Community nursery nurses (CNNs) play a vital role in UK health visiting teams, promoting child development and school readiness. The Infant to School (I2S) programme, delivered by CNNs under health visitor supervision, provides structured early intervention for families facing adversity. To formatively evaluate the I2S programme from the perspective of CNNs, focusing on short-term outcomes, reported effects on children and families, and impacts on CNNs. Seventeen of twenty CNNs (85%) completed an anonymised questionnaire. Quantitative data were analysed descriptively, and qualitative responses were analysed thematically. Between September 2023 and February 2025, 212 families participated in the I2S programme, with language development as the main concern. CNNs reported that I2S enhanced their confidence, skills, and job satisfaction, enabling more structured, culturally sensitive, and relationship-based support. All respondents reported helping families to set and achieve short-term goals and connect with community services; 88% reported building strong relationships. Key themes included improved professional competence, greater ability to support families, and identified areas for further training and resource development. This evaluation contributes new insight into the role of CNNs in supporting school readiness through a structured, health visiting-embedded programme. Continued evaluation, incorporating parental and child outcome data, is required to assess long-term impact and scalability.

Background Anxiety and depression are highly prevalent among pre-university students, often intensified by the academic stress associated with entrance exams. Linguistic analysis of written texts offers a promising, non-invasive approach for early detection and prevention. Study design: Cross-sectional study. Objectives To examine the association between linguistic features in essays and levels of anxiety and depression, identifying specific language patterns linked to these conditions. Setting Pre-university preparatory courses in São Paulo, Brazil, in 2023. Methods Participants were 62 pre-university students (51 females, 11 males; M = 20.3 years, SD = 2.65) who completed a self-report form shared via WhatsApp or in-person at preparatory schools. The form included sociodemographic questions, the GAD-7 and PHQ-9 scales, and the upload of an argumentative essay written within the previous month as part of their regular coursework. Essays were analyzed using LIWC software, and multivariate regression models identified linguistic features associated with anxiety and depression scores. Results Higher anxiety levels correlated with increased use of words related to affiliation and home, and decreased use of leisure and money-related terms. Depression was associated with higher frequency of drives and number-related words, and fewer motion-related terms. Conclusion Linguistic analysis can assist in identifying emotional distress among pre-university students, offering a potential tool for early screening and intervention in educational and mental health contexts.

In numerous South African classes, learners enter Grade R with different levels of experience in early childhood education, which can impact their capability to adjust into formal learning environments and participate in important life skills activities. This study aimed to explore how life skills are developed in Grade R learners with and without pre-Grade R experience. A qualitative research approach was used along with Bronfenbrenner ecological system theory. The population of the study was Grade R teachers. A purposive sampling method was used to select eight teachers from four schools in the Nzhelele Area that had multiple Grade R classes. Data collection was done through semi structured interviews, classroom observations, and document analysis. The findings suggested that learners who attended pre-Grade R exhibited more school readiness, improved social communication skills, and early acquisition of crucial skills, compared to those without such exposure. They also show early literacy development and emotional regulation due to structured early learning environments.

Background Developmental delays affect up to 18% of children worldwide, particularly in disadvantaged populations. Early identification is critical; however, existing tools are often resource-intensive, language-dependent, and unsuitable for large-scale use in low- and middle-income countries. TOY8 is a smartphone-based, play-oriented developmental screening tool developed in Malaysia for children aged 3–5 years, available in Malay and English. Purpose To validate TOY8 against the Griffiths Scales of Child Development, 3rd Edition (Griffiths III), determine optimal cut-offs, and assess parental perceptions of feasibility and acceptability. Methods We conducted a case-control study in Sarawak, Malaysia. Participants underwent TOY8 screening followed by Griffiths III assessment. Screening performance was evaluated using sensitivity, specificity, likelihood ratios, and receiver operating characteristic (ROC) analyses. Optimal cut-offs were derived by maximizing sensitivity while maintaining specificity at ≥0.6. Parental perceptions were measured using questionnaires. Results We recruited 127 children (64 with developmental delay, 63 without). TOY8 demonstrated good sensitivity (0.77) for detecting any developmental delay and higher sensitivity for severe delay (0.84). Cognitive, speech-language, and fine motor domains demonstrated excellent discrimination (AUC 0.82–0.84), but lower sensitivity for gross motor (0.41–0.54) and personal-adaptive domains (0.59–0.64). Refined domain-specific cut-offs (ROC: 44–50) improve screening accuracy. Parents rated TOY8 highly: 98.4% found it easy/very easy to use, 99.2% useful, and 96.9% acceptable. Conclusion TOY8, the first digital developmental screening tool validated in Malaysia, demonstrated good accuracy, particularly in domains predictive of school readiness. Its brevity, ease of use, and strong parental acceptability support its feasibility for community and preschool settings. TOY8 offers a scalable solution for early detection in resource-limited contexts, directly advancing United Nations Sustainable Development Goal (SDG) 3 on health and well-being, and SDG 10 on reducing inequalities by improving access to developmental screening in underserved populations.

