School Programs Research Articles

Physical Activity Behaviors and Negative Safety and Violence Experiences Among High School Students - Youth Risk Behavior Survey, United States, 2023.

Schools are in a unique position to offer opportunities for students to be physically active throughout the school day and promote health and well-being. However, experiences that threaten safety or perceptions of safety might affect students' physical activity behaviors. Using the 2023 national Youth Risk Behavior Survey, six physical activity behaviors and five negative safety and violence experiences were examined from a nationally representative sample of U.S. high school students. This report updates national estimates for physical activity behaviors overall and by sex, grade, race and ethnicity, and sexual identity. In addition, associations between negative experiences and physical activity behaviors were examined, stratified by sex, via unadjusted and adjusted prevalence ratios. Regardless of negative safety and violence experiences, male students had a higher prevalence of meeting aerobic, muscle-strengthening, and both aerobic and muscle-strengthening physical activity guidelines compared with female students. In adjusted models among female students, a positive association was observed between being threatened or injured with a weapon at school and meeting the aerobic guideline, meeting the muscle-strengthening guideline, and playing on ≥1 sports team. Among male students, positive associations were observed between witnessing neighborhood violence and meeting the aerobic guideline and the muscle-strengthening guideline. A negative association was observed between attending physical education classes on all 5 days and witnessing neighborhood violence among female students and being bullied electronically among male students. Physical activity might serve as a mechanism that students employ to cope with negative safety and violence experiences. Understanding current physical activity behaviors among students with these negative experiences will be useful for school leaders, teachers, and public health practitioners who influence physical activity infrastructure and programming in schools and work to support safe, supportive, and inclusive school environments for student health. Although future research is needed to further explore these associations, physical activity continues to be an important behavior to prioritize for adolescent health in the school setting.

Perceived usefulness of sex and relationship education sources among sexual minority men

ABSTRACT Intimacy and relationships are important to sexual minority men, yet traditional sex and relationship education from sources such as schools and families may lack perceived usefulness. Consequently, sexual minority men may seek information from alternative sources, but little research has explored the usefulness of these alternatives. A national survey of sexual minority men in Australia (n = 936, Mage = 38.9) evaluated the usefulness of seven sources of information: school programmes, family, peers and friends, social media and the Internet, popular culture, pornography, and official information sources. Five topics were examined for each source: sexual and reproductive physiology, HIV/STI prevention, relationship skills, consent and needs negotiation, and sexual and intimate behaviours. Participants rated the sources as minimally to moderately useful. Official information sources were rated most useful, followed by peers and friends, social media and the Internet, popular culture, pornography, school, and family. Older men found most sources less useful than younger participants. Perceived usefulness varied across topics (e.g. popular culture and peers and friends rated most useful for relationship skills). These findings underscore the limited relevance of conventional sex and relationship education for sexual minority men and highlight the need for enhanced education programmes.

Educating and Retaining the Cancer-Focused Biomedical Workforce from Rural Appalachian Kentucky: The Impact of Experiential Learning and Scholarship Funding.

Kentucky postsecondary education levels are significantly below the national level, with lower levels in the Appalachian region of the state. Health disparities, including high cancer incidence and mortality, make educating and retaining students from the region a priority. The Appalachian Career Training in Oncology (ACTION) program offers cancer-related experiential opportunities and scholarships to Appalachian students. This study examines the ACTION program and its scholarship impact on undergraduate and professional school students' decisions to attend the University of Kentucky, pursue a career in science/medicine, and pay for schooling. Thirty-three ACTION participants and alumni received scholarships through a need-based application process in academic years 2023-2024 and 2024-2025. All students receiving the scholarship were asked to complete a REDCap survey. The survey evaluated both quantitative and qualitative variables, such as the impact of various factors on college decision, the influence of ACTION programs on career choice, and the effect of ACTION scholarship on financial burden. The two most influential factors affecting students' college choice are finances and experiential opportunities. Students in both the high school and undergraduate programs said their experiences significantly encouraged them to attend the University of Kentucky and pursue a career in science/medicine. Although the scholarship did not eliminate financial concerns, it lessened the burden. The ACTION program and scholarship encouraged Appalachian Kentucky students to attend the University of Kentucky and ameliorated financial concerns. This research demonstrates the program's positive impact on rural, Appalachian students and provides evidence for similar programs that may benefit underserved communities.

