School-level Factors Research Articles

Unlocking adolescent dietary behaviours: the causal role of social contexts

Abstract Background Using a causal inference framework, our study aimed to extend previous work in providing a comprehensive understanding of the role various social contexts across different levels can play in predicting adolescent dietary behaviours. Methods Data came from the 2017/18 Health Behaviour in School-aged Children (HBSC) survey in Flanders (Belgium). The sample included representative data from 8,702 adolescents in 165 schools. Social factors at individual-level (family meals, family, peer, student and teacher support) and at contextual-level (school culture of student and teacher support and school-level socioeconomic status [SES]) were considered. Multilevel logistic regression analyses were performed. Results At individual-level, family meals and family and student support were positively associated with fruit and vegetable consumption, family meals with sweet consumption too. Student and teacher support showed positive associations solely with fruit consumption. At contextual-level, adolescents attending schools with a lower school-SES demonstrated lower vegetable consumption. Culture of teacher support was negatively associated with sweets but also vegetable consumption. For culture of student support no associations were found. Conclusions The study mainly provide cues for strengthening family social ties as dietary health promotion initiatives, with some evidence supporting the role of beneficial peer and school social factors. Mixed results for contextual school-level social factors warrant further research to identify additional school-related influences on adolescent dietary behaviours to advance current understandings. Key messages • Family meals and support promote healthy eating in adolescents, emphasising the health promoting role of family social ties in dietary habits. • Mixed findings on school-level social factors call for more research on school health policies.

The cohort trends of social connectedness in secondary school students in Finland between 2017 and 2021.

The aim was to investigate the cohort trends of the experienced social connectedness in secondary school students between 2017 and 2021 and whether these trends vary by gender, school level and sociodemographic background. We used nationally representative Finnish data of 450,864 students in lower and upper secondary education. Social connectedness was measured by number of close friends, feelings of loneliness and sense of belonging at school. Adjusted regression analyses included year, gender, school level and sociodemographic factors (parental education, immigrant status of the student and urban-rural area of the school). The results showed that social connectedness declined from 2017 to 2021: 11% decline in having 3+ close friends, 15% increase in loneliness and 8% decline in belonging at school. The decline was especially large in girls and upper secondary school. Although some socio-demographically disadvantaged groups showed lower levels of social connectedness, there were differences by gender, school level and year. Many differences diminished because the more advantaged groups declined faster, i.e. moved towards the less advantaged groups. Declining social connectedness in young people is a worrying trend that requires a public health focus on the whole cohort while accommodating the variation by the individual and environmental context.

The Association between Organizational Factors of Health Promoting Schools and Teachers' Health Lifestyles: A Multilevel Analysis.

Schools are both learning environments for students and workplaces for faculty. Recognizing the role of organizational factors in staff health in school environments, the study aimed to explore which factors, including transformational leadership, teachers' perceived management support and HPS accreditation awards, were most associated with promoting a healthy lifestyle for teachers. A cross-sectional study was undertaken of 137 elementary schools in 2014, involving 433 directors and 2090 teachers. Data were collected using an anonymous structured questionnaire. Hierarchical linear modeling was used to analyze both teacher- and school-level factors associated with health-promoting lifestyles. There was a significant positive correlation between teachers' overall health-promoting lifestyle profile (HPLP-II) scores and both perceived management support (coefficient = .98, p < .001) and transformational leadership (coefficient = .38, p = .039). All 6 HPLP-II subscales also showed significant positive correlations with perceived management support (coefficients .12-.24, p < .001). Supporting a healthy working atmosphere and strong principal transformational leadership are keys to enhancing teachers' health-promoting lifestyles. Future research could explore how transformational leadership and management support influence teachers' health behaviors and identify effective strategies and interventions.

