School Settings Research Articles

Establishing Priorities for Improving Data Collection and Measurement of Mental Health and Well-Being of Adolescents With Special Educational Needs Within Nonmainstream Schools: Protocol for a Delphi Study.

There are more than 1.5 million children and young people in England with special educational needs (SEN), with over 160,000 young people in the United Kingdom attending a special school or alternative provision (AP) setting. Young people with SEN have been found to be at risk for poorer mental health and well-being than non-SEN peers. However, there is a range of both school-related and research challenges associated with identifying difficulties in a timely manner. This Delphi study aims to determine a list of stakeholder priorities for improving school-based measurement of mental health and well-being among young people with SEN, at an aggregated level, within secondary special school or AP settings. A secondary objective is to inform the implementation of school-based well-being surveys, improve engagement in special schools or AP settings, and improve survey response rates among children and young people with SEN. A mixed methods Delphi study will be conducted, including a scoping review and preliminary focus groups with school staff members and researchers to establish key issues. This will be followed by a 2-round Delphi survey to determine a list of stakeholder priorities for improving the measurement of mental health and well-being at an aggregate level within special schools and AP settings. A final stakeholder workshop will be held to discuss the findings. A list of recommendations will be drafted as a report for special schools and AP settings. The study has received ethical approval from the University College London Research Ethics Committee. The stage 1 scoping review has commenced. Recruitment for focus groups will begin in Autumn 2024. The first round of the Delphi survey will commence in early 2025, and the second round of the Delphi survey in the spring of 2025. The final workshop will commence in mid-2025 with final results expected in late 2025. There is a need for clear recommendations for special schools and AP settings on priorities for improving the measurement of mental health and well-being problems among young people with SEN. There is also a need for recommendations to researchers implementing school-based well-being surveys, including the #BeeWell program, to enable them to improve their engagement in special schools and AP settings and ensure surveys are accessible. PRR1-10.2196/58610.

Evaluating Emotional Eating in Children from the Perspective of Parents: Psychometric Properties of the Parent Version of the Emotional Eating Scale Adapted for Children and Adolescents.

Emotional eating is associated with adverse health outcomes in children, including elevated weight status. Currently, there is not a well-validated parent-report measure of emotional eating for young children. This study assessed the reliability and validity of the 10-item parent version of the Emotional Eating Scale Adapted for Children and Adolescents (EES-C) Short-Form. The participants were 207 parents and 144 children from the southern United States. They completed the parent- and child-report EES-C Short-Form and responded to measures related to child eating behaviors, mood, and gratitude. The parent-report EES-C Short-Form demonstrated good internal consistency reliability (Cronbach's alpha = 0.94). Test-retest reliability was also supported, as evidenced by a medium correlation (ICC = 0.56, p < 0.001) between parent-rated emotional eating across two time points. Additionally, the measure demonstrated a significant correlation with a scale of emotional overeating (r = 0.25, p < 0.001)-a theoretically related construct. Supporting discriminant validity, the measure was not significantly related to a measure of parent-reported gratitude (r = 0.07, p = 0.30). A unidimensional model provided good fit for the data (CFI = 0.997, SRMR = 0.046). The results from the current study provide preliminary evidence supporting the reliability and validity of the parent version of the EES-C Short-Form. For the purpose of screening children in school or primary care settings, the EES-C Short-Form may be practical and helpful in identifying children who may be at risk of developing adverse health outcomes or more-severe eating disorder pathology.

