School Staff Research Articles

Integration Experiences of International Students: A Case Study of Sub-Saharan Students in a Moroccan School of Design and Engineering

An increasing number of international Students opt for studying at a university in a foreign country. It is believed that this mobility makes these students face academic and social integrating challenges in their new learning environment. In Morocco, thousands of students, who are scholarship-granted by the Moroccan government, coming from different countries, chiefly from Sub-Saharan Africa seek education in different universities of the kingdom. The main aim of this study extends its focus to explore two outcomes. Particularly, it investigates the social and academic integration experiences of a case study of international students undertaking an undergraduate programme at a Moroccan school of design and engineering along with the challenges these students encounter. Moreover, the study situates these experiences within the institutional conscious efforts that are implemented to achieve an integrational goal. Data were collected from a case study in spring 2019 by interviewing 20 Sub-Saharan students studying at the Moroccan Design and Technology engineering school in Meknes (ENSAM: Ecole Nationale Supérieure des Arts et Métiers) and 3 of the school staff members. Using thematic analysis and then interpretative phenomenology as a guiding framework to analyse and present the data, the findings revealed that the study's participants have experienced both their social and academic integrative patterns at the school in the same way. Indeed, three major themes were identified and analysed, namely, Programmes promoted by ENSAM on integration, relationship patterns between Sub-Saharan and Moroccan students and barriers to integration. The study revealed that the various integration efforts carried out by the school do not sufficiently cater for Sub-Saharan students' perspectives on their social and academic integration experiences. Additionally, staff knowledge regarding the integration of these minority groups is not adequately enhanced through pre-service training that covers best practices for successful integration. Language barrier and interaction patterns between Sub-Saharan students with their host ones are also found to influence Sub-Saharan students' social and academic integration. It is suggested that Moroccan Higher education institutions (HEIs) should acknowledge integration as a long and challenging process for Sub-Saharan students, and that an evaluation of integrative practices promoted at the school is needed.

Proposal of a method to analyze children’s flood risk exposure and risk perception using GPS tracking data and questionnaire survey

BackgroundClimate change has made the relationship between disaster and sustainable development more critical. Especially in developing countries, disasters frequently devastate local communities and hinder progress. Children are at a higher risk during catastrophes; however, their knowledge of disaster risk is limited. Education for disaster risk reduction can bring the necessary changes for a safe society. School disaster prevention education can raise awareness through lectures and games, but interactive dialogues between students and teachers can be more effective. Also, GPS tracking can be a valuable tool for understanding people’s behavior during disasters.MethodologyThis study proposes a method to analyze the relationship between students’ daily behavior and their experiences of flood damage and preparedness for disaster risk. It is a simple method using questionnaires and GPS loggers and can be applied in mountainous areas in developing countries where equipment is inadequate. The proposed method will be used to understand the current state of disaster risk among children and identify disaster risk reduction issues. The study area lies in Paluntar Municipality, Gorkha district, Nepal. Forty-five students from two schools in the region participated in the study.ResultsThe results showed that students who commute to school in areas inundated by heavy rainfall in recent years were not adequately prepared for disasters, even though they had experienced flood damage in the past and were significantly more concerned about future harm. Our field observations and interviews of teacher-student relationships showed that students were very attentive to their teachers’ instruction. Teachers understand the dangers of heavy rainfall and how to prepare for it, but students need to learn how to deal with it. In other words, the school staff’s disaster education to the students effectively reduces disasters. Early warning is needed when severe floods are expected during the rainy season.

“I would be so proud of you guys and myself:” Exploring guided play learning interactions among Black caregivers and their children within a Black history home learning intervention during the COVID-19 pandemic

Existing literature on Black caregiver’s interactions with their children has overwhelmingly focused on parenting deficits and interventions designed to “fix” Black families. In utilizing the BlackCreate framework (2023), this study explores how Black caregivers intentionally crafted learning spaces for their children within the context of a six month intervention. Brilliant Joy in a Box was a six-month intervention developed in partnership with a Black woman entrepreneur that delivered caregiver-child Black history home learning boxes to families during the COVID-19 pandemic with the goal of addressing the impacts of persistent historical educational inequities for Black youth, the disproportionate impact of the pandemic Black families, and requests from community members seeking additional programming during the winter months. In the current study, we analyzed videos of 77 families interacting during a guided play activity. We found that the learning spaces created by Black families focused on four subject matters and their domains: literacy, scientific curiosity, math, and identity. We also found that Black caregivers organically utilized guided play to promote joyful interaction and learning. Findings underscore the importance of educators and school staff learning from families in order to reimagine learning and design community based interventions.