Participation in the Missouri Parents as Teachers Parent Education Program and third grade math and English language arts proficiency

The Missouri Parents as Teachers (PAT) Parent Education Program is a voluntary and universal home visiting program available to all Missouri families who are expecting a child or who have a child ages birth to kindergarten entry. Families participating in the Missouri PAT Parent Education Program receive a variety of family support services, including family personal visits with trained parent educators to develop parent practices and child school readiness. Research indicates that home visiting components of parent education programs support child academic outcomes. However, studies have not extensively examined how variation in participation, including the developmental period of exposure—the child's age upon entry and duration of participation—and number and frequency of home/family visits, is associated with child outcomes. In this study, we used linear probability regression to examine associations between variation in participation in the Missouri PAT Parent Education Program and child third grade proficiency in math and English language arts (ELA) (n = 9777), while controlling for relevant child, parent, family, and school-level factors. We also tested the potential moderating role of family low-income status at enrollment into the program. We found that the number of family personal visits was positively associated with third-grade math and ELA proficiency, whereas no significant findings emerged for developmental period of program exposure. Our findings indicate that increased exposure to the Missouri PAT Parent Education Program was positively associated with third-grade academic achievement for all children, including those from low-income families.

A focus on quality of teaching in schools increases students’ progress of attainment. Evidence from English secondary schools

ABSTRACT This article investigates the relationship between school-level factors associated with school quality and progress in student attainment in English secondary schools. Furthermore, it examines the relationship between frequency of classroom observation of teaching (by school leaders or by fellow teachers) in English secondary schools and progress in student attainment. It details findings of a quantitative phase of analysis within a broader mixed-methods study with the purpose of informing best practice in school development in Austria. Results suggest that students attending schools in which leaders and teachers perceive a greater emphasis on policy concerning quality of teaching tend to achieve greater progression in attainment relative to peers. Whilst frequency of classroom observation by leadership staff does not appear to be associated with progress in student attainment, students attending schools in which classroom observation is undertaken by fellow teachers with greater frequency tend to achieve greater progress in attainment relative to peers.

Positive behavior support in school – a quasi-experimental mixed methods study and a randomized controlled trial

BackgroundWhile positive school climate is important for students’ well-being and mental health, school personnel may experience challenges in creating a nurturing school climate. School-Wide Positive Behavioral Interventions and Supports (SW-PBIS) has shown positive effects on school climate and children’s prosocial behaviors, but fewer studies have been conducted in a European context.AimThis project aims to investigate the effectiveness of SW-PBIS program for students’ social-emotional skills and academic achievement as well as teachers’ and students’ perceptions of classroom learning environment. Furthermore, the study intends to evaluate how school-level factors mediate or moderate the effects of the intervention. In addition, the study includes a qualitative evaluation of the dynamic interaction processes that occur during program implementation in local school contexts.MethodsData on school- and individual-level measures are collected in intervention and control schools. With regard to challenges in retaining control groups over extended time periods, two waves of recruitment are used. In the first wave, an active control group is used and data are collected during three time points. In the second wave, a wait-list control group will be used and data will be collected during two time points during one school year. Hierarchical regression analyses will be conducted to explore the effects of SW-PBIS on the outcomes of the study. An ethno-methodological approach will be applied to provide a detailed examination of the social interactional and meaning-making practices of different school implementation teams, and the negotiation of normative expectations and rules of conduct in peer-teacher-student interactions in different classrooms.DiscussionThe study is expected to contribute to knowledge on the effects of the SW-PBIS program and how these effects may be mediated or moderated by school-level factors. Combining quantitative and qualitative methods to explore the significance of school contexts in the implementation of the SW-PBIS program constitutes the strength of the study. The challenge in the study is the extended period of implementation of SW-PBIS, which entails difficulties in retaining a control group over the required time period. Therefore, two waves of recruitment are used, encompassing different procedures of allocation to intervention or control group.Trial registrationClinicalTrials.gov Identifier: NCT06270914 on the 22nd of February, 2024 (retrospectively registered).

Understanding educational attainment disparities in Northern Ireland: the impact of pupils’ demographic characteristics and health status on post-primary outcomes.

Across the UK, attainment disparities remain at the forefront of education and policy debates. This is particularly evident in Northern Ireland (NI), which although is a jurisdiction of the UK, reflects a different context due to its transition to a post-conflict society and its dually selective education system (academically and religiously). In NI, post-primary attainment disparities have been reported according to pupil characteristics such as gender and socio-economic background. However, due to the lack of available data, there is limited evidence examining the influence of the health status of pupils on their educational outcomes. This study examines the influence of a pupil’s socio-demographic profile, health status, and school-level factors on post-primary attainment, using a linked administrative dataset that combined the household Census (2011), School Census (2010-2014) and School Leavers Survey (2010-2014) for the first time. Multilevel modelling and interactions terms were conducted to consider the relative effects of physical health and mental health on attainment. In addition, the study presents a holistic approach to understanding the association between health status and education outcomes by considering self-reported health status, the presence of an illness that limits daily activities, and the presence of a physical and mental health condition. The findings highlight that poor physical and mental health have negative associations with post-primary attainment in NI. More specifically, pupils reporting bad health, a physical or mental health condition and a limiting illness that affects their daily activities have lower educational attainment outcomes than those with no markers of ill-health (physically or mentally).