Diagnosing Dyslexia in Early School-Aged Children Using the LSTM Network and Eye Tracking Technology

Dyslexia, often referred to as a specific reading disability, affects many students around the world. It is a neurological disorder that affects the ability to recognise words, and it causes difficulties in writing and reading comprehension. Previous computer-based methods for the automatic detection of dyslexia in children have had low efficiency due to the complexity of the test administration process and the low measurement reliability of the attention measures used. This paper proposes the use of a student’s mobile device to record the spatio-temporal trajectory of attention, which is then analysed by deep neural network long short-term memory (LSTM). The study involved 145 participants (66 girls and 79 boys), all of whom were children aged 9 years. The input signal for the neural network consisted of recorded observation sessions, which were packets containing the child’s spatio-temporal attention trajectories generated during task performance. The training set was developed using stimuli from Benton tests and an expert opinion from a specialist in early childhood psychology. The coefficients of determination of R2∼0.992 were obtained for the proposed model, giving an accuracy of 97.7% for the test set. The ease of implementation of this approach in school settings and its non-stressful nature make it suitable for use with children of different ages and developmental stages, including those who have not yet learned to read. This enables early intervention, which is essential for effective educational and emotional support for children with dyslexia.

“I was always on the outside, watching quietly”: Autistic women reflect on school experiences

Voices of autistic women and girls have historically been absent from research. Even now, there is limited knowledge about the experiences of autistic girls and women, particularly in the school setting. To address this gap, this phenomenological study explored a broad range of school experiences for autistic women, from kindergarten through college. Interviews of 6 participants were conducted through a pilot study to inform the development of the interview protocol and process. A total of 14 autistic women participated in the full study, which also included the initial 6 from the pilot. Interviews were audio recorded and transcribed. Two researchers independently analyzed the data to identify themes using thematic analysis. Six themes were identified: (1) Accuracy of diagnosis matters; (2) Details matter; (3) Meaning of sensory and emotional experiences; (4) Invisibility/Not belonging; (5) Relationship and friendship challenges; (6) Layers of vulnerability. We identify recommendations for educators, administrators, counselors, and school social workers.

Affective-Sexual Behaviors in Youth: Analysis of a Public Health Survey in the School Setting.

Adolescence is a critical period for the development of affectivity and sexuality. Adolescents begin to explore their sexual identities, form intimate relationships, and learn to manage their emotions in new and complex contexts. This study aims to analyze the prevalence of habits and behaviors related to the affective-sexual health of adolescents in the fourth year of ESO, identifying risk factors, comparing their behaviors and risks, monitoring these behaviors, analyzing their pornography consumption, and evaluating the use of the internet as a source of sexual information. Descriptive cross-sectional study using questionnaires. Participants are fourth-year ESO students from a school in the Baix Llobregat province (Catalonia), aged between 14 and 18 years. Descriptive and bivariate statistical analyses are conducted using the chi-square test and p-value calculations with the R Project software. Frequency and percentage analyses are also used to describe the health behaviors of the participants. The study reveals that girls have better knowledge of the contraceptive pill and male condom than boys. Sexual initiation and condom use management vary between the genders, with girls being more capable of persuading their partners to use them. Pornography consumption also shows significant differences in terms of the age of initiation and frequency between boys and girls. This study on adolescent affectivity and sexuality reveals knowledge about contraceptives, early sexual initiation, and high pornography consumption, highlighting the need for early and diverse affective-sexual education, youth empowerment, and media misinformation management to promote safer and healthier behaviors within municipal public health.

Performance Appraisal Practices and Teacher Performance in Public Secondary Schools in Kenya: A Case of Busia County