The Roles and Responsibilities of School Social Workers in the African Context: A Scoping Review

The profession of school social work has been acknowledged as being of critical importance on a global scale. However, little is known about the practice of school social work in the African context, specifically the roles and responsibilities of practitioners. This scoping review aimed to synthesize empirical studies conducted in the African continent on the roles and responsibilities of school social workers. Using Arksey and O’Malley’s (2005) five-step framework, the search for articles was completed on six electronic databases: Sabinet African Journals, Scopus, ProQuest Central, CINAHL, SocIndex, Medline, and Education Research Complete. Eight articles met the inclusion criteria and were analyzed using thematic analysis. The findings indicate that school social workers or social workers servicing schools are responsible for providing psychosocial support to learners experiencing social challenges; facilitating group work sessions focused on socialization and life skills; training and guiding teachers on ways to better support learners, developing and implementing school programs addressing issues such as bullying and teenage pregnancy; and forming partnerships with other professionals and organizations to support learners. This review concludes that there is a dearth of research dedicated to school social work or social work services in African schools. Future research on school social work should focus on unique challenges, best practices, and the impact of social work services in African schools. Governments and educational institutions should prioritize the integration of social work services within school systems. The review highlights the multifaceted roles practitioners play in creating supportive educational environments in African contexts. Keywords: School Social Work, Africa, Roles, Responsibilities, Learners

Paradoxical perceptions: minoritized high school students’ stereotypical and expansive views of science and scientists at an urban, inclusive STEM-focused high school (ISHS)

Existing research on inclusive STEM-focused high schools (ISHSs) has focused on the design and implementation of ISHSs at the school-level, along with the positive effects of ISHSs on STEM course taking, college majoring, and STEM career orientations. Missing from the literature are studies that foreground the perspectives and voices of students of color and their perceptions of science and scientists from asset-based, critical perspectives. Thus, the purpose of this qualitative case study is to document the perceptions of science and scientists among racially, ethnically, and linguistically minoritized ninth graders at an urban, inclusive STEM-focused high school in a mid-sized, northeastern city in the United States, along with the contexts, sources, and associated experiences informing these perceptions. Iterative cycles of inductive and deductive coding and domain analysis, informed by theoretical perspectives on ecological systems and Discourses, revealed paradoxical perceptions. Students viewed science as a body of knowledge, testing and experimenting, a life-enhancing discovery, building on background information, and connected with other disciplines and everywhere. Students’ perceptions of scientists were both stereotypical and expansive, including that scientists are smart and serious; use science equipment and gear in traditional lab contexts; and are creative, curious, and open-minded. While students primarily identified deceased White males as scientists, three girls of color mentioned counter-stereotypical women and people of color when they thought of science. Students noted that science field trips and after school programs, as well as science in the media and school, informed their perceptions. These findings suggest that despite reform efforts such as Science for All, very little has changed regarding conceptions of science and scientists. What is more, these findings are troubling when minoritized students at an ISHS continue to replicate status quo perceptions of science and scientists. This study has implications for practice, research, and policy related to building on and extending these views in more critically conscious and equity-oriented ways.

STRYV365 peak team and Brain agents: teacher perspectives on school impact of a trauma-informed, social-emotional learning approach for students facing adverse childhood experiences.

