School Settings Research Articles

Inclusive Education and the New Paradigms For Life in Society

Objective: The objective of this study is to understand how the inclusion processes in contemporary education have contributed to the paradigm shifts regarding life in society. Theoretical Framework: The theoretical foundation is based on documents and legislation related to inclusion, such as the Salamanca Statement (1994), the Inclusion Law (2015), and authors like Pletsch et al. (2007), Mantoan (2026), and Nunes (2015). These authors indicate that over the last few decades, the understanding of the needs of people with disabilities has evolved, resulting in a new proposal for life in society, which directly reflects in school contexts and, particularly, in educational practices that were previously centered around a segregated system and selective integration. Method: From a methodological standpoint, it is emphasized that the research was carried out through a bibliographical study of a qualitative nature. Following the methodological approach, several steps were taken, namely: selection of legislation related to Inclusive Education; selection of studies from the Scielo database between 2010 and 2024, focusing on the thematic of paradigm changes related to inclusive education; and, finally, a descriptive analysis of the collected material, in order to identify strengths and/or weaknesses related to the inclusion process. Results and Discussion: The results indicate that many educational practices have been developed and are moving towards ensuring these rights, contributing to inclusion processes. In this sense, it is emphasized that the inclusion paradigm proposes the transformation of educational and social structures so that everyone can participate fully, regardless of their conditions. Research Implications: The implications of this research draw attention to the fact that, although official documents aim to ensure rights, much still needs to be done, especially in the school context, to move beyond the mere inclusion of people with disabilities and, in fact, achieve true inclusion. Originality/Value: This study allows for the exploration of complex issues that have increasingly been at the center of discussions regarding life in society, especially because discussions on inclusion go beyond school settings and reach the workplace, relationships, and all aspects of life in society.

Kontroversi Penggunaan Permainan Bahasa dalam Komunikasi Antarbudaya di Pesantren Multietnis

The aim of the study is to analyze the implementation of Ludwig Wittgenstein’s language games theory in the context of intercultural communication at Pondok Pesantren Manahilil Ulum DDI Kaballangan. This research was employed a qualitative approach with participatory observation and in-depth interviews. Data were collected from utterances of students from various ethnic backgrounds, such as Buginese, Mandarese, Makassarese, and Pattinjonese, with two informants from each ethnic groups, to understand how differences in word meanings affect communication dynamics. The findings show that the different language games in each ethnic group’s local language cause significant misunderstandings, as seen in words like “bosi,” “buto,” and “doko.” However, these misunderstandings were resolved through communication adaptations, such as the use of Indonesian as a bridging language. The originality of this study lies in the application of language games theory in a multi-ethnic boarding school setting, which has not been extensively explored in the context of education. This research provides new insights into the dynamics of intercultural communication in boarding school and the adaptive strategies used by students to maintain harmony. The study’s implications highlight the importance of cross-cultural awareness and the appropriate use of language to enhance communication effectiveness in multi-ethnic boarding school settings

Naming Māori Learning Spaces

Abstract Following up on our recent article in this journal, this research note discusses the range of names used in Māori school settings for flexible learning spaces (FLS) and innovative learning environments (ILE), There are various existing Māori names for FLS/ILE, which fall into two types: individual names and category names. We consider several of these names as a way to explore this concept and provide a background for positing ‘he wāhi ako’ as a generic name for Māori FLS/ILE, which translates into English as ‘Māori learning space(s).’

Leadership, Gender, and School Culture: Navigating Power and Resistance in Education

This paper investigates the ongoing gender inequalities within education systems, influenced by globalization and entrenched power dynamics that often limit gender inclusivity. Global initiatives aimed at gender equality frequently adopt a universalist approach, yet this can mask intersectional disparities and reinforce hegemonic masculinity, especially through the spread of Western masculine ideals. Within educational institutions, heteronormative and cisnormative school cultures frequently marginalize non-heterosexual identities, creating challenging environments for Lesbian, Gay, Bisexual, Transgender, and Queer (LGBTQ+) students. Although anti-discrimination policies exist, many teachers lack adequate training to address gender and sexuality issues, leading to adverse academic and social outcomes for marginalized students. The study reveals that traditional educational leadership often reinforces conventional gender norms, while transformational leadership grounded in social justice is essential to fostering inclusivity and addressing intersecting inequalities. The findings underscore the need for structural reforms to establish supportive and equitable school settings that acknowledge and celebrate diverse gender identities