Beyond gender: the intersectional impact of community demographics on the continuation rates of male and female students into high school physics

This study examines the complex interplay of gender and other demographics on continuation rates in high school physics. Using a diverse dataset that combines demographics from the Canadian Census and eleven years of gendered enrolment data from the Ontario Ministry of Education, we track student cohorts as they transition from mandatory science to elective physics courses. We then employ hierarchical linear modelling to quantify the interaction effects between gender and other demographics, providing a detailed perspective on the on continuation in physics. Our results indicate the racial demographics of a school’s neighbourhood have a limited impact on continuation once controlling for other factors such as socioeconomic status, though neighbourhoods with a higher Black population were a notable exception, consistently exhibiting significantly lower continuation rates for both male and female students. A potential role model effect related to parental education was also found as the proportion of parents with science, technology, engineering, and mathematics (STEM) degrees correlates positively with increased continuation rates, whereas an increase in non-STEM degrees corresponds with a reduced student continuation rate. The most pronounced effects are school-level factors. Continuation rates in physics are very strongly correlated with continuation in chemistry or calculus — effects that much stronger for male than female students. Conversely, continuation in biology positively correlates with the continuation of female students in physics, with little to no effect found for male students. Nevertheless, the effect sizes observed for chemistry and calculus markedly outweigh that for biology. This is further evidence that considering STEM as a homogeneous subject when examining gender disparities is misguided. These insights can guide future education policies and initiatives to increase continuation rates and foster greater gender equity and inclusivity in physics education.

Associations of School-Level Factors and School Sport Facility Parameters with Overweight and Obesity among Children and Adolescents in Pakistan: An Empirical Cross-Sectional Study.

Childhood overweight and obesity are increasingly prevalent in Pakistan, posing significant public health challenges. This study explores the associations of school-level factors and school sports facility parameters with overweight and obesity among children and adolescents in Pakistan. A cross-sectional study across seven random districts in Punjab province, Pakistan, was conducted using a representative multistage random cluster sample. Underweight (BMI < 5th percentile), overweight (85th ≤ BMI < 95th percentile), and obese (95th percentile ≤ BMI) were defined using the US Center for Disease Control (CDC) 2000 criteria. Statistical analyses including the Chi-square test, Pearson correlation coefficient, and linear regression were performed to investigate predictive characteristics. Logistic regression analysis assessed the simultaneous impact of several covariates on dichotomous outcomes, with 95% confidence intervals (CIs) computed and a significance level set at p < 0.05. The study included 4108 Pakistani school children aged 9 to 17 years (mean age = 13.92 years, 59.3% boys) from 62 schools. The prevalence of overweight and obesity was 19.4% and 10.7%, respectively. Findings revealed a concerning lack of physical education activities (60% reported 0 sessions per week), morning exercise (60%), and classroom exercises (66%) among school-aged children. Leadership attitudes toward physical education (β = 0.04, p = 0.006) and students' satisfaction with the playground (β = 0.05, p = 0.015) showed significant associations with body weight status. Conversely, provision of physical education facilities, effective fund utilization for physical education, meeting school sports facility requirements, and weekend opening of school sports grounds did not significantly impact weight status. Satisfaction with the playground was significantly associated with a lower risk of overweight (OR 0.81, 95% CI 0.69-0.95, p < 0.05), indicating reduced overweight likelihood among students satisfied with school playgrounds. The study underscores significant gaps in promoting physical activity within school environments and highlights the urgent need for interventions to enhance physical education resources and sports facilities, aiming to create healthier school environments and reduce overweight and obesity prevalence among students. Further research and interventions are crucial for promoting lifelong physical activity habits and improving student health and well-being.