Adverse childhood experiences (ACEs) have a profound impact on children's and adolescents' academic performance and overall wellbeing. In contrast, positive childhood experiences help mitigate the negative effects of ACEs on health and wellbeing. Trauma-informed and social-emotional learning (SEL) programs in schools may address these impacts, with school staff playing a pivotal role in ensuring their success and influencing school outcomes. This study aimed to assess the strengths, weaknesses, and areas for improvement in the STRYV365 peak team and Brain Agents programs. The aim was to refine program implementation and determine the preliminary effects on students, teachers, and the broader school environment. To achieve this goal, four focus groups were conducted after the program concluded, involving 17 school leaders, administrators, and teachers from four urban schools serving students in fifth through ninth grades. The audio transcripts were professionally transcribed and analyzed by four co-authors using Dedoose for inductive coding, leading to the identification of major themes and subthemes. Three key themes were identified from transcripts: school-wide perspectives of STRYV365 programs, strengths and impacts of STRVY365 programs, and suggestions for program improvement. School staff noted that the peak team was particularly engaging for students, helping them develop SEL skills and foster both peer-to-coach and peer-to-peer relationships. Additionally, the STRYV365 programs were found to enhance student-teacher relationships and staff relationships. Teachers expressed strong interest in taking a more active role in future programming. Overall, this study highlights the importance of teacher and administrator involvement in maintaining consistent SEL activities for urban youth. The findings also suggest that short-term, 4-week SEL programs can have a positive effect on school culture, as well as on student-teacher relationships and teacher-teacher relationships.

The Effect of Menstrual Hygiene Management on Girl Child School Attendance at St Marys Girls Vocational School in Kamukuzi Division, Mbarara City

This study assessed the effects of menstrual hygiene management on school attendance among female adolescent students at St. Mary's Girls Vocational School in Kamukuzi Division, Mbarara City. The researchers employed systematic random sampling to select 45 respondents from Form One and Form Two, as these students were expected to have experienced their menstrual periods. The majority of the respondents were aged 13-14 years. While some girls used handkerchief cloths or hand towels as menstrual management materials, most of them used sanitary pads and disposed of them in the toilets. The researchers conducted a Pearson correlation coefficient analysis in SPSS to examine the relationship between menstrual hygiene management and school attendance. The analysis revealed a weak positive correlation coefficient of 0.210, indicating a weak relationship between menstrual hygiene management and school attendance. However, the p-value of 0.167 suggested that the results were not statistically significant. The study concluded that there is an impact of menstrual hygiene management on school absenteeism, as girls who experienced longer periods tended to miss more school days. However, the weak relationship and lack of statistical significance indicate that other factors may also contribute to school attendance among adolescent girls, and menstrual hygiene management alone may not be the sole determinant. This study provides valuable insights into the challenges faced by adolescent girls in managing menstruation and its potential impact on their school attendance. It highlights the need for comprehensive menstrual hygiene management education and support programs in schools to ensure that girls have access to appropriate materials and facilities. By addressing these challenges, schools can create a supportive environment that promotes regular attendance and educational opportunities for all female students, even during menstruation

Parents’ Involvement to Schools’ Programs and Activities among Select Archdiocesan Schools: A Basis for an Enhanced PTA Program

This study explores parental involvement in school programs and activities within Archdiocesan schools during the academic year 2023-2024, aiming to inform the development of an enhanced PTA program. Using a descriptive-correlational design with 192 participants, the research examines how PTAs collaborate in various roles, such as financiers, observers, and others, to support and improve school initiatives. The results indicate a relatively high level of parental participation, showing a correlation between degrees of involvement and employment position. The findings suggest well-rounded participation across different roles, where parents contribute financially, actively observe their children's progress, volunteer their time and skills, and, in some cases, hold decision-making power, while others stay informed as interested observers. Recommendations for parents, school administrators, and the TASS superintendent are provided to strengthen program implementation through an improved PTA program. The study underscores the importance of a strong parent-teacher partnership in fostering well-rounded and socially responsible citizens.

Onkwehón:we Spirituality and the Reconciliatory Journey in Canadian Education

In recent decades, Onkwehón:we (Indigenous) education has been a burgeoning area of study and practice in primary, secondary, and post-secondary schools in Canada. One of the more significant contributions to this growth in recent years has been the findings of the Truth and Reconciliation Commission of Canada and its 94 Calls to Action. Central to the journey of reconciliation is understanding of the experiences of Onkwehón:we people and their perspectives on various things. Given that spirituality and associated ceremonial observances are important to many Onkwehón:we communities and have been explored in a number of schools and universities, their inclusion in academic and non-academic school programming merits exploration. This essay explores the importance of Onkwehón:we spirituality, its role in the reconciliatory journey, and the value of enabling schools to partner with Indigenous peoples to aid in its dissemination.

