School Settings Research Articles

Spelling Facilitates Reading: A Tutorial on the Spell-to-Read Approach.

According to the American Speech-Language-Hearing Association (ASHA), prevention, identification, assessment, and intervention of children who are learning to read and write are within the scope of practice for school-based speech-language pathologists (SLPs). Furthermore, for SLPs who work in the school setting, it is not uncommon to have struggling readers and poor spellers on their caseloads. Importantly, for students who have difficulty in spelling, their spelling errors are among the early indicators of dyslexia and can provide a means for identifying readers who may benefit from early intervention. SLPs can both assess spelling skills and implement evidence-based spelling and literacy diagnosis and instruction. Spelling instruction in kindergarten through the high school grades that is heavily grounded in metalinguistic activities can provide access to mental representations of word spellings, pronunciations, and meanings; links between whole-word and phonics approaches to reading instruction; and a foundation for reading fluency and comprehension. Learning to spell is essential for learning to read. Accordingly, this tutorial aims to elucidate how to (a) assess and identify phases of spelling development and (b) teach spelling to facilitate reading through a listening-first approach.

COVID-19 Mitigation in a K-12 School Setting: A Case Study of Avenues: The World School in New York City.

In this case study, we describe a well-resourced private school in New York City that implemented COVID-19 mitigation measures based on public health expert guidance and the lessons learned from this process. Avenues opened in New York City in 2012 and has since expanded, becoming Avenues: The World School, with campuses in São Paulo, Brazil; Shenzhen, China; the Silicon Valley, California; and online. It offers education at 16 grade levels: 2 early learning years, followed by a prekindergarten through grade 12. We describe the mitigation measures that Avenues implemented on its New York campus. We compare COVID-19 case prevalence at the school with COVID-19 case positivity in New York City, as reported by the New York State Department of Health. We also compare the school's indoor air quality to ambient indoor air quality measures reported in the literature. The school's mitigation measures successfully reduced the prevalence of COVID-19 among its students, staff, and faculty. The school also established a consistently high level of indoor air quality safety through various ventilation mechanisms, designed to reduce common indoor air pollutants. The school received positive parent and community feedback on the policies and procedures it established, with many parents commenting on the high level of trust and quality of communication established by the school. The successful reopening provides useful data for school closure and reopening standards to prepare for future pandemic and epidemic events.

‘For Those Who Like the Life Nothing Could Be Better’: The Games Mistress in 1920s Britain †

During the Edwardian period, women’s physical education colleges were graduating significant numbers of gymnastics and games teachers, the demand for whom had increased rapidly following an expansion in the playing of team sports in girls’ schools. Much of the subsequent development of women’s physical activity in the 1920s can be credited to the passion and commitment of these women, who were not only key role models within the school setting but who also coached and organised women’s sport at club, regional, and national level. Given that the education sector operated a ‘marriage bar’ until 1944, the critical juncture in their careers was the decision to marry or not, and several of these women decided to remain single. This, and the strong bonds they often formed with other practitioners, has resulted in a great deal of unsubstantiated speculation about their private lives. Combining evidence from a variety of primary sources, including newspapers, census returns, college records, literature, girls’ annuals, specialist periodicals, photographs, and local and family histories, this paper illuminates some of the biographies and experiences of these women and questions the stereotypical image of the games mistress as an unfulfilled spinster.

Nutritional status of schoolchildren before and after confinement by COVID-19 (2019-2021) in Jujuy, Argentina.