This study examined the psychometric properties of the Pre-Literacy Test, developed to measure the literacy readiness skills of children who have completed preschool education. Using a quantitative, multistage design, the study was conducted with a total of 5966 children aged 6–7 who were about to enter elementary school in the 2024–2025 academic year (N1 = 1911; N2 = 1644; N3 = 2411). Exploratory Factor Analysis revealed a three-factor structure—Reading Skills, Writing Skills (Dictation), and Writing Skills (Copying)—which explained 82.38% of the total variance. Confirmatory Factor Analysis demonstrated that this structure showed an acceptable model fit (CFI = 0.997, TLI = 0.997, SRMR = 0.030, RMSEA = 0.111). The internal consistency coefficients (α = 0.891–0.962; ω = 0.912–0.983) and convergent validity values (AVE = 0.867–0.949) of the PLT were found to be high. Discriminant validity was confirmed according to the Fornell–Larcker criterion, and measurement invariance across gender was supported through Multigroup Confirmatory Factor Analysis. Item analyses indicated that most test items were of moderate difficulty (mean difficulty = 0.409) and high discrimination (mean discrimination = 0.516). In conclusion, the PLT was determined to be a psychometrically robust, valid, and reliable instrument for assessing basic literacy skills prior to elementary school entry. These findings suggest that the test can be confidently used in early literacy research and school readiness assessments.

A systematic review: Parental perspective on school readiness during the pre- and post-transition periods

School readiness and prematurity - a perfect storm?

Children's healthcare providers have important roles in kindergarten readiness. We sought to understand children's primary care providers' (PCP) current approaches to fostering kindergarten readiness for their patients, perceptions of barriers, and ideas for improvement. Children's PCPs were recruited and interviewed between June and August 2021. Interviews were audio recorded, transcribed, and iteratively analyzed to identify and refine emerging themes. Eleven PCPs were interviewed from eleven unique practices across rural and urban settings in North Carolina. Key themes included (1) Integrating kindergarten readiness in the primary care clinic, (2) Partnering with communities to improve kindergarten readiness, and (3) Promoting equity to improve kindergarten readiness. Within the clinic, PCPs valued extended care teams and dedicated assessment tools. PCPs reported wanting greater collaboration with schools and community organizations and more transparent assessment and referral processes. PCPs identified inequities within existing systems and called for more culturally inclusive, equitable kindergarten readiness promotion. Recommendations included removing cultural and language bias from assessments, improving racial/ethnic concordance, and advocating for supportive systems-level policies. Children's PCPs identified many current and future opportunities to partner with families and communities to optimize children's school readiness throughout early childhood. Many school readiness promoting activities recommended by PCPs in this study could be supported through quality measures that track and provide financing for these specific actions.

This study evaluates the impact of a STEM pre-professional workshop series (STEM PPWS) designed to enhance self-efficacy, persistence, and graduate school readiness among underrepresented minority (URM) students at a historically Black college. Grounded in Social Cognitive Career Theory, the intervention consisted of sequential workshops on career development topics, including interviewing, personal statements, and identifying suitable research opportunities. A pretest‒posttest design was employed with three cohorts (N = 71) across multiple years. Results showed statistically significant gains in self-efficacy, persistence, and career aspirations. The greatest improvements were noted in personal statement and interviewing workshops. These findings underscore the importance of targeted, skill-based, and identity-affirming cocurricular programming in preparing URM students for postbaccalaureate STEM pathways.