Reconstructing Professional Role Identities: (Un)Learning and Hybridization in a Business School Program

Reconstructing Professional Role Identities: (Un)Learning and Hybridization in a Business School Program

Conflicts and contradictions in Sweden's temporary residence law for unaccompanied youth

ABSTRACT In November 2015, the Swedish Government claimed that the Swedish reception of refugees needed to change. The government presented among other things a time-limited law, TLUSE. An ethnographic study was conducted with a group of unaccompanied youth and the staff they encountered within a language introductory programme in a Swedish upper secondary school. The following questions have guided the investigation: (i) What are the main expressed principles for interpreting the law among the studied school staff? (ii) How has the application of these principles affected everyday life according to field notes and interview data? (iii) What contradictions and conflicts are there, given that TLUSE came into existence with rapid preparatory work and opinions from referral bodies being left without action? Through the lens of (Bernstein, B. 2000. Pedagogy, Symbolic Control and Identity: Theory, Research, Critique. London: Rowman and Littlefield) concept of pedagogic rights, a critical analysis was done. The study shows that TLUSE did not result in stronger inclusionary possibilities to unaccompanied youth.

Oral health status and factors associated with oral health of primary school children in Gulu district, northern Uganda

BackgroundGlobally, oral diseases remain a major public health problem. However, there is limited information about the oral health status and factors associated with oral disease among children in Uganda. The aim of this study was to examine the oral health status and factors associated with oral health of primary school children in urban and rural areas of the Gulu district of northern Uganda.MethodsA comparative cross-sectional study was conducted among 356 school children aged 11–13 years attending six schools located in urban and rural areas. The children received a clinical oral examination and participated in a questionnaire survey that collected information on sociodemographic and oral health knowledge, attitude, and practices. All data were entered and analysed using IBM SPSS Statistics for Windows, Version 26.0. Armonk, NY: IBM Corp statistical software. Logistic regression analyses examined factors associated with dental caries and gingival bleeding.ResultsOf the 356 children (11–13 years) included, the mean age was 12.2 years, 140 (39.3%) were male and 176 (49.4%) were from urban areas. The proportion of school children with dental caries was 33.6% (n = 119), with the mean decayed, missing due to caries, and filled teeth (DMFT) index of 0.81 (25th percentile = 0; 75th percentile = 1.00). There was no significant difference in caries prevalence between rural and urban children (31.6% versus 35.6%, p = 0.33). Of the children involved in the study, 141(39.8%) had gum bleeding. The mean oral knowledge score was 2.85 ± 1.53 (range, 0–7), while the mean attitude, hygiene practice, frequency of sweets consumption, and oral health related impact scores were 4.25 ± 1.23 (range, 1–6), 5.40 ± 1.81 (range, 0–9), 25.66 ± 4.29 (range 9–54) and 2.1 ± 1.65 (range, 0–6), respectively. Using logistic regression analyses, as oral health knowledge score increased the odds of not having dental caries increased (aOR = 1.19, 95% CI 1.02–1.39).ConclusionThe prevalence of dental caries and gum bleeding of primary school children in Gulu district is high. Children lacked knowledge on causes of oral disease, and behaviour towards oral disease prevention. In addition, oral health knowledge scores were significantly associated with dental caries. Oral health education programs in schools should emphasise providing skills-based education.