Commentary on “using behavioural contracting to reduce behaviours that challenge in a school setting: Case studies” and an overview of token economies in school settings

Purpose The primary purpose of this paper is to provide commentary on “Using Behavioural Contracting to Reduce Behaviours that Challenge in a School Setting: Case Studies” (Hawkins et al. 2025; This issue). The secondary purpose is to provide an introduction and overview of token economies and point and level systems to practitioners and stakeholders. Design/methodology/approach This paper considers the use of token economies or point and level systems alongside behaviour contracts in school settings. Findings Behaviour contracts can be used successfully to determine how key components of token economies and point and level systems will be implemented. More research is needed on the use of behaviour contracts within token economies. Originality/value This review explores the components of token economies, including the selection of target behaviours, reinforcement pairing and the exchange process. It also highlights the flexibility of these systems to incorporate physical or symbolic tokens and reinforcer preferences. Indirect benefits, such as delaying reinforcement and fostering self-control, are discussed alongside practical implementation strategies. Advanced systems, like point and level systems, are examined for their ability to track progress over time, assist self-monitoring and fade interventions as learners progress towards greater independence.

Home Health Care Research for Children With Disability and Medical Complexity.

Pediatric home health care represents a vital system of care for children with disability and medical complexity, encompassing services provided by family caregivers and nonfamily home health care providers and the use of durable medical equipment and supplies. Home health care is medically necessary for the physiologic health of children with disability and medical complexity and for their participation and function within home, school, and community settings. While the study of pediatric home health care in the United States has increased in the last decade, its research remains primarily methodologically limited to observational studies. Dedicated funding and research efforts are needed to transform American home health care research to address multifaceted outcomes valued by families and providers as well as payers and government programs. In this paper, we review the recent literature in pediatric home health care and then propose an actional agenda that could address its missing evidence base. We posit that pediatricians should partner with family caregiving experts and patients to advance knowledge about child and family health outcomes, home health care use, new models of care, and optimal approaches to education and training while also considering meaningful approaches to address disparities. The creation of an American pediatric home health care data-sharing consortium, patient registry, and reproducible access and quality measures is also needed. Most importantly, efforts should center on patient- and family-centered health priorities, with the goal of ensuring equitable outcomes for every child and family.

Nutritional assessment of adolescents: A cross-sectional study from public schools of North India.

Technological advancements and globalization have shifted dietary behaviours, contributing to increased chronic disease prevalence in Low- and Middle-Income Countries (LMICs) like India. Adolescents are particularly vulnerable due to these changes, which can impact their lifelong health. This study aimed to assess the nutritional status of adolescents in public schools in Chandigarh, India. Conducted as part of a cluster randomized control trial, the study used two-stage random sampling to select 12 schools and eighth-grade classes, recruiting 453 adolescents aged 10-16 years. Nutritional status was evaluated through dietary behaviour assessments, anthropometric measurements, and 24-hour urinary salt-level analysis. Dietary patterns were recorded using two 24-hour recalls, and analyzed with PURE study software based on 2010 Indian dietary data from ICMR-NIN. Anthropometric measures followed standardized protocols, and salt levels were assessed in laboratories. The mean age of the adolescents was 13.06 years, with 55% being boys. Among them, 32% had high salt intake, and 55% had high sugar intake. Additionally, 90% had low fruit intake, and 83% had low vegetable intake. The adolescents were deficient in several macro and micronutrients, including energy, fats, fibre, iron, zinc, iodine, riboflavin, and vitamins B-6 and B-12. A higher proportion of boys (10%) were classified as thin compared to girls (2%), while a greater proportion of girls (36%) had abdominal obesity. In contrast, a larger proportion of boys (23%) were severely acutely malnourished. Nearly all adolescents exhibited high urinary excretory salt levels. Most adolescents exhibited dietary risk factors, including high salt and sugar intake, along with low consumption of fruits and vegetables. Many were deficient in various macro and micronutrients, with the coexistence of both thinness and obesity. Regular nutritional assessments in schools are essential to address the dual burden of undernutrition and overnutrition. Furthermore, health-promoting interventions should be developed within school settings to encourage healthy dietary practices.