An increase in the prevalence of obesity due to lockdown and confinement linked to COVID-19 is observed. Variations in the nutritional status of schoolchildren from Jujuy are analyzed in relation to confinement due to COVID-19 (2019-2021) and its relationship with socio-demographic variables and the school environment. This is an observational, descriptive study. Data from 56,695 schoolchildren aged 6-18 years old is analyzed based on two temporary cuts (2019 pre-confinement and 2021 post-confinement). The nutritional status of schoolchildren (underweight, overweight, and obese) was established using the IOTF (International Obesity Task Force) criterion. The prevalence of each nutritional phenotype was estimated by sex and age group, considering the following independent variables: setting (rural/urban), school management system (public/private), geographic altitude, and percentage of households with unmet basic needs (UBN) in the place where they attend school. Multiple proportions contrast was performed using Fisher's test, a transition matrix ws produced and a statistical model of proportional odds was fitted. It was observed that between 2019 and 2021, the prevalence of underweight decreased and the prevalence of overweight and obesity increased significantly. In 2021, 67% of schoolchildren maintained the same nutritional category that they had in 2019, 21% gained weight and 12% lost weight. The model explains about 52% of the total variability observed. The factors that are significantly correlated in the model are school cycle, age, geographic altitude, school setting, and % of households with UBN. The results indicate that during the COVID-19 pandemic, there was a shift to the right in the distribution of the nutritional status categories of the schoolchildren population in Jujuy, with a decrease in the prevalence of underweight and an increase in the prevalence of overweight and obesity with variations related to age, school location, geographic altitude, and socioeconomic characteristics of the households in the place where the children attended school.

A Study of Teacher Effectiveness in Relation to Job Satisfaction and Occupational Stress of Secondary School Teachers

This study investigates the relationship between teacher effectiveness, job satisfaction, and occupational stress among secondary school teachers. The findings reveal that the majority of secondary school teachers exhibit moderate levels of teacher effectiveness (62.08%), job satisfaction (90.5%), and occupational stress (76.4%). Approximately 15 to 16% of teachers display high levels of teacher effectiveness (15.9%), job satisfaction (14.9%), and occupational stress (16.3%), while 13 to 15% demonstrate low levels of these variables (teacher effectiveness - 13.3%, job satisfaction - 15.1%, occupational stress - 15.3%). Moreover, gender does not appear to influence teacher effectiveness, job satisfaction, or occupational stress significantly. However, there is a positive correlation observed between job satisfaction and occupational stress. These findings shed light on the complex interplay between teacher effectiveness, job satisfaction, and occupational stress, highlighting potential areas for intervention and support within secondary school settings.

Examining Language, Speech and Behaviour Characteristics: A Cross-Sectional Study in Saudi Arabia Using the Arabic Version of Gilliam Autism Rating Scale-Third Edition

Autism spectrum disorder (ASD) exhibits diverse manifestations influenced by demographic factors. This study evaluates these variations within Saudi Arabia, aiming to investigate language, speech and behaviour characteristics across different demographics in Saudi Arabia using the Arabic Version of the Gilliam Autism Rating Scale—Third Edition (A-GARS-3). Employing a cross-sectional design, 178 participants were stratified by developmental status (n = 124 school settings, n = 54 clinical setting), sex (Females = 77, Males =101), age (range = 3–22), and geographical region (different provinces in Saudi Arabia). The A-GARS-3 measured ASD manifestations across six subscales. The study identified significant differences in ASD manifestations by developmental status, with higher ASD likelihood and severity in clinical settings. Younger children showed more pronounced ASD characteristics, and males were slightly more likely to be diagnosed with ASD. Geographical analysis revealed regional differences in severity. The findings underline the importance of demographic considerations in ASD assessment and diagnosis, suggesting the need for age-specific and culturally sensitive approaches. The A-GARS-3 is a reliable tool for the Saudi context. Regional disparities in ASD prevalence and severity indicate a need for tailored health policies and resources across Saudi provinces.

Neuropsychopedagogical Motor Intervention Program Strengthening Inhibitory Control, Working Memory, and Language Abilities in Post-COVID-19 School Returnees