This study aimed to ascertain the expert opinions of academicians, preschool teachers, and occupational therapists working in early childhood education regarding the optimal content and structure of a sensory-based primary school readiness programme. A case study design using qualitative research methods was used. In the study, 5 academicians in preschool education, 5 preschool teachers and 5 occupational therapists were selected using maximum diversity sampling, a type of purposeful sampling. Within the scope of the study, data were collected through a personal information form and a semi-structured interview form prepared by the researchers. The data were analysed using content analysis. According to the findings obtained from the interviews, the steps that should be prioritised in the sensory-based primary school preparation programme were determined. Academicians stated that it is crucial to know children’s developmental characteristics, readiness, needs and interests, physical and psychological health status, sociocultural characteristics and family information, and that children’s attention spans should be prioritised. Teachers stated that sensory education in early childhood can be supported with individualized support for children, enriched environments, games and different activities suitable for their age and needs, materials and cooperation with the family. Occupational therapists stated that the sensory profiles of children are essential when determining the duration and content of sensory activities to be applied to children in early childhood and that the planning of the process should be in this direction. They stated that children’s existing sensory seeking or sensory avoiding behaviors should be determined, and the content of the activities should be enriched accordingly.

Parental influences on children’s learning are well documented, but the role of grandparents remains underexplored, particularly in non-Western and multigenerational contexts. This study presents the first mixed-methods analysis of Arab households linking grandparental scaffolding to developmental outcomes. Guided by Vygotsky’s sociocultural theory and Bronfenbrenner’s ecological systems framework, data were collected from surveys with 412 families (N = 1,236 respondents) and interviews with 78 families across the Gulf, Levant, and North Africa. Quantitative results show that children with active grandparental involvement scored significantly higher on school readiness (p < .01, η² = .12), narrative reasoning (p < .01, η² = .14), and heritage language retention (p < .01, η² = .15). Qualitative insights portray grandparents as storytellers, moral guides, and cultural anchors, while also revealing barriers of digital exclusion and generational dissonance. By integrating statistical evidence with lived narratives, the study demonstrates that grandparents act as cognitive architects and cultural stewards within Arab kinship systems. These findings challenge nuclear-family-centric models in developmental psychology and education and highlight the global relevance of intergenerational caregiving. Positioned at the intersection of developmental research and cross-cultural family studies, the article calls for policies that recognize elder knowledge as a vital pedagogical resource.

This paper critically examines the persistent gap between the legislative commitments of the Rights of Persons with Disabilities (RPwD) Act, 2016 and the actual state of disability inclusion in Indian schools. Although the Act aspires to create a rights-based and barrier-free education system aligned with the UNCRPD and SDG 4, national evidence indicates that implementation remains fragmented and largely symbolic. Using a critical policy analysis approach supported by secondary data synthesis, the study reviews key datasets—including UDISE+, NAS, UNESCO, and UNICEF reports—alongside contemporary disability scholarship to assess school readiness across infrastructural, pedagogical, attitudinal, and technological dimensions. Recent data show that less than one-third of schools have basic accessibility features, only about 30% provide accessible toilets for children with disabilities, and fewer than 35% of teachers have received training in inclusive education. These systemic limitations reinforce compliance-oriented practices rather than substantive inclusion. The paper argues that meaningful realization of the RPwD mandate requires a shift toward Universal Design for Learning (UDL), sustained teacher professional development, investment in accessible infrastructure, enhanced availability of assistive technologies, and robust monitoring mechanisms. The study underscores the urgency of moving beyond policy rhetoric toward a genuinely inclusive and equitable school system for all children with disabilities in India.

The presented review is devoted to the problem of the uncertainty of the place of fairy-tale therapy in the con-text of specific tasks of psychological and pedagogical work with preschoolers in kindergarten conditions: de-spite its popularity, fairy-tale therapy is often used spontaneously and intuitively in preschool educational insti-tutions. As a result of a review of theoretical and practical publications on the use of fairy tale therapy for pre-schoolers, it is shown that this method is one of the most natural and effective means of psychological and pedagogical support. Based on the studied materials, the directions of the application of fairy-tale therapy in the practice of psychological support for preschoolers in kindergarten are summarized. These areas are: improving school readiness, improving psycho-emotional well-being and adaptive resources, moral development; correc-tion of negative situational, cognitive, personal and behavioral characteristics.