Factors influencing students’ reading literacy in Morocco: A multilevel analysis

Morocco is a multilingual country with a diverse culture. When it participated in the Program for International Student Assessment (PISA) for the first time, its reading literacy scores ranked relatively low in the test. Employing hierarchical linear modeling (HLM), the present study examined the effects of both student- and school-level factors on students’ reading literacy in Morocco. Student-level (N = 5800) and school-level (N = 179) data were drawn from the PISA 2018. The results showed that students’ reading literacy differed significantly across schools, accounting for about 40.5% of the overall variation. Further, the results showed that at the student level, when the variables of gender and family indices (i.e., economic, social, and cultural status) were controlled, language spoken at home, understanding and remembering of meta-cognition, self-concept of reading, expected occupational status, adaptation to instruction, teacher support in test language lessons, and duration in early childhood education and care all had significant effects on students’ reading literacy. At the school level, school location, school type, school size, shortage of educational material, and proportion of highly educated teachers had a crucial influence on student reading literacy, either directly or indirectly. To date, the reasons for these effects have not been systematically investigated. Morocco was the only African country to take part in the PISA test and it would be worthwhile to explore the factors affecting reading literacy in this low-performing country. Further, the results may be applicable to some extent to low reading performance in other countries.

Are educational aspirations associated with susceptibility to smoking, e-cigarette use, and smokeless tobacco use in adolescence?

The early socio-economic differences in smoking build on the interplay between individual-, family-, peer-, and school-related factors. The present study aimed to add knowledge to this by examining susceptibility to smoking (S-SM), electronic cigarette (e-cigarette) use (S-EC), and smokeless tobacco (snus) use (S-SN) by educational aspirations in a country with advanced tobacco control policies. National cross-sectional School Health Promotion study survey was conducted among 8.-9. grade students (av. 15-year-olds) in 2017 with no prior smoking (n = 47589), e-cigarette use (n = 49382), or snus use (n = 53335). Gender-stratified, age-adjusted multilevel logistic regression analyses with S-SM, S-EC, and S-SN were considered as outcomes and student- and school-level (aggregated) factors were considered as independent variables. The highest prevalence was observed for S-EC (girls 29%, boys 35%), followed by S-SM (16%, 15%) and S-SN (10%, 16%). Compared to those planning for general upper secondary education, S-SM was the highest for those without educational aspirations (OR = 1.20, 95% CI = 1.04-1.40), S-EC for those planning for vocational education [1.15 (1.05-1.25)], and S-SN for those planning for extra year/discontinuation [1.65 (1.04-2.60)] among girls. Among boys, both S-SM [1.37 (1.23-1.52)] and S-EC [1.19 (1.09-1.29)] were the highest among those planning for vocational education, with no clear associations with S-SN. Current other tobacco/e-cigarette use [OR range 1.27-8.87], positive attitude towards product use in one's age group [3.55-6.63], and liking school [0.58-0.68] consistently associated with susceptibility. Students not planning for academically oriented education had higher susceptibility to different nicotine products. High S-EC warrants monitoring to strengthen policy evaluation and prevention.

English-Learner-Classified Students and Absenteeism: A Within-Group Analysis of Missing School

This article used a rich longitudinal data set from four school districts in California to study absenteeism patterns among students classified as an English learner (EL). We looked at absence patterns overall and disaggregated by EL classification, grade level, and pre/post COVID-19. When their demographic and school-level factors are considered, ELs have fewer absences and are less likely to be chronically absent than non-EL students. This finding is evident for all EL classified groups, although the differences in absenteeism for long-term EL (LTEL) and newcomer EL students are markedly smaller than for other EL subgroups. The negative absenteeism patterns for ELs shifted after the COVID-19 pandemic. EL-classified students experienced higher absenteeism rates during the pandemic even when holding other factors constant. This rising absenteeism trend is most evident for current ELs and LTELs.

Disability and the stratification of post-secondary pathways: Evidence from a large administrative linkage.

Research has linked disability to differential experiences and outcomes for students at multiple levels of education. To date, however, available data sources have prevented comprehensive analyses of the statistical relationship between disability and the pathways traveled by students through Ontario post-secondary education (PSE). Through this study, we examine this topic by leveraging a large multifaceted linkage that brings together rich administrative data from the Toronto District School Board (Grades 9-12), Ontario college and university enrollment records (2009-2018), as well as government student loans and tax records. We use these data to statistically model differences in the PSE pathways traveled by more than 33,000 TDSB students. Our analyses identify statistically significant differences in the likelihood that students with/without disabilities will travel certain PSE pathways. However, such differences shrink drastically once we control for high school-level factors (e.g., academic performance, absenteeism). We elaborate on the importance of these findings for both social stratification researchers and policymakers.