Purpose: The purpose of the study was to investigate the relationship between performance appraisal practices and teacher performance in Busia County, Kenya. The Systems theory and the Ability-Motivation-Opportunity (AMO) theory informed this study. Methodology: The study was anchored on a pragmatic paradigm and adopted a mixed methods approach. The study targeted 185 public secondary schools in Busia County. The study categorized respondents into 3 strata: Principals, Mathematics Head of Department (HODs) and County Director of Education (CDE). Simple random sampling was then utilized to select samples from each stratum. Schools were clustered based on 7 Sub- Counties in Busia County. The sample size of the study was 126 HODs, 19 Principals and 1 CDE. Questionnaires and interview schedules were used to collect data. Piloting was conducted in 37 schools to refine instruments. Thematic analysis was applied in the analysis of qualitative data. Data analysis and interpretation was based on descriptive statistics such as frequencies, percentages, mean, standard deviation and inferential statistics such as correlation and regressions. Findings: The findings of the study was that there is a statistically significant relationship between performance appraisal and teacher performance (r = 0.440, p&lt;0.05), hence the study rejected the null hypothesis. The study concluded that a unit improvement in performance appraisal is likely to result to an improvement in the teacher performance by 44% (b = 0.440, t= 0.855, p&lt;0.05). The study holds substantial academic and policy implications. Unique Contribution to Theory, Practice and Policy: The findings contribute to the understanding of the complex relationships between performance appraisal practices and teacher performance. The study provides actionable insights for education managers, empowering them to take strategic measures to address performance gaps and improve teaching standards in the unique setting of public secondary schools in Kenya. By understanding the dynamics between performance appraisal practices and teacher performance, educational institutions can tailor strategies to optimize the effectiveness of their teaching staff in Science, Technology, Engineering and Mathematics STEM subjects.

Improving SMAN 1 Pangkalan Kuras Students’ Reading Comprehension of Narrative Text Bypeer Assisted Learning Strategy (PALS)

This action research aimed to improve reading comprehension among second-grade students at SMAN 1 Pangkalan Kuras by implementing the Peer-Assisted Learning Strategy (PALS). The study combined professional development with experimental classroom research. Each cycle involved planning, action, observation, and reflection. Data were collected through tests, observation, field notes, and interviews. Quantitative analysis of test scores showed improvements in reading comprehension. Qualitative analysis of observation and interview data highlighted increased student engagement and motivation. The findings from classroom action research conducted at SMAN 1 Pangkalan Kuras demonstrate the effectiveness of implementing the Peer Assisted Learning Strategy (PALS) in enhancing senior high school students' reading comprehension skills. Through PALS, students engaged actively in collaborative learning, which led to deeper understanding of texts and increased motivation to participate in learning activities. The study revealed significant improvements in student participation and academic achievement in narrative comprehension, highlighting the potential of PALS to enhance English language learning outcomes in high school settings.

Mental Health Promotion in Hong Kong: A Service Evaluation of the Coolminds Pilot Study.

It is vital to improve the mental health (MH) of young people in Hong Kong, where the suicide rate has nearly doubled among those aged 15-29 years since 2014. This multi-method evaluation aimed to assess Coolminds, which promoted MH literacy by engaging students, parents, and educators in secondary schools in Hong Kong. Students, parents, and teachers completed self-report measures before and after attending workshops aimed at raising MH literacy. Pre- and post-survey data were collected between November 2021 and August 2022. Qualitative data from participant feedback and a focus group interview with Coolminds staff were analyzed using descriptive content analysis. The final dataset included 2903 students, 395 parents, and 325 educators from 52 schools. Only 3 schools had engagement with all 3 key groups. Significant improvements in MH knowledge were observed after the Coolminds workshops for all 3 groups. Qualitative analysis identified a reactive approach to MH issues, and bureaucratic and logistical challenges as barriers to implementation. Findings support the effectiveness of the Coolminds curriculum in improving MH literacy for each group and the demand for MH promotions in school settings. The implementation challenges indicate the need for future initiatives to better align with local needs and practices.