Inclusion of Students with ADHD in Secondary School Through an Innovative Motor Science Educational Curriculum

This experimental study evaluated the effectiveness of an innovative motor science teaching program aimed at promoting the inclusion and involvement of students with Attention Deficit/Hyperactivity Disorder (ADHD) in secondary school. Sixty students (30 in the sample group and 30 in the control group) participated in the program, while 10 specially trained motor education teachers implemented the activities. The quantitative analysis showed a significant improvement in school inclusion scores (as measured by the Ainscow Inclusion Scale) and school engagement scores (Student Engagement Scale), with a strong positive correlation between the two parameters (r = 0.62, p < 0.01). The qualitative analysis, based on interviews with teachers, revealed positive perceptions of the program and emphasized the importance of training to address behavioral difficulties and ensure an inclusive school environment. The results suggest that customized motor education programs, combined with targeted training for teachers, can foster greater inclusion of students with ADHD in the school setting.

Dependent Group-Oriented Contingencies:A Synoptic Review

Dependent group-oriented contingencies (DGOC) are those in which the consequences for a group of students is dependent on the performance of one member or a small subsection of the group. There have been several reviews of group-oriented contingencies but none focusing solely on DGOCs to the exclusion of independent and interdependent types of group-oriented contingencies. Therefore, the purpose of the present review was to describe studies only using DGOCs to determine their feasibility and effectiveness for children and adolescents in school and school-related settings. Results indicated that DGOC can be used effectively, but methods need to be in place to minimize the risk of other students scapegoating and threatening the child for whom the contingency was implemented.

Acceptability and Feasibility of a Blended School-Based Intervention to Prevent Suicidal Ideation Among Adolescents in Chile: Results from a Randomized Control Pilot Study.

Suicide prevention programs delivered in school settings have been shown to reduce suicide attempts and ideation among adolescents. School-based digital interventions targeting at-risk youth are a promising avenue for suicide prevention, and some evidence has shown that blending digital and face-to-face components may improve the effectiveness. However, further evidence on its acceptability, feasibility, and effectiveness is needed, especially in Latin America, where mental health support is limited. Reframe-IT is an internet-based Cognitive Behavioral Therapy (CBT) program to reduce youth suicidal ideation in school settings. We created four complementary face-to-face CBT sessions and, through a pilot study, tested the acceptability, feasibility, and effectiveness of a blended intervention (Reframe-IT +) in adolescents (N = 52) from 6 public schools in Chile, randomized into two groups: Reframe-IT + (N = 33) and Control (N = 19). We found that the intervention was acceptable and feasible, with high degrees of satisfaction and adherence. We also observed a significant reduction in suicidal ideation and depressive symptoms in the intervention group compared to the control group at post-intervention. Our results suggest that the Reframe-IT + could be delivered as a suitable, acceptable, and effective intervention to reduce suicide ideation in adolescents in school settings. Further research is needed to confirm these preliminary results.

A "Round, Bruising Sort of Pain": Autistic Girls' Social Camouflaging in Inclusive High School Settings.

Although autistic females often "camouflage" their autism, few studies examine the degree to which adolescent females demonstrate these behaviors in inclusive school settings. We examined: (a) the nature, extent, and underlying motivation of camouflaging in high school; (b) the extent to which autistic girls' characteristics related to camouflaging settings, people, benefits, costs, and school supports; and (c) how girls' open-ended descriptions agreed with closed-ended camouflaging ratings. Using quantitative and qualitative analyses, this study examined the extent, domains, costs, and benefits of autistic females' school-based camouflaging. Thirty-one autistic female adolescents, all included in general education classrooms, answered rating and interview questions. Autistic females camouflaged most often in general education classrooms and with teachers and neurotypical peers that they did not know well; least often at home or with neurodivergent friends. Later age of diagnosis was associated with more camouflaging and camouflaging costs. Qualitative analyses revealed four themes: autistic identity; negative peer experiences; negative consequences of camouflaging; and value of neurodivergent friends. Some qualitative findings converged with quantitative findings, others diverged. Implications are discussed for research and practice for supporting autistic females in general education school settings.