Is contextual knowledge a key component of expertise for teaching with technology? A systematic literature review

The technological pedagogical content knowledge (TPACK) framework is a prominent framework for describing the knowledge teachers require for teaching in the digital era. Recently, the component of “context” was officially recognized as an additional domain of knowledge. Since then, this domain has started to gradually gain more attention in TPACK research. Yet research on contextual knowledge (XK) appears somewhat sporadic, indicating the need for greater clarity on this construct. As the domain representing the knowledge of educational contexts, the role of experience in educational contexts emerges as a key point for shedding light on this construct. The present systematic literature review aimed to offer an overview of the representations and functions associated with XK through the lens of experience and investigated this domain through comparing the empirical literature focusing on preservice teachers (less experienced) to that focusing on inservice teachers (more experienced). Systematically screening the literature resulted in a final sample of 15 studies conducted among preservice teachers and 23 on inservice teachers. Records were analyzed through qualitative codings and quantitative comparisons of these codes between these two groups of studies. Findings revealed a consistent multifaceted structure of XK across both inservice and preservice teacher studies with a distinctive greater focus on school-level factors in inservice teacher studies. In addition, across groups, studies provided evidence confirming XK as a domain supporting teachers’ practice, that can be developed, and that relates to other pedagogically relevant constructs. These findings are discussed with regards to their implications for researchers, practitioners, and stakeholders.

Individual and School-level Factors Associated With Non-Communicable Disease Risk Score Among Urban Schoolchildren in Lebanon: A Multi-Level Analysis

Individual and School-level Factors Associated With Non-Communicable Disease Risk Score Among Urban Schoolchildren in Lebanon: A Multi-Level Analysis

School culture and teaching practices for the effective student- centred learning during emergency remote teaching

ABSTRACT This paper explores teaching practices during emergency remote teaching, drawing on data from a nationwide online survey of Estonian high schools. The study was motivated by an attempt to understand effective teaching under conditions of emergency-related logistic, online teaching and economic constraints faced by the schools during the COVID-19 pandemic. The study design adopted a quantitative approach, employing exploratory factor analyses and structural equation modelling of self-report data from a sample of 1,788 teachers. The model brought out three teaching strategies employed during the emergency remote teaching period and their relationship to school-level factors, perceived workload and perceived effectiveness of student learning. Student-centred learning strategies were especially perceived as effective and influenced by stronger collaboration at the school level. Our findings illuminate the necessity of implementing a varied and flexible teaching methodology under emergency remote teaching contexts, backed by a proactive and dynamic collaboration among school members and parents.

Digital health literacy among primary and secondary school teachers-a quantitative study.

Digital health literacy (DHL) is a key competency for individuals' daily decisions toward their health behavior and wellbeing. While there is much focus on health literacy (HL) among the general population, teachers have been rarely addressed. Given the shortages in the teaching workforce in Europe and the impact of demanding working conditions on their health, it is important to address DHL in teachers. This paper examines the DHL of primary and secondary teachers and its associations with sociodemographic and school-related factors. An online cross-sectional study was conducted with 1,600 German primary and secondary school teachers between October and December 2022. To assess DHL, the Digital Health Literacy Instrument (DHLI) including seven subscales was used. Statistical analyses were conducted on item and subscale level and an overall DHL score was calculated. Next to descriptive analyses, bivariate and regression analyses were conducted to explore potential associations with sociodemographic and school-related factors. The frequency of difficulty in using digital health information varied across DHL dimensions and was greatest for protecting privacy (70.9%) and evaluating reliability (40.0%). In multivariate analysis, females more often reported a sufficient ability of adding content (OR = 1.61, CI = 1.05-2.48), while males more often reported a sufficient ability to protect their privacy (OR = 0.45, CI = 0.27-0.75). Teachers with leadership positions more often reported a sufficient ability in adding content (OR = 1.78, CI = 1.07-2.98). Regarding the ability to determine the relevance of online health-related information, no associations with a predictor variable were found. The results suggest that it is important to examine the individual dimensions of DHL and their distinct associations with sociodemographic and school-level factors, rather than just to rely on the overall level of DHL. The differential patterns identified in this study suggest a greater intervention need for teachers from higher age groups, primary and secondary general schools, and those without leadership roles. However, based on the limited predictive power of the variables included, further individual and school-level factors and their potential association with DHL should be investigated in the future. The promotion of DHL should be integrated into both teacher education and in-service training.

