events, phenomena, and processes identified in the study may serve to explain phenomena in other schools that have organized distance education similarly. The cautious recommendation, aiming to safeguard family resources (thereby protecting equal opportunities for all children to learn) in times of crisis, is to transform the pedagogical underpinnings that shape today’s educational practices from behaviorist to constructivist. However, this requires further research.

The influence of emotional intelligence awareness on the teaching experiences of university teacher trainees: a quantitative and qualitative analysis

Educating prospective teachers is a complex and interdisciplinary effort, encompassing educational policies, core subject knowledge, and honing essential skills, attitudes, and behaviours necessary for effective classroom teaching. This study focuses on the initial stage of teacher development, exploring how pre-service university students perceive and understand emotional intelligence (EI) and its components, especially as they embark on internships in primary and secondary schools. The emotional dynamics in English language teaching classrooms, involving various emotions among students, teachers, parents, and colleagues are examined. The study underscores the importance of emotional expertise for both students and teachers in facilitating a productive teaching and learning process. A review of relevant literature reveals that while there is extensive research on emotions in teacher training, the emphasis has been primarily on general education, with limited focus on second-language teacher education. EI is seen as a critical factor in teachers' classroom management, pedagogical skills, and overall success within the profession. Additionally, studies on EI within English as a foreign language (EFL) teacher education are relatively scarce but indicate a significant impact on teaching outcomes. This research employs a mixed-methods approach to investigate pre-service teachers' perceptions of EI. Quantitative data was collected through a survey questionnaire measuring participants' agreement with statements related to EI. Qualitative data was obtained through in-depth interviews with selected pre-service teachers. The study involved 32 pre-service university students enrolled in English language teacher education programs about to begin internships at primary and secondary schools in Poland.

Do Food and Meal Organization Systems in Polish Primary Schools Reflect Students' Preferences and Healthy and Sustainable Dietary Guidelines? The Results of Qualitative Research for the Junior-Edu-Żywienie (JEŻ) Project.

The school environment, together with that of the family, shapes students' eating behaviors, and is an important element of formal and informal nutrition education. The informal and practical dimensions can be realized through the food and meals offered/sold in school canteens, shops, and vending machines. As children and adolescents spend 6-10 h/day in schools and consume at least two meals there, the school food environment is important from a public health perspective. The aim of this study is to assess food and meal organization in primary schools in Poland. The study was conducted using individual in-depth interviews (IDIs) involving 24 school headmasters and 24 representatives of people employed in school canteens or catering companies involved in meal organization in schools. The nutritional food on offer at schools is important for shaping students' food preferences and choices, consequently influencing the development, functioning, and health of this subpopulation. The school environment can be an ideal place for hands-on nutrition education. In addition to the knowledge provided, there must be a consistent message concerning the provision of nutrition information to students between the teachings of parents, teachers, and, indirectly, the food and meals available at school. Our qualitative study is confirmed by the results of quantitative research to better understand the organization of nutrition and the problems and needs of primary schools in this area.

Psychological counseling services in music schools in Poland: History and current status

This article presents the main aims and scope of the psychological counseling service for young musicians that was first introduced in the Polish music education system during the 1950s. It discusses the contribution of Maria Manturzewska, a pioneer of music psychology in Poland, to the establishment of a network of professionals providing counseling to students at specialist primary and secondary music schools and conservatoires. Manturzewska’s work was also a major influence on current policies and practice in relation to counseling for music students. The article introduces different forms of psychological counseling provided by psychologists and school pedagogists to music students. It outlines the formal and legal aspects of counseling for students who experience various issues, as well as those with developmental deficits or special educational needs, and discusses the scope of responsibilities of psychologists and pedagogists working with young musicians, and the issues reported by teachers, students, and their parents. It also considers the professional activities of psychologists and school pedagogists in the light of the social, political, and economic changes that occurred in Poland between 1950 and 2020, which have had a significant impact on the developments in the field. Finally, the article discusses the provision of psychological counseling services for music, ballet, and (visual) art schools across Poland since 2011. These schools are supervised by the Artistic Education Centre, which was established by the Ministry of Culture and National Heritage. The psychological counseling services also conduct research to examine the physical and psychological well-being of music students in Poland.

Education in exile: Ukrainian refugee students in the schooling system in Poland following the Russian–Ukrainian war

AbstractFollowing the Russian war of aggression in Ukraine since February 2022, Poland adopted institutional solutions and policies to facilitate the inclusion of Ukrainian refugees in the schooling system. We analyse geographical patterns and local determinants of the participation of children and young people from Ukraine in education in Poland. Applying a computer‐based geographic information system and statistical analysis to administrative data from schools and municipalities in Poland, we found that about 50% of the Ukrainian refugees at schools in Poland are of primary school age, while the rates for other age groups are significantly lower. Ukrainian refugees are more likely to attend public schools in affluent urban municipalities and places with more developed accommodation infrastructure. Clearly, the role of local resources was of key importance in the territorial distribution of refugee families in Poland during the first year of the war. Another factor that proved to be important in attracting refugees was the presence of pre‐war Ukrainian immigrants in schools. Observed patterns differ between spring and autumn 2022, which partly reflects the changes in migration to Poland and then back to Ukraine. We anticipate that much of the Ukrainian migration to Poland may outlast the current conflict. This situation creates further challenges for education in Poland—and even more so for Ukraine.

Everyday Educational Life of Younger School Age Students During the SARS-CoV-2 Pandemic

The aim of the article is to reconstruct everyday educational life during the Covid-19 pandemic experienced and subjectively expressed by early childhood education students. Focusing on the child’s perspective is in line with modern studies of childhood, in which it is preferred to know and understand the situation of children with their active participation and based on their narratives (Jarosz 2018). The research material was collected in the course of studies located in the constructivist paradigm assuming that social realities are constantly reconstructed, and the only way to recognize them is to appeal to subjective opinions, experiences and beliefs. Focus group interviews conducted in the third grades of selected schools in Poland were used to articulate students’ own opinions and to reach various emotional states behind verbalized beliefs.