This study aimed to evaluate the effects of a neuropsychopedagogical motor intervention program (NMIP) on the cognitive functioning and academic achievement of students. 201 students aged 7 to 10 participated, randomly assigned to either the control group (103 students underwent two assessments during the NMIP period) or the experimental group (98 students underwent NMIP interspersed with two assessments). The NMIP utilized the Coordinating Methodology, focusing on motor development, executive functions, and mindfulness. It consisted of 36 sessions, each lasting 15 minutes, involving the coding and decoding of figures and colors with parts of the glass human body, implemented by the class teacher in the school setting. Cognitive functioning and academic achievement were assessed using the Children's Scale for Inhibitory Control Screening (CSICS), Neuropsychopedagogical Scale for Working Memory Screening (NSWMS), Scale for Screening Phonological Abilities (SSPA), and Children's Scale for Reading and Writing Screening (CSRWS) before and after the NMIP. The results showed significant improvements in the experimental group: ±19% (p<0.01) in CSICS, ±29% (p<0.01) in NSWMS, ±23% (p<0.01) in SSPA, and a reduction of ±52% (p<0.01) in reading and writing difficulties measured by CSRWS. Additionally, ANOVA analysis indicated superior performance (p<0.01) in cognitive functions and academic skills among children in the experimental group post-NMIP compared to those in the control group. In conclusion, the NMIP demonstrated substantial positive effects on both cognitive functioning and academic achievement in elementary school students.

“In our community, we normalize pain”: discussions around menstruation and uterine fibroids with Black women and Latinas

BackgroundUterine fibroids are non-cancerous neoplasms that arise from the uterus affecting over 75% of women. However, there is a disparity with Black women having an increased prevalence of nearly 80%. Black women also experience increased symptom burden, including younger age at the time of diagnosis and increased number and volume of fibroids. Less is known about other ethnoracially diverse women such as Latinas and the potential cultural impacts on fibroid burden and treatment.MethodsCommunity engagement studios were conducted to facilitate discussions with stakeholders on their uterine fibroid and menstruation experience. We recruited Black women (n = 6) diagnosed with uterine fibroids and Latinas (n = 7) without uterine fibroids. We held two virtual community engagement studios split by uterine fibroid diagnosis. The studios were not audio recorded and notes were taken by four notetakers. The notes were thematically analyzed in Atlas.ti using content analysis.ResultsParticipants felt there was a lack of discussion around menstruation overall, whether in the home or school settings. This lack of menstruation education was pronounced when participants had their first menstruation experience, with many unaware of what to expect. This silence around menstruation led to a normalization of painful menstruation symptoms. When it came to different treatment options for uterine fibroids, some women wanted to explore alternative treatments but were dismissed by their healthcare providers. Many participants advocated for having discussions with their healthcare provider about life goals to discuss different treatment options for their uterine fibroids.ConclusionDespite uterine fibroid diagnosis, there is silence around menstruation. Menstruation is a normal biological occurrence and needs to be discussed to help prevent delayed diagnosis of uterine fibroids and possibly other gynecological disorders. Along with increased discussions around menstruation, further discussion is needed between healthcare providers and uterine fibroid patients to explore appropriate treatment options.

Oral health knowledge, practice and associated factors among Junior High School students of Koforidua, Ghana: a cross-sectional study

BackgroundOral disease poses a significant public health burden for many countries and affects individuals throughout their lifetime, causing pain, disfigurement, impairment of function and reduced quality of life. Among children and adolescents globally, there is a recognized trend of poor oral hygiene, attributed to the accumulation of plaque and calculus deposits that increase with age. This study assessed the knowledge, practice and factors associated with the practice of oral hygiene among Junior High School students (JHS) in Koforidua, in the Eastern Region of Ghana.MethodsA school-based cross-sectional study design was conducted among 233 JHS students in Koforidua township using a multistage sampling technique. Descriptive and inferential statistics, including frequency, percentage, and Pearson’s Chi-square test, were conducted. The results were interpreted using tables and graphs.ResultsFindings from the study revealed that more than half 126 (54.1%) of the respondents had a good level of knowledge of oral hygiene. The majority 130 (55.8%) of them also had good oral hygiene practice. The findings further indicated that a significant relationship was found between the class or education level of students and good oral hygiene practice (χ2 = 17.36, p < 0.001).ConclusionOverall, the current study found that over half of the JHS students had good knowledge as well as practice of oral hygiene. This reinforces the significance of oral health education and awareness campaigns, especially in school settings, to improve knowledge, attitudes, and behaviours related to oral hygiene. The study however found only class or education level of students to be statistically associated with the practice of oral hygiene. While other variables did not reach statistical significance, our research serves as a starting point for further investigation and exploration of the various factors that may contribute to oral hygiene practices.