Effective Teacher Professional Development and Its Influencing Factors: A Cross-National Comparison of the United States, China, Finland, and Singapore

The promotion of effective teacher professional development (ETPD) is a critical issue in the field of teacher education. The present study investigated how ETPD is affected simultaneously by teacher- and school-level factors across the United States, China, Finland, and Singapore. The data were drawn from the Teaching and Learning International Survey (TALIS 2018) and analyzed using a hierarchical linear model. Findings showed that scores on social utility motivation to teach, self-efficacy in student engagement, and school participative climate were positively and significantly correlated with scores on ETPD across the four countries. It was concluded that gender, education background, teaching experience, personal utility motivation to teach, teacher self-efficacy in classroom management, and teacher–student relations made significant, yet inconsistent, differences in ETPD in the four countries. Motivating teachers to teach and creating a democratic, participatory, and caring school culture may be important measures to promote effective professional development of teachers globally.

A Collective Action Formation to Address Mental, Emotional, and Behavioral Health in Schools: The District 87 Wellness Collaborative

The District 87 Wellness Collaborative is a multi-dimensional, interprofessional initiative in the Midwest region of the United States that was co-designed to facilitate collaboration, civic engagement, and partnerships among university scholar-practitioners, community agencies, and school administrators and personnel. The primary aims of the Wellness Collaborative are to develop, enhance, and extend school initiatives that address mental, emotional, and behavioral health outcomes of school-age children, their families, and the education workforce. The Wellness Collaborative is composed of disciplinary expertise in kinesiology, school counseling and psychology, social work, nursing, geography, and community health. Broader campus and community partners include specialists from civic and community engagement offices, extension services, and healthcare providers. This ecologically framed initiative supports strategic and system-level change within the district (system) and individual schools (sub-systems). It addresses complex school-level organizational factors (i.e., environment, norms, organizational culture, incentives, etc.) that influence wellness behaviors that affect school and physical education workforce professionals.

The relationship between mathematics self-efficacy and mathematics achievement: multilevel analysis with NAEP 2019

BackgroundThis empirical study aims to investigate the association between mathematics self-efficacy and mathematics achievement gaps among students in Grades 4, 8, and 12, utilizing data from the 2019 National Assessment of Educational Progress (NAEP). The study also considers student-level (e.g., mathematics self-efficacy, gender, race/ethnicity) and school-level (e.g., school location, proportion of underrepresented students) demographics to provide a comprehensive analysis of the factors contributing to mathematics achievement gaps.MethodsA two-level cross-sectional multilevel modeling approach was employed to analyze the variance in mathematics achievement, partitioning it into within- and between-school components. This approach allowed for an examination of association between mathematics self-efficacy and achievement gaps while considering various student and school characteristics. The rationale behind this methodology lies in its ability to capture the hierarchical nature of educational data and provide a nuanced understanding of the factors associated with mathematics achievement.ResultsThe analysis of the NAEP data revealed substantial variability in mathematics achievement across schools in the United States at all grade levels. Furthermore, mathematics self-efficacy emerged as a robust predictor of students' mathematics achievement, exhibiting significant effect sizes for Grades 4, 8, and 12. Remarkably, when students' mathematics self-efficacy was held constant, the mathematics achievement gaps among different student subgroups by gender, race/ethnicity, ELL, IEP, NSLP status narrowed, highlighting the importance of self-efficacy in addressing these disparities. The study also identified the presence of significant school contextual effects, further emphasizing the role of the educational environment in shaping mathematics achievement.ConclusionsThis study underscores the critical role of mathematics self-efficacy in influencing mathematics achievement gaps among students. By acknowledging the association between self-efficacy beliefs and mathematics achievement, policymakers and educators can develop targeted interventions to enhance students' confidence and motivation in mathematics, ultimately promoting equitable educational outcomes. The findings also emphasize the significance of school-level factors, calling for comprehensive approaches that consider both individual and contextual factors in narrowing achievement gaps. The implications of adopting a self-efficacy perspective to address mathematics achievement gaps extend to educational policy, curriculum development, and instructional practices, ultimately fostering more inclusive and effective mathematics education for all students.