Exploring Perceptions of 21st Century Skills among Thai Grade 9 Students: A Focus on the 4Cs st

This study investigated the perceptions of Thai secondary school students regarding the importance of 21st-century skills, specifically focusing on the 4Cs: creativity, critical thinking, communication, and collaboration. The study employed survey research using a 68-item online questionnaire via Google Form, which was distributed to 146 ninth-grade students at a school in Thailand during the 2024 academic year. Data were analyzed using descriptive statistics, including percentages, means, and standard deviations. The findings reveal a strong positive perception of all four 4Cs skills, with over 72% of students recognizing their importance. Communication skills emerged as particularly significant, receiving the highest agreement rating among the 4Cs (M=3.62). This emphasis on communication suggests a potential focus on these skills within secondary education, highlighting the need for continuous development throughout a student’s academic journey. Although creativity and critical thinking also received a mean of 3.61, collaboration skills, while still viewed favorably, had a slightly lower agreement mean (M=3.60). This suggests a potential need for further exploration of collaborative learning environments within the school setting. These insights from the findings can inform targeted improvements in educational practices, particularly by developing curricula directed at promoting communication-focused activities and more effective collaborative strategies, to better prepare students for future academic and professional challenges.

Breaking down the complexity of geographical thinking: a European perspective

ABSTRACT The development of geographical thinking is often considered an essential outcome of geography education, yet its application within various school settings often falls short. This article addresses this discrepancy by deconstructing the concept of geographical thinking, aiming to facilitate its comprehension for educators in lower and upper secondary schools. The study applies thematic analysis to data collected from semi-structured interviews with European geography education experts. The findings reveal the interconnected dimensions of geographical thinking – content, procedural and affective – and the importance of factual knowledge as its basis. Moreover, the article offers various strategies and examples for fostering its development in schools based on the perspectives of the interviewed experts.

Math Abilities Among Children with Neurodevelopmental Difficulties: Understanding Cognitive Factors and Evaluating a Pilot Intervention.

Math development in children relies on several underlying cognitive functions, including executive functions (EF), working memory (WM), and visual-motor abilities, such as visual-motor integration (VMI). Understanding how these cognitive factors contribute to children's math performance is critical to supporting math learning and long-term math success. The present quasi-experimental waitlist control study (N = 28) aimed to (a) examine the unique contributions of EF, WM, and VMI to math abilities among children ages 5-8 years old with neurodevelopmental difficulties; (b) determine whether a math intervention (the Mathematics Interactive Learning Experience; MILE) that supports these cognitive processes was effective when modified to be delivered to small groups in a school setting, and (c) examine whether any participant characteristics, such as age or IQ, were correlated with post-intervention math score changes. At baseline, participants' math scores were significantly below the normative mean in all math content areas (ps < .01). EF, WM, and VMI were highly correlated with math ability; however, verbal WM was the only unique predictor of math ability in regressions analysis. Compared to a waitlist control group, children in the immediate MILE intervention group achieved significantly greater math gains overall. When all children who ultimately completed the intervention were considered together, significant improvement was observed in more than half of math content areas. Furthermore, at the individual level, 85.7% of participants showed reliable change in at least one math content area. Implications for supporting math learning in children with neurodevelopmental difficulties are discussed.

Epidemiology of sporadic and outbreak-associated hepatitis A infections in Ontario, Canada: A descriptive summary, 2015-2022.

Hepatitis A is a disease of public health significance that typically causes acute, self-limiting infection. Understanding the risk factors and demographics associated with individual infections and outbreaks can guide public health communication and interventions. To assess the number of hepatitis A cases and outbreaks in Ontario from January 1, 2015, to November 22, 2022, and to identify common risk factors associated with sporadic and outbreak-associated infections in Ontario. Confirmed and probable hepatitis A cases reported between January 1, 2015, and November 22, 2022, were extracted from the Ontario electronic reporting system. Descriptive analyses were used to summarize and compare risk factors reported by sporadic and outbreak-associated hepatitis A cases. Annual rates of infection for individual public health units were calculated using annual population estimates for Ontario health regions. During the study period, 938 cases of hepatitis A were reported in Ontario (an average annual rate of 0.9 cases per 100,000 population), with 31.3% (n=294) of cases linked to one of 18 unique outbreaks of hepatitis A. Four of 13 local outbreaks were associated with elementary school settings. Reported risk factors differed between sporadic cases (predominantly travel-related) and cases linked to known outbreaks (anal-oral contact, illicit drug use, diapering/assisting in toileting, close contact with a case). Rates of sporadic infection differed across public health units in Ontario over the study period. Public health interventions that aim to increase awareness of hepatitis A risk factors and increase vaccine uptake among those at increased risk of exposure could help to reduce the incidence of both locally acquired and travel-related sporadic infections and outbreaks.