School readiness is the abilities that enable children to adapt successfully to the school environment, parental involvement is a crucial factor that supports school readiness. This study aims to examine the effect of emotional regulation and mindful parenting on children's kindergarten readiness using a quantitative correlational method with a sample of 306 parents of children aged 3–4 years in East Jakarta. Data were collected through three instruments: a kindergarten readiness questionnaire developed by the researcher, Emotional Regulation Checklist (ERC), and Mindfulness in Parenting Questionnaire (MIPQ). The validity test of the kindergarten readiness questionnaire yielded an Aiken's V of 0.892. Aiken's V values above 0.2 for the ERC, the validity of the MIPQ, through EFA–CFA, with acceptable fit indices: χ²/df = 2.8, CFI = 0.90, GFI = 0.96, RMSEA = 0.06, and RMSR = 0.04. Reliability testing showed high internal consistency, 0.954 for the readiness questionnaire, 0.788 for the ERC, and 0.941 for the MIPQ, confirming that the instruments are reliable. The preliminary test conducted before the hypothesis testing with normality, linearity, multicollinearity, and heteroskedasticity test. Hypothesis testing using multiple linear regression analysis show significant effects that both children’s emotional regulation and mindful parenting practices significantly contribute to children’s readiness for kindergarten. These results underscore the importance of continuous parental engagement in nurturing children’s developmental aspects to support a smoother transition into kindergarten.

Introduction: Public schools are educational institutions funded and operated by the government. They form a cornerstone of the education system and aim to provide equal educational opportunities for all children and young people, regardless of their socioeconomic background, abilities, or potential. Objective: The research aimed to identify the level of professional training received by physical education teachers in public schools. Methodology: The researchers used the descriptive method, employing both the survey approach and the correlational approach. The research population consisted of physical education teachers in public (intermediate, preparatory, and secondary) schools affiliated with the General Directorate of Education in Nineveh Governorate, totaling 760 teachers. Results: The results show the questionnaire on modern teaching technologies obtained an average level. That indicates that teachers possess a certain level of awareness and skill in using some of these technologies and show some interest in applying them. Discussion: There is a strong and significant correlation between the professional training of physical education teachers and their use of modern teaching technologies. Conclusions: The average result of the professional training questionnaire indicates a moderate level of training among physical education teachers. While they are not entirely deprived of opportunities, support, or attention toward development, they also do not receive sufficient support and opportunities for advancement.

Creative Thinking plays a crucial role for both teachers and students. Accordingly, the current study aims at finding out the impact of Cognitive Academic Language Learning Approach (CALLA) on EFL preparatory school students' creative thinking. It is hypothesized that there are no statistically significant differences at the level of significance (0.05) in the mean creative thinking among the mean scores of students' achievement between the experimental group taught by the Cognitive Academic Language Learning Approach (CALLA) and that of the control group receiving traditional instruction in creative thinking posttest. To verify the hypothesis of the study and achieve its aims, a quasi-experimental nonrandomized control group, pretest-posttest design is employed. Two groups are randomly selected from the fifth preparatory class in Amouriya Preparatory School for Girls to represent the sample of the study which is 60 students (30 students for each group). Both groups are subjected to the same pretest to ensure equivalence between them. Then the experimental group is taught according to the Cognitive Academic Language Learning Approach (CALLA), whereas the control group is taught according to the method stated in the Teacher's Book. After achieving the validity of the test, a pilot study is conducted on 25 students of the fifth preparatory class. Then the both groups are subjected to the same posttest in creative thinking. Data have been analyzed statistically. The results have shown that there is a statistically significant difference between the experimental and the control groups. In the light of obtained results, conclusions, recommendations and suggestions for further studies are put forward.

Beginning formal schooling represents a critical developmental transition, requiring children to adjust to novel academic, social, and behavioral expectations. Research increasingly demonstrates that play—particularly guided play—supports this adaptation by fostering self-regulation, executive function, motivation, and socio-emotional well-being while strengthening foundational literacy and numeracy. This review synthesizes conceptual and empirical literature connecting play and learning to the processes of school readiness and adaptation. After outlining theoretical frameworks that justify playful learning, we examine current evidence from meta-analyses and intervention studies, highlight mechanisms linking play to adjustment, and discuss implications for educational practice and policy. Findings converge on the conclusion that play is not merely a recreational activity but a developmentally aligned, academically rigorous approach that can promote equitable, positive transitions to school.