Analysis of Management Functions in the Development of Guidance and Counseling Service Materials

The management function in guidance and counseling must be carried out carefully, including in the development of guidance and counseling materials for students. The aim of this research is to provide an overview of the management function in developing guidance and counseling materials in one of the schools in Tasikmalaya, Indonesia. This research is qualitative in nature, the respondents of this research are school counselors in junior high school and vocational high schools with a case study design, data collection through semi-structured interviews and data analysis in the form of data reduction, data presentation and drawing conclusions. The results of this research indicate that the application of management functions in the development of guidance and counseling materials is very important to ensure the effectiveness of guidance and counseling programs in schools. The challenges felt by respondents were limited facilities, time allocation and varying roles between teaching other subjects and guidance and counseling. The implementation of management functions cannot be separated from the support and involvement of school officials, so that in overcoming these challenges, support from school officials is considered important in providing guidance and counseling materials.

Manajemen Pembiayaan Pendidikan di Sekolah Dasar Islam Terpadu Al Fatih Depok

The operational structure and funding of education is an important component in educational administration management which has the capacity to have a significant impact on the quality of human resources. This study intends to ensure the following: (1) Plan the budget in order to improve educational standards; (2) allocate human resources for the purposes of managing education financing; (3) implementing education financing management; and (4) supervising the education financing system in order to improve standards at SDIT AL FATIH Depok. Qualitative, analytical and descriptive methods were used in this study. Documentation, interviews and observation are the techniques used to obtain data. Data collection, data reduction, data presentation, and drawing conclusions are the four components of Miles and Huberman's interactive analysis model used in the data analysis approach. Credibility, transferability, dependability and confirmability are used in the process of determining data validity.The findings show the following: 1) SDIT AL FATIH Depok prepares and describes education budget planning in the form of RAPBPT, which is implemented at the end of each year by identifying all appropriate programs and budgets. 1) The process of allocating funds for education starts from the source, where the head of the foundation decides on the choices that have been reached through meetings involving stakeholders from the school community and repeats the assessment. Putting human resources in charge of overseeing the money is secondary. The principal is responsible for the financial management of SDIT AL FATIH Depok, in accordance with the organizational structure; The foundation and education department oversee the management of SDIT AL FATIH Depok's education funds. 3. The budget implementation process is used to fund school programs, as well as spending on goods and services, development, and so on. 4. After that, the School Committee, the AL FATIH Depok Foundation, and the Education Office received the school's financial accountability report.

Integrating Technology in Tahfidzul Qur'an School Development Programs

Islamic educational institutions face the challenge of integrating information technology into their programs to enhance their long-term sustainability and effectiveness. However, there is limited research on how tahfidzul Qur'an programs can incorporate technological advances for improved school development. This study addresses this gap by exploring the development of an information technology-based tahfidzul Qur'an school program at Al Azhar International Islamic Boarding School. Utilizing an exploratory descriptive qualitative method, the research gathers insights from the school's founder to identify key strategies. The results indicate that careful planning, monitoring, and evaluation are essential for achieving long-term educational goals. Human resource development, seen as a valuable institutional asset, must be prioritized through regular training. Additionally, optimizing information media is crucial to increase the institution's visibility and attract prospective students. The novelty of this study lies in its focus on integrating technology into religious education management. The implications suggest that effective use of technology in tahfidzul Qur'an school programs can align graduate outcomes with the institution's vision and mission, setting a model for similar educational programs seeking sustainable development. Highlights: Strategic long-term planning is vital for program success. Human resource quality is crucial for institutional growth. Technology optimization attracts potential students and ensures program sustainability. Keywords: School Development, Information Technology, Tahfidzul Qur'an, Educational Planning, Human Resource Training

On the Possibilities of Poetry Turned into music. Experiences with Authors, Part of the Required and Elective Training Program

The proposed article examines the relationship between verse and music in the context of the popular Bulgarian song and the lyric poetry itself. Its aim is to offer a way of incorporating poetry in the classroom using one of the media for realisation of the language. The object of the analysis are poetic texts written by authors who are part of the required and elective school program. Thus, the proposed way of learning literature expands not only the spectrum of dimensions of seeing the arts but also the knowledge about the poets themselves.