Supporting learners with autism spectrum disorders in Lesotho primary schools: Challenges and possible solutions

Supporting learners with Autism Spectrum Disorders (ASD) in schools is one of the vital responsibilities of teachers. This paper focused on exploring the challenges encountered by teachers in fulfilling their role of supporting learners with ASD within mainstream primary school settings in Lesotho and designing strategies that can overcome these challenges. This qualitative study draws on a purposive sample of fourteen participants (two principals, six teachers, and six parents) who have experience working with learners with ASD within two primary schools that practice inclusive education in Lesotho. Data were collected with individual interviews and observations to conduct an in-depth investigation of the study. Thematic results showed that inadequate knowledge in managing the behaviours of learners with ASD, negative attitudes towards learners with ASD, lack of parental involvement, and lack of access to physical, human, and financial resources in primary schools as the significant challenges faced by teachers when supporting learners with ASD in Lesotho regular primary schools. Hence, the paper recommends continuous professional development training workshops and seminars for teachers. Also, there is a need for more autism screening tools and academic resources, as well as effective collaboration among teachers, parents, and professionals to enhance adequate support for learners with ASD in mainstream schools.

School-based prevention of teacher and parental violence against children: Study protocol of a cluster-randomized controlled trial in Tanzania

BackgroundViolence against children at home and at school is particularly prevalent in Africa and is associated with adverse and persistent health effects on children. The violence prevention intervention Interaction Competencies with Children - for Teachers (ICC-T) is an effective tool to reduce violence against children by fostering teachers’ non-violent communication and interaction skills. To enhance these effects, in the present study, ICC-T will be extended to parents (ICC-P) aiming to increase children’s experience of consistent behavior and application of non-violent discipline strategies between teachers and parents.MethodsTo investigate the effectiveness of the school-based combined implementation of ICC-T and ICC-P, a cluster-randomized controlled trial with 16 primary schools in the urban district of Morogoro in Eastern Tanzania will be conducted. Both quantitative (structured interviews) and qualitative (focus group discussions, in-depth interviews, evaluation forms) methods will be used to investigate the effects on teachers’ and parents’ violence against children in home and school settings. The intervention implementation will be accompanied by a comprehensive process evaluation to assess the implementation quality of and participants’ engagement with ICC-T and ICC-P. Potential downstream effects of violence reduction will be investigated by assessing the children’s mental health and well-being.DiscussionThe present study aims to provide evidence for the feasibility, acceptability, and effectiveness of the school-based combined implementation of ICC-T and ICC-P to reduce teacher and parental violence against children and contribute to children’s well-being in home and school settings.Trail registrationThe clinical trial was registered at ClinicalTrials.gov (ClinicalTrials.gov, 2024) under the identifier NCT06369025 (Hecker, Preventing Physical and Emotional Violence by Parents and Teachers in Public Schools in Tanzania (ICC-T/ICC-P_Tanz) (PreVio), 2024) on April 17, 2024.

The Role of Teacher in the Success of Inclusive Education

The process of adopting and implementing inclusive education is endless with the aim of continuously increasing children's participation in cultures, schools and curricula and not a stage that a school can reach at some point in its operation. It consists of a constant effort to discover, adopt and formulate good practices in the direction of continuous improvement in providing equal opportunities to students (Angelidis, 2011). The goal of a democratic school, a school of equal opportunities, is, that is, permanently active. Moreover, the inclusion does not only concern the teaching practice, but reflects the whole school life (Tsagalidis, 2016). Essential part in giving equal opportunities to all students is the role of teacher in a school settings. Thiw paper will examine the role of the teacher in the success of inclusive education.