The Effects of a School-Based Mindfulness Programme (Paws b) on Empathy and Prosocial Behaviour: A Randomised Controlled Trial

Abstract Objectives The purpose of this study was to examine the effects of a school-based mindfulness programme (SBMP), “Paws b”, on empathy and prosocial behaviour among children aged 7 to 10 years in a school setting. Method This multi-informant design, randomised controlled trial compared an intervention group to a wait-list control group, involving 133 children aged 7- to 10 years from 10 classrooms. Outcome measures were taken at pre-intervention, post-intervention, and 3-month follow-up and included self-reports of mindfulness and empathy, a sharing task, teacher and peer reports of prosocial behaviours, and sociometry measures. Results Children in the intervention group were voted as significantly more (a) prosocial by teachers F(1, 127) = 7.35, p = 0.008, η2 = 0.055, (b) helpful by peers, F(1, 127) = 9.369, p &lt; 0.003, η2 = 0.069, (c) popular by peers, F(1, 127) = 4.90, p = 0.028, η2 = 0.037, and (d) showed more reciprocal relationships, t(8) = 2.518, p = 0.036, compared to the wait-list control group. The intervention did not have an effect on mindfulness scores, empathy scores (affective, cognitive, or intention to comfort), or sharing task scores. Conclusions Findings suggest that, for 7–10-year-olds, the SBMP, Paws b, delivered by a mindfulness teacher, can increase some aspects of prosociality, as judged by peers and teachers, but has no effect on self-assessed empathy. Preregistration This study was preregistered on the Open Science Framework (https://osf.io/vm6tp/) on 31.10.2022.

An Instrument to Evaluate 4-H Cloverbud STEM Programming

Evaluation data is needed to demonstrate the impact of 4-H science, technology, engineering, and mathematics (STEM) programming on children and youth. However, collecting evaluation data from cloverbuds (ages 5-7) is particularly challenging given their developmental age. We adapted an observational Cloverbud evaluation tool to measure basic life skills, essential elements of positive youth development experiences, and, unique to this tool, STEM specific experiences. We developed the STEM items using educational science standards allowing Extension to document STEM in addition to youth development outcomes. Doing so, may increase the adoption of 4-H STEM programming by teachers in the school setting.

Empowering Inclusivity: Navigating the Transformative Landscape of ICT in Cultivating Inclusive Classroom Environments Amidst Challenges

In recent years, Information and Communication Technology (ICT) has emerged as a pivotal tool in fostering inclusivity within school and classroom settings. This conceptual paper delves into the dynamic intersection of Information and Communication Technology (ICT) and inclusive classroom environments, exploring ICT's transformative potential amidst the multifaceted challenges and issues. By analyzing the evolving role of ICT in fostering inclusivity, addressing accessibility barriers, and promoting diverse learning experiences, this paper aims to provide a nuanced understanding of how educators and stakeholders can navigate challenges to create truly inclusive educational spaces. Through critical examination, innovative strategies, and practical insights, this paper offers a roadmap for leveraging ICT as a catalyst for inclusive education in the face of complex challenges.

Promoting Positive Self-Identity of Youths With Mental Disorders: Collaboration Between Academia and a Ministry of Education.

Inclusive schools reflect the dominant approach to education, yet many youths with mental disorders still attend special education schools. Although special education schools address educational, social, and developmental needs, they may increase students' self-stigma and hinder positive identity formation. Israel's Ministry of Education and an academic community mental health department partnered to address this challenge by developing a manual-based intervention for special education school settings. About 180 teachers were trained, and approximately 400 students participated in the self-management and positive identity group intervention. This partnership demonstrates the importance and potential of collaborations to address challenges that arise in real-world settings.