This article introduces the concept of cyber-resilience as a pathway to urban Indigenous empowerment through digital media. Building on Karina Korostelina and Jocelyn Barrett’s (2023) framework of “practices of resilience,” I extend these ideas to cyberspace, examining how Indigenous content producers in urban areas used digital platforms to navigate challenges during the COVID-19 pandemic of 2020-2023. The focus is on Mexico City and Los Angeles, designated sister cities in 1969, whose shared Spanish colonial histories and transnational migration networks are further connected by Nahuatl as a living Indigenous language. The analysis examines social media content from two organizations in Mexico City – Conformidad Ollinkan and Resistencia Tenochtitlan – and cultural initiatives in Los Angeles by the Anahuacalmecac University Preparatory School and Nahuatl instructor Cuitlahuac Martínez. Using qualitative methods, including multimodal content analysis (images, video, text) and interviews, this study highlights how these groups leveraged digital tools to sustain Mesoamerican memory, promote Indigenous heritage, and foster community engagement. My analysis of these materials contributes to literature on digital content production and Mesoamerican identity, emphasizing how online initiatives in urban diasporic contexts strengthen Indigenous cultural knowledge and language preservation.

BackgroundThe primary objective of this study was to determine the prevalence of back deformities among Egyptian adolescent males. Secondary objectives included identifying associated factors and assessing any relationship with back symptoms.MethodsA cross-sectional study was conducted during the 2020–2021 academic year among male students aged 12–14 years attending preparatory and secondary schools in Al-Khargah city, Egypt. A total of 532 students, having a mean age of 12.9 ± 0.5 years, were enrolled from randomly selected government schools. Assessment included a structured self-administered questionnaire, clinical screening for spinal deformities, and radiographic confirmation for suspected cases.ResultsThe clinical prevalence of back deformities was 15.4%, with 13.5% having kyphosis and 1.9% scoliosis. Radiographic confirmation revealed structural deformities in 6.8% of participants, while 8.6% had postural kyphosis. Significant factors associated with clinical deformities included being underweight (OR 6.17), prolonged mobile phone use (> 4 h daily, OR 2.67), owning a mobile phone for > 3 years (OR 2.22), watching television regularly (OR 3.33), and reclining/sleeping during TV viewing (OR 2.08/1.98). Rare consumption of yogurt (OR 3.44) and cheese (OR 3.63) was also significantly associated with spinal deformities. Students with deformities reported substantially more back pain over the past three months (OR 2.69).ConclusionBack deformities are relatively common among adolescent males in southern Egypt and are significantly associated with modifiable lifestyle and nutritional factors. Early screening and targeted school-based health education may help prevent progression and reduce associated morbidity.Supplementary InformationThe online version contains supplementary material available at 10.1186/s13018-025-06388-6.

This theoretical paper critically examines the social and cultural climates of mainstream schools to evaluate their readiness for the inclusion of Persons with Disabilities (PwDs). Drawing on sociocultural theory, disability studies, and the ecological systems perspective, the paper argues that inclusion cannot be understood solely through infrastructural or policy compliance; rather, it must be analyzed as a deeply embedded social process shaped by norms, attitudes, relationships, and institutional cultures. The social environment- including peer interactions, teacher expectations, and community perceptions- plays a pivotal role in enabling or constraining the participation of PwDs. Similarly, cultural beliefs around disability, merit, normalcy, and academic competition influence how schools conceptualize “belonging” and “difference.” Through a critical analysis of existing literature and conceptual frameworks, the paper highlights how ableism, stigma, and deficit-oriented perspectives continue to structure exclusionary experiences for disabled learners, even within otherwise “inclusive” settings. It proposes a theoretically grounded understanding of readiness that moves beyond infrastructural checklists to embrace cultural responsiveness, relational ethics, and transformative school practices. By rethinking readiness as an ecological and cultural construct, the paper seeks to guide future research, policy dialogues, and school-level interventions aimed at building genuinely inclusive educational ecosystems.