Evaluation of Anxiety and Depression Among Orphan and Non-Orphan Adolescents in a Rural Residential School of Maharashtra

Abstract Background: Adolescence marks a critical stage of development characterized by profound physical, emotional, and social changes. This study explores the prevalence of anxiety and depression among orphan and non-orphan adolescents in a rural residential school setting, aiming to identify associated factors. Method: A community-based cross-sectional descriptive study was conducted among 100 adolescents (50 orphans and 50 non-orphans) aged 10-19 years in Warudi, Jalna from August 10 to October 10, 2022. Institutional ethical approval and written informed consent were obtained. Data collection included DSM-5 criteria for anxiety and depression assessment, using the Hamilton Anxiety Rating Scale (HAM-A) and Hamilton Depression Rating Scale (HDRS). Additional parameters assessed were sleep disturbances, academic performance, social interactions, duration of stay in the residential school, and type of orphanhood. Statistical analysis was performed using SPSS version 21, with qualitative parameters presented as percentages and the chi-square test used for comparisons (p&lt;0.05 considered significant). Result: The study revealed notable disparities in mental health outcomes between orphan and non-orphan adolescents. Orphans, predominantly categorized as double orphans (54%), exhibited higher prevalence rates of anxiety (46%) and depression (30%) compared to non-orphans (anxiety 14%, depression 12%). Factors such as prolonged stays in residential schools and the duration of orphanhood were significantly associated with heightened levels of anxiety and depression among orphans. Conclusion: Orphan adolescents residing in rural residential school face significantly elevated risks of anxiety and depression compared to their non-orphan peers. The findings highlight the urgent need for targeted psychological support and interventions tailored to the unique challenges of orphanhood, including the prolonged institutional care and the emotional impact of parental loss. Future research should focus on longitudinal studies to assess the effectiveness of interventions and track mental health trajectories over time.

The Influence of Parental Role on Adolescent Sexual Behaviour and HIV/AIDS in KwaZulu-Natal, South Africa.

Background: HIV/AIDS risky behaviour remains a critical health concern for adolescents, specifically at high school level. In South Africa, the rapid increase of risky lifestyles and sexual behaviours among adolescents could be mainly attributed to poor parental skills and broken family structures. Four identified sexual risk behaviours that are of concern in South Africa are age at sexual debut, multiple sexual partners, condom use and transactional sex.Methods: Data was collected using a quantitative cross-sectional survey with samle consist with 450 male and female high school adolescents between 14 to 18 years from 3 different South African school settings. Collected data was analyzed using SPSS descriptive statistics procedure.Result: 79.7% of the respondents had only one parent still alive with 4.9 % of the respondents indicated to have lost both parents. Only 13.5% of the respondents were from a nuclear family. The majority of the respondents were (41.2%) living with grandparents. This high level of family disintegration, parental absence and poor parenting skills in South Africa exposed 73.3% (330) of the respondents to early sexual debut, transactional sex, unprotected sex and having multiple sexual partners. The study proved that there is a statistical association between guardianship and age at sexual debut; guardianship and multiple sexual partners; guardianship and condom use; guardianship and transactional sex.Conclusion : The revealed significant high risk sexual behaviour among adolescents in KwaZulu-Natal should inform Health and educational authorities to utilize these key findings to design more effective local strategies to train and assist parents and caregivers on parenting skills

Indonesian Mothers' Experience of Their Daughter's HPV Vaccination, and Factors Associated with Their Willingness to Recommend HPV Vaccination for Girls.