School-based mental health interventions: a feasibility study of the R.E.A.C.T. programme

ABSTRACT School examinations and assessments in the school setting can cause increased anxiety and may lead to the development of mental health issues. Early intervention has been suggested to combat stress and mental health issues in adolescents. The present study investigated the feasibility of implementing the multi-component R.E.A.C.T. (Reducing Exam Anxiety through Activity and Coping Techniques) intervention, an educational and physical activity-based programme aimed at reducing test anxiety and improving well-being. Outcomes were measured at baseline and post-intervention. The feasibility was explored through programme feedback, observations, a focus group and interviews. Data analysis was conducted through thematic analysis and statistical analysis (descriptive and Wilcoxon Rank Tests). A total of 199 students and 3 teachers from Northern Ireland took part in the study. Findings indicated that the intervention was feasible to be delivered with teachers. Both students and teachers found the programme engaging and described it as enjoyable and beneficial, reporting that it facilitated discussion on mental health and that students felt less anxious around examination periods. Finally, the R.E.A.C.T. programme was shown to be acceptable to be delivered as part of pastoral care or personal development programmes.

Whose pollution, whose problem? Understanding perceptions of air pollution and implications for clean cooking (for health) in Nairobi schools.

Air pollution is a critical global public health and environmental concern, leading to over 6.7 million premature deaths annually, disproportionately affecting low- and middle-income countries (LMICs), where the use of polluting fuels for cooking remains widespread. Incorporating perceptions of air pollution is argued as vital for developing effective intervention strategies. However, this has seldom been given focus in the development of clean cooking interventions. The use of firewood in Kenyan schools is commonplace and the transition to clean cooking methods in school settings is gaining international attention. We investigated how air pollution is perceived and understood by staff in three schools from an informal settlement in Nairobi, Kenya which predominately use firewood or charcoal for school catering. We conducted focus group discussions and in-depth interviews and used thematic analysis to explore perceptions of air pollution in the schools and how these differed between different staff groups. Perceptions of air pollution were dominated by external environmental factors from the surrounding informal settlement. While the impacts of air pollution from firewood on catering staff and teaching activities were recognised, understandings of the long-term health impacts were often blurred and dislocated from the school setting. Responsibilities for addressing air pollution were said to be with external stakeholders, but the school staff cited a lack of government interventions to address underlying poverty and multiple pollution sources. Effective strategies to tackle air pollution must involve careful engagement with stakeholders and community members to incorporate local perceptions of air pollution and address broader systemic issues that increase exposure. Clean cooking interventions focused solely on reducing air pollution may face challenges due to competing financial demands and a tendency to shift responsibilities for tackling such an issue. Broader benefits, such as economic and environmental improvements, might be more compelling drivers for successful implementation.

Insights from a codesigned dynamic modelling study of child and adolescent obesity in Australia

IntroductionChild and adolescent obesity is associated with a range of immediate health issues and influences obesity in adulthood. The complex nature of health determinants that contribute to obesity makes it...

Utilizing educational robotics in elementary school to foster problem-solving skills and enhance the teaching of history

The present pilot study outlines findings from a study that evaluated the efficacy of educational robots in enhancing children’s cognitive skills and historical knowledge. Applying LEGO® Wedo 2.0, the study focused on typically developing nine-year-old students in a K-12 public school setting. The hypothesis posited that students using robotics would demonstrate better performance in history lessons compared to those taught using conventional methods. Results indicated that students exhibited improved performance in history lessons when engaged with educational robotics, alongside a greater enjoyment of the subject compared to standard teaching methods. This study aligns with existing research suggesting that robotics can significantly impact education, serving as a tool to enhance students’ cognitive skills.

Lived Experiences of LGBTQIA+ Community in Administrative Leadership of School Heads