Effect of client-centred and reality therapies on the coping strategies of sexually harassed students in tertiary institutions in Taraba State, Nigeria

This study examined the effects of client-centred and reality therapies on the coping strategies of sexually harassed students in tertiary institutions in Taraba State, Nigeria. It also attempted to find out the gender difference in the effect of client-centred and reality therapies on the coping strategies of sexually harassed students. We employed a quasi-experimental and pretest-posttest design with a control group. The statistical population comprised all 250 sexually harassed students in tertiary institutions, out of which 20 students were selected using convenience sampling. The students who had been sexually harassed were then randomly assigned to the experimental and control groups. The experimental group subsequently underwent six 60-minute sessions of client-centred and reality therapies, while the control group received placebo treatment on drug abuse. The research tool included sexual harassment battery (SHB). Inferential statistics of analysis of covariance (ANCOVA) was used to analyze the data. Cronbach Alpha coefficient was used to estimate the reliability coefficient of 0.79 for the SHB. The following findings were recorded: (i) client-centred and reality therapies had effectively increased the coping strategies of students, and (ii) there is no significant mean difference between male and female students in the effectiveness of client-centred and reality therapies on coping strategies of students. Based on the findings, the following recommendations were made: school counsellors, psychologists, and lecturers should use both CCT (client-centred therapy) and RT (reality therapy) to help students who have been sexually harassed to manage their condition since the intervention is effective in raising the coping strategies of the students. School counsellors, psychologists, and lecturers should give female and male students equal opportunities during therapy sessions and in the school setting.

Does one plus one always equal two? Examining complementarities in educational interventions

AbstractPublic policies targeting individuals based on need often impose disproportionate burden on communities that lack the resources to implement these policies effectively. In an elementary school setting, I examine whether community‐level interventions focusing on similar needs and providing resources to build capacity in these communities could improve outcomes by improving the effectiveness of individual‐level interventions. I find that the extended school day policy that targets lowest‐performing schools in reading in Florida significantly improved the effectiveness of the third‐grade retention policy in these schools. These complementarities were large enough to close the gap in retention effects between targeted and higher‐performing schools.

Use of a low-tech tool in the improvement of social interaction of patients with Rett Syndrome: an observational study

IntroductionThe main aim of the present study was to examine whether the use of a low-tech tool, called click4all, inserted into cognitive and motor training can increase social interaction of patients with Rett Syndrome (RTT) with classmates in a school setting.MethodsTwenty-seven participants with RTT were randomly assigned to two groups: the experimental group received treatment with click4all, and the control group received traditional treatment without click4all. Parameters were measured before treatment (T1), 6 months after treatment (T2), 6 months after the second treatment phase (T3) and at the end of the third treatment phase (T4).ResultsThe results demonstrated an increase in levels of social interaction among classmates and patients with RTT in the experimental group, over time, compared to the control group, 95% CI [5.20–15.30]. Classmates also showed a higher level of knowledge related to participants of the experimental group, and this increased over time, 95% CI [24.98–63.52]. The level of knowledge related to the control group was stable over time and lower than the experimental group.DiscussionThis study demonstrated that the use of a low-tech tool can increase social interactions of patients with RTT in a school setting. This is important, as patients with RTT are often restricted in an isolation condition.

Written Language Practice, Self-Efficacy, and Beliefs: A Survey of Speech-Language Pathologists Working With School-Aged Clients.

This study examined the clinical practice, self-efficacy, and beliefs about assessing and treating written language among speech-language pathologists (SLPs) working with school-aged clients (aged 5-21 years) in school and nonschool settings in the United States. A survey was completed by a nationwide sample of 344 SLPs working with school-aged clients in the United States. Statistical analyses were conducted to determine differences between (a) SLPs' self-efficacy in assessing and treating spoken versus written language and (b) school-based and non-school-based SLPs' clinical practice, self-efficacy, and beliefs about their roles with written language. All respondents reported significantly lower rates of self-efficacy in assessing and treating written language compared to spoken language, and their self-efficacy had a significant, positive relationship with the amount of clinical time devoted to written language. School-based SLPs devoted a significantly lower percentage of clinical time to written language, had significantly lower self-efficacy in addressing written language, and had lower rates of agreement on statements about their roles and responsibilities with written language compared to non-school-based SLPs. These differences were not found with spoken language. The most prevalent written language needs on respondents' workloads were reported as written expression (69.3%) and reading comprehension (66%). School-based and non-school-based SLPs report different levels of clinical time devoted to written language, self-efficacy in addressing written language, and beliefs about their roles in addressing written language. There is a need to investigate the reasons for these differences and the potential impact of preservice and in-service training in ameliorating them. https://doi.org/10.23641/asha.25511047.