Multilingual Classroom Assistants as Nonauthorized Policy Actors: Understanding and Enacting a Swedish School Policy

ABSTRACT The aim of this article is to explore how national-level Swedish policy intentions concerning multilingual classroom assistance are being enacted at the local level. The article is based on semi-structured interviews with 12 newly arrived students and 30 interviews with teachers, multilingual classroom assistants, school leaders, and other school staff, conducted in 2018/2019 at two compulsory schools in the Stockholm region, during one year of fieldwork. The data were analysed using the conceptual bases of critical policy analysis. The findings reveal that the structural conditions for enacting national policy concerning multilingual classroom assistance are characterized by collectivizing strategies. The schools build their support measure strategies on selective appropriations of collective solutions to achieve their own organizational strategies and goals. Engagement in policy enactment by constructing local strategies is not an option for all actors in these two schools, but only for authorized policy actors. The study further demonstrates the need to reorganize multilingual classroom assistance by grounding it in students’ individual educational needs.

Urgensi Kepemimpinan Yang Unggul Dalam Peningkatan Mutu Pendidikan

This research discusses the urgency of superior leadership in the context of improving the quality of education. With a focus on the role of leadership at the school level, this study aims to investigate how effective leadership practices can shape a supportive school culture, improve the quality of teaching and learning, and result in better academic achievement. Data was collected through interviews with school principals, teachers and school staff from various educational backgrounds, as well as literature study. Analysis was carried out to identify superior leadership practices, including clear vision, the ability to motivate and lead a team, and the ability to adapt to changes occurring in the educational environment. The research results show that superior leadership has a significant impact in improving the quality of education. Visionary and inclusive leadership practices help create a dynamic learning environment and stimulate student growth. Apart from that, leadership that is able to develop and empower school staff also contributes to improving the quality of teaching and learning in schools. This research provides an in-depth understanding of the importance of superior leadership in achieving quality education goals. The practical implications of these findings can be used to develop leadership training programs, design effective education policies, and strengthen collaboration between schools, government and society in supporting overall improvement in the quality of education.

Analysis of the Use of Blockchain Technology in Student Data Management in Schools

The objective of this study is to examine the implementation of blockchain technology in the administration of student data in educational institutions and evaluate its efficacy and security in comparison to conventional systems. This study utilizes a qualitative methodology and adopts a case study approach to examine the implementation of blockchain technology in multiple schools. Data were acquired through in-depth interviews with school IT professionals, administrators, and blockchain technology specialists, as well as research of documentation relating to student data management policies and procedures. The results of the study reveal that the application of blockchain technology in student data management has several significant advantages, including greater data security, transparency, and operational efficiency. Blockchain ensures that student data is protected and may only be accessed by authorized individuals, eliminating the danger of data leakage and manipulation. In addition, the openness given by blockchain allows for real-time tracking of data changes, permitting more accurate audits and monitoring. This study, however, revealed significant problems in the application of blockchain technology in schools, such as the need for suitable infrastructure, high implementation costs, and a lack of awareness and technical skills among school staff. In conclusion, although blockchain technology offers numerous benefits in student data management, the success of its deployment rests greatly on the technical and financial readiness of educational institutions, as well as the necessity for sufficient training and socializing for users.

To tell or not to tell about bullying-New insights from the study on the perceptions of criminal sanctioning, anticipation of school punishment, agency, and trust toward school staff.

The primary aim of this study was to determine whether perceptions of criminal sanctioning and school punishment predict students' willingness to report different types of bullying (material, physical, sexual, verbal, relational, and cyberbullying). An online survey was conducted with secondary school students (n=1092) as participants. Traditionally included predictors (trust toward school staff, cost of reporting bullying, gender, and school agency) were also incorporated into a multiple linear regression analysis. The perception of criminal sanctioning for a particular type of bullying was a significant predictor of the willingness to report a given type of bullying, whereas anticipation of school punishment was relevant only in the case of cyberbullying. Trust toward school staff and gender were also significant predictors of willingness to report any type of bullying. School agency helped predict the willingness to report any kind of bullying except cyberbullying. Surprisingly, the costs of reporting bullying were relevant only in the case of material bullying. These results have important implications for stakeholders and school administration in identifying unreported bullying, developing and implementing anti-bullying policies, and introducing programs aimed at improving students' legal awareness.

Guidelines for Increasing Access to Mindfulness-Based Interventions in Under-Resourced Schools

AbstractMindfulness-based interventions (MBIs) in schools have become increasingly popular, as these practices can be integrated into classrooms by teachers, adapted to fit the individual needs of students or groups of students, and implemented as a schoolwide commitment to improve well-being. Research shows that MBIs are broadly effective for improving a variety of social, emotional, behavioral, and academic outcomes for diverse students. However, implementation of MBIs in under-resourced schools presents a unique set of challenges for school staff. This paper addresses this issue constructively by providing guidelines for increasing access to MBIs in under-resourced schools. First, we provide a brief overview of common ecological barriers—and potential solutions—to implementing MBIs in under-resourced schools at the individual-level, team-level, school-level, and macro-level. This overview is followed by recommendations for de-implementing outdated interventions and implementing MBIs instead. Finally, we complete our guidelines by describing the Adapting Strategies to Promote Implementation Reach and Equity (ASPIRE) framework and how this heuristic can be applied to guide culturally sensitive and equity-focused adaptations to MBIs in under-resourced schools.