In Indonesia, knowledge of parents' experiences of their daughters' HPV vaccination in school settings is limited. As Indonesia seeks to scale up its HPV vaccination program nationwide, parents' perspectives hold important insights into how elements of the vaccination model can be sustained and improved. This study explored mothers' experiences of their daughters' HPV vaccination experiences, their knowledge of HPV risks and prevention, and factors associated with willingness to recommend HPV vaccination for girls. A cross-sectional online survey was conducted with 143 mothers of schoolgirls who had received HPV vaccination at schools in Yogyakarta and Jakarta. Multivariate logistic regression was used to assess factors associated with willingness to recommend HPV vaccination. Chi-square and independent t-tests were performed to assess relationships between variables. One-way ANOVA was used to test mean differences in knowledge scores among mothers with different education levels. Many respondents (62.4%) received key health information before their daughters' HPV vaccination. Mothers' average knowledge score was 6.07/10 (SD 2.35). Receiving satisfactory information was significantly associated with willingness to recommend HPV vaccination for girls to others. A significant association was found between mothers' willingness to recommend HPV vaccination and having ever participated in cervical cancer screening themselves. Providing consistent health information that addresses the knowledge gaps and affirms the benefits and safety of HPV vaccines can improve the likelihood of mothers recommending HPV vaccination to others. The benefit of a synchronized approach to promoting primary and secondary prevention was supported by the findings.

The impact of social work practice with groups on adolescents’ delinquent behaviors at school: An experimental study from Turkey

PurposeThis study aims to determine the impact of social work with groups on adolescents’ tendency to delinquent behaviors at school. MethodInitially, participants randomly assigned to the study were divided into two equal groups in terms of delinquent behaviors, forming the experimental and control groups of the research. The experimental group exclusively participated in a 10-session social work program with groups over a five-week period. Pre-tests and post-tests were administered to both groups. Data collection was conducted using a Personal Information Form and the Delinquent Behaviour Scale (DBS). Attendance forms, as well as pre, mid, and post-assessment forms, were also utilized for the experimental group. T-tests were employed to analyze the differences within and between the groups. The relationships among continuous variables were examined using correlation and linear regression analyses, while associations between categorical variables were tested using the Chi-Square test. SPSS was used as the tool for these analyses. Qualitative data from the pre, mid, and post-assessment forms were thematically analyzed using MAXQDA. ResultsThe statistical analysis conducted at the end of the study revealed a significant decrease in delinquent behavior tendencies among the experimental group. In the experimental group, increasing levels of participation in sessions were associated with decreasing levels of tendency to delinquent behaviors. In the last assessment, the experimental group reported attainments that supported their behavioral change. No statistically significant difference was found in the tendency of the control group’s delinquent behavior. Although the level of the experimental group’s tendency to delinquent behavior was lower than the control group at the end of the study, this difference was not statistically significant. ConclusionThe findings derived from this investigation hold promise regarding the delinquent behaviors exhibited by adolescents in school settings. Conversely, due to the small sample size, this study should be considered a pilot. The effectiveness of the intervention needs to be tested in a more comprehensive study to obtain valid results applicable to a broader population.

EFL Teachers’ Lived Experiences in Teaching English to Young Learners

Teachers' lived experiences significantly shape their teaching approaches, particularly in Teaching English to Young Learners (TEYL), where understanding these experiences is essential for improving instructional practices. This qualitative phenomenological study explored EFL teachers' challenges in TEYL and their strategies to overcome them in elementary schools in Palembang. Data were collected through interviews and classroom observations with teachers with at least five years of experience in these school settings. The findings revealed three primary challenges: difficulties in managing classroom activities, the unique learning characteristics of young learners, and the use of Indonesian language during English lessons. To address these challenges, teachers employed strategies such as incorporating games into lessons, fostering a creative and engaging learning environment, encouraging consistent English usage by students, and consulting resources on young learners' language acquisition. The study underscores the importance of flexible, adaptive strategies in overcoming challenges in TEYL, highlighting how a better understanding of young learners' needs can improve the effectiveness of English teaching.