This study explored the administrative leadership of LGBTQIA+ school heads in private high schools in the province of Quezon. The interview was the primary tool used in the form of semi-structured interview questions that were systematically crafted to give way to the target respondents based on their lived experience. Coding and thematic analysis were done to deeply analyze the responses from the participants. Based on the findings, the identity politics among school heads were described as having genderless and affirmative leadership. Creating inclusive environments, greater professional leadership, and identity reaffirmation and community acceptance were found useful in surpassing the challenges faced by LGBTQIA+ leaders. Reliving the unconventional leadership representations of LGBTQIA+ school heads focuses on reflecting transformative leadership and advocating inclusivity. In the private school setting, there is many recommendations formulated based on the responses of the participants. Though there are already existing policies on gender responsiveness, there is still room for modification to set clearer, more inclusive, and comprehensive policies. School leaders can make school safe and inclusive for all. Learning institutions can, therefore, foster effective and responsive school culture for LGBTQIA+ educators in their workplace. Undertaking this study discovered the identity politics, struggles, and representations of the LGBTQ+ Community. It explored their significant lived experiences, which became an eye-opener to the current status, experienced struggles, and representation of the LGBTQIA+ school heads, which could leave an impact on the target readers of the substantial contributions of these leaders in administrative leadership and gender studies. The result of the study can bring change among LGBTQIA+ school heads and teachers and encourage administrative change and integration of evidenced-based solutions that support the LBGTQIA+ community.

Peer collaboration in P5: students' perspective of project-based learning in multicultural school setting

Peer collaboration in P5: students' perspective of project-based learning in multicultural school setting

Peer collaboration in P5: students' perspective of project-based learning in multicultural school setting

Peer collaboration in P5: students' perspective of project-based learning in multicultural school setting

Understanding the Role of Spatial Configuration on Social Behavior in Educational Buildings

Educational buildings, which appear as a design problem when viewed through the historical process, appear as a whole of structures consisting of educational units of different functions and sizes, shaped through a main corridor space and attached to this main space. On the other hand, when educational buildings are considered through their plan schemes or spatial layouts, it is possible to say that they positively or negatively affect different but interrelated parameters such as students' potential to come together, their motivation in crowds, and their involvement with each other in social relations. In the space syntax theory, buildings are separated from each other in terms of programming; that behavior is shaped and determined by the configuration (strong programming) or possible new forms of behavioral patterns occurring against the layout (weak programming). This study uses a comparative methodology to investigate the effect of the spatial layout of educational buildings on how social interaction is generated and motivated in the relations of 'syntactic programs' in school settings. The study focuses on recess time behavior in relation to the spatial layout and uses behavior maps and space syntax methods to examine the effects of the spatial setups programming parameters in educational buildings. Results show that if an educational building has a flexible structure (weak programming) with its spatial organization, socialization is oriented naturally by the layout with enriched behavioral patterns. However, when the design starts to behave strongly programmed, social behavior becomes monotonous and prevented. As a result, this study shows the importance of understanding social logic in the architectural design of educational buildings in structuring social relationships. Revealing the relationships between these concepts is thought to guide the evaluation of the design criteria of educational buildings and the contents presented for new designs.

EARLY-LIFE EDUCATION CONTEXTS AND LATE-LIFE COGNITIVE STATUS: TOWARD IDENTIFYING MODIFIABLE RISKS

Abstract The complexity of K-12 school environments arises from their diverse student compositions, historical and geographical contexts, all of which may influence late-life cognition. Despite this, the long-term impacts of these factors on cognitive status in later life are not well understood. This study utilized data from the Health and Retirement Study (HRS) 2015-2017 Life History Mail Survey (N = 6,980; Mage = 72.5) to investigate how K-12 educational contexts—specifically school racial composition (White, Black, Hispanic, Other, and Mixed) and school setting (Public, Private, Mixed)—affect cognitive status in late life. Cognitive status was assessed in the 2020 HRS biennial wave using the Langa-Weir algorithm, classifying participants into Normal, Cognitive Impairment but No Dementia (CIND), and Dementia categories. After adjusting for sociodemographic and childhood factors, multinomial logistic regression analysis revealed that participants who attended predominantly Black K-12 schools had a higher risk of CIND and Dementia (RRR=2.28, 95% CI: 1.36, 3.80 and RRR=2.09, 95% CI: 1.08, 4.07, respectively). In contrast, those who attended private and mixed schools had a lower relative risk for CIND compared to public school attendees (RRR=0.43, 95% CI: 0.27, 0.68 and RRR=0.54, 95% CI: 0.37, 0.79). Additionally, participants from mixed school settings exhibited the lowest relative risk for dementia (RRR=0.51, 95% CI: 0.30, 0.88). Rural education was associated with a higher relative risk for CIND (RRR=1.26, 95% CI: 1.02, 1.58) compared to urban education. These findings highlight the need for targeted interventions and policies to create equitable educational environments that support cognitive health in later life.