Identifying Strategies to Cultivate Students’ Attitude Towards Circular Economy

Circular economy (CE) in Technical and Vocational Education and Training (TVET) refers to an economic approach that promotes efficient use of resources, material recovery, and waste reduction through vocational education. Despite various activities and programs conducted by TVET instructors to promote the circular economy, reports indicate that students' attitudes towards the environment remain at a moderate level. This paper aims to identify strategies that can be implemented to foster students' interest in practicing the circular economy within the context of TVET. This study uses the Nominal Group Technique (NGT) as an alternative approach to suggest initiatives that can foster students' attitudes towards the circular economy. The process involved silent idea generation, round robin, discussion, two rounds of initial voting, and a final stage survey to determine the priority list. Five content experts participated in the NGT meeting. Initially, 50 strategies were identified. Through the NGT process, 20 important strategies were selected to cultivate students' attitudes towards the circular economy. These strategies include waste management workshops, environmental programs and activities at institutions, conducive public sector ecosystem (EKSA) in institutions, homes and neighborhoods, information boards, simulation outside the classroom, daily routines, campaigns, neighborhood activities, sale of used oil, sale of recycled goods, innovation, waste segregation, cultivating student awareness, application in teaching, motivation, moral support, cleanliness and cheerfulness competitions, environment week, incorporating circular economy in the syllabus, and cross-curricular elements. The identified strategies are expected to assist stakeholders in overseeing the implementation of environmental awareness programs in schools, colleges, and TVET institutions, with the goal of improving student attitudes and transforming TVET education towards greater circular economy awareness.

Evaluating Effectiveness and Challenges in B.Ed. Student Teacher Internships

The B.Ed. internship program is essential for teacher preparation, but its effectiveness in preparing future educators for diverse classrooms requires ongoing evaluation. The school internship programme in teacher education is changing from a pre-specified practice-teaching approach to a more comprehensive approach, as emphasized by the NCTE Regulations, 2009 and 2014 respectively. The 2009 regulations expanded the scope of practice-teaching by emphasizing the importance of student-teachers experiencing all school activities and programs. The 2014 regulations further strengthened the component of ‘Field Engagement’ by prescribing a longer duration of 15 weeks. In the present paper researchers has made an attempt to examines the effectiveness and challenges of B.Ed. student teacher internships, focusing on skill development, support structures, and resource availability. It also investigates the program’s impact on student teachers’ confidence in managing diverse classrooms and fostering student success with varying needs and abilities perception of student teachers about the engagement of 15weeks (15+2 weeks) with the field in B.Ed. 3 rd. semester. Internship Programme as per the curriculum of Guru Nanak Dev University Amritsar Punjab. The present study aims to evaluate the effectiveness and challenges faced by student teachers during their internship. The sample consisted of 180 student-teachers selected from B.Ed. colleges of Amritsar district through random sampling. The study, utilizing an open-ended questionnaire, revealed that student-teachers encountered numerous challenges during their internship in the 3rd semester of B.Ed., highlighting the challenges faced by both students and educators.

Connecting D.O.T.S.: An Education on an Organ Donation and Transplantation Program for Schools.

Education of the public on organ donation and transplantation may be the best way to increase awareness of this lifesaving practice. Research has shown that children are open to learn about these topics. After a long journey that started with the pioneer work of Dr. Felix Cantarovich (Argentina), the positive impact of Dr. William Wall in Canadian schools, followed by the "First Global Forum on Organ Donation and Transplantation for Schools" (The Transplantation Society, 2012), the joint 2017 working group of the Canadian Society of Transplantation and The Transplantation Society, and the work of Professor Dr. Marion Siebelink (Netherlands), we were able to arrive to "Connecting D.O.T.S." (Donation and Organ Transplantation for Schools). The Connecting D.O.T.S. platform is an online, free, and easy to access platform from The Transplantation Society dedicated to educating schoolchildren around the globe on donation and organ transplantation, with modules for students, teachers, and parents.

Qualitative Evaluation of a Pilot Study of CATCH (Coordinated Approach to Child’s Health) Middle School Program in Northern Illinois

Qualitative Evaluation of a Pilot Study of CATCH (Coordinated Approach to Child’s Health) Middle School Program in Northern Illinois