Behavioral Issues among Class VI-VIIII Students in Jawahar Navodaya Vidyalaya Residential Schools: A Comprehensive Study

This case study explores the behavioural issues observed among Class VI-VIIII students in Jawahar Navodaya Vidyalaya (JNV) residential schools. Drawing upon observations from 12 JNVs across different regions in India, the study highlights the prevalence of homesickness, peer pressure, academic stress, social adjustment difficulties, and discipline problems among students. Through an analysis of underlying causes and potential solutions, the study provides insights into addressing these behavioural challenges effectively in the residential school setting. Keywords: Behavioural issues, Class VI-VIIII students, Jawahar Navodaya Vidyalaya, Residential schools, Homesickness, Peer pressure, Academic stress, Social adjustment, Discipline problems.

Parents and teachers’ perspectives on a school-located influenza vaccination program: A pilot study in the Region of Murcia, Spain

ABSTRACT During the 2022–2023 season, the Region of Murcia (an autonomous community of Spain) introduced the influenza vaccination campaign in children aged 24–59 months with the live-attenuated influenza nasal spray vaccine. To expand coverage, a pilot study was conducted to include the 3- to 4-year population in 24 public schools. The aim of the study was to assess the experiences of parents and teachers involved in the project. This was a psychosocial qualitative study in which information was collected from a cohort of 23 parents and 17 teachers who attended three and two focus group sessions, respectively. A high degree of satisfaction with the school-located influenza vaccination program was consistently reported. The teachers reported creating a friendly environment and acting as companions to support children in the absence of their parents. They also considered the intranasal route, which avoids intramuscular puncture, as a facilitating element that turned the vaccination process into a kind of game. Parents emphasized the importance of vaccination to protect their children, and secondarily, to ensure protection of the family nucleus. Some parents who had their children already vaccinated in the health care center reported preference for the school setting, probably selecting this option in the future. The availability of school-based influenza vaccination promoted greater equity in accessing the vaccine and facilitated family reconciliation. To optimize coverage and minimize potential reluctance, providing the necessary information to parents both before and after vaccination was considered. School-located influenza vaccination was feasible and is a valuable strategy to be implemented in future campaigns.

Students’ Perceptions on Head Teacher Leadership Roles for Student Engagement at Secondary Schools in Bangladesh

The active involvement of students in the educational process is of utmost importance in guaranteeing the provision of high-quality education. Headteachers have the capacity to assume a substantial role in fostering student engagement in various school activities. The primary objective of this study was to investigate the perspectives of students regarding the role of the head teacher in promoting student engagement within secondary schools in Bangladesh. The research was conducted utilizing a qualitative approach. In order to accommodate the convenience of eight schools representing eight divisions in Bangladesh, a total of eight Focus Group Discussions (FGDs) were conducted. The findings of this study indicate that the leadership exhibited by head teachers has a discernible influence on the level of student engagement. The head teachers’ leadership positions encompassed several important responsibilities, such as overseeing and assessing the academic activities and progress of students, offering guidance and motivation, fostering active participation in teaching and learning, as well as involving students in extracurricular pursuits and decision-making processes within the school context. This study also unveiled specific detrimental characteristics exhibited by head teachers that served as demotivating factors for student engagement in school activities. In order to enhance the quality of education, it has been recommended that secondary level head teachers in Bangladesh should augment the range of activities aimed at fostering student engagement within the school setting. Teacher’s World: Journal of Education and Research, 49 (1), 137-154