Study protocol for a stepped-wedge implementation study investigating the intersectoral collaboration of implementering the TREAT INTERACT intervention for primary school teachers and the mhGAP for health care workers for child mental health promotion in Uganda

BackgroundMental and neuropsychological disorders make up approximately 14% of the total health burden globally, with 80% of the affected living in low- and middle-income countries (LMICs) of whom 90% cannot access mental health services. The main objective of the TREAT INTERACT study is to adapt, implement, and evaluate the impact of a novel, intersectoral approach to prevent, identify, refer, and treat mental health problems in children through a user centred task-sharing implementation of the TREAT INTERACT intervention, inspired by the World Health Organization (WHO) Mental Health Gap Action Programme Intervention Guide (mhGAP-IG) for primary school staff in Mbale, Uganda. Health care personell will be trained in the mhGAP-IG.MethodsThis is a pragmatic mixed-methods hybrid Type II implementation-effectiveness study utilizing a co-design approach. The main study utilize a stepped-wedged trial design with six starting sequences, randomizing three schools to the intervention at each interval, while the remaining act as “controls”. Other designs include a nested prospective cohort study, case control studies, cross-sectional studies, and qualitative research. Main participants’ outcomes include teachers’ mental health literacy, stigma, and violence towards the school children. Implementation outcomes include detection, reach, sustainability, and service delivery. Child and caregiver outcomes include mental health, mental health literacy, and help-seeking behaviour.DiscussionBased on the results, we will develop sustainable and scalable implementation advice on mental health promotion and draft implementation guidelines in line with current WHO guidelines. This project will generate new knowledge on the structure, organization, delivery, and costs of mental health services in a LMIC setting, as well as new knowledge on the implementation and delivery of new health services.Trial registrationClinicalTrials, NCT06275672, 28.12.2023, retrospectively registered.

Exploring the care coordination experiences of professionals and caregivers of youth with acquired brain injuries in rural areas

Purpose Acquired brain injuries (ABIs) can have devastating effects on children and their families. Families living in rural communities experience unique barriers to receiving and coordinating care for complex medical needs, but little research has examined those barriers for rural youth with ABIs. Materials and Methods This qualitative study explored the experiences of rural adults caring for children with ABIs through interviews with six caregivers, three school staff members, and three medical professionals who had treated at least one child with an ABI. Results Themes in their accounts include difficulty navigating complex situations, support from small communities, isolation and loneliness, the need for more professional education about ABI, and feelings of hope. Barriers to quality care coordination include navigating complex situations, access to transportation, and a lack of communication and education from healthcare agencies. Facilitators of rural care coordination include support from small communities and interagency communication. Conclusions The results support the need for more comprehensive coordination among rural agencies involved in ABI care. Suggestions for care improvement include providing flexibility due to transportation barriers, capitalizing on the benefits of a small and caring community, and providing healthcare and education professionals with more education about ABI interventions.

Constructing the Clinical Preparation Field: Re-Envisioning the Role of Pre-Service Teacher Clinical Supervision

Given the difficulties that newly trained teachers currently encounter in entering the profession, it has become increasingly necessary to reexamine the nature of pre-service clinically-based teacher preparation. This paper focuses on the role of clinical supervisors in the context of the College–Field Partnership (CFP), an innovative program that reframes clinical preparation as going beyond a focus on classroom teaching to experiencing the school as a whole. The paper is based on “Self-in-Field” action research (SiFAR) involving eight experienced clinical supervisors who were leaders of teams of clinical supervisors in the CFP program. Through joint reflection on their professional practice, they came to see the clinical supervisor’s role as constructing a “clinical preparation field” that extends beyond the traditional “triad” of pre-service teacher, mentor teacher, and clinical supervisor. Constructing an expanded clinical preparation field involves building relationships among a wide variety of actors within the school and the academic preparation program as well as fostering learning and development for students and school staff alike. Two important implications of this new role for clinical supervisors were the need to become more skilled at (1) dealing with the emotional elements of school practice and (2) facilitating organizational learning processes in the school.

School gardens as sites for community, empowerment, and justice: a participatory action research study

ABSTRACT School garden advocates often describe and justify school gardens for the ways that these spaces can improve content knowledge, physical health, and ecological stewardship of K-12 students. Rather than begin with these outcomes in mind, this study explores the meaning of a school garden through Participatory Action Research (PAR) within a low-income neighborhood in a small mid-western U.S. city. Participants included community partners and school staff who led the garden project. Using photovoice, mapping, and interviews, participants shared their perspectives and reflections on the garden. The findings revealed three overarching themes of community, empowerment, and justice, voiced by participants when describing the meaning and hopes they had for the garden. Such themes demonstrated the ways school garden practitioners experienced the depth of possibility in a garden project, far beyond the typical measures and outcomes used to assess school gardens. This research suggests that school garden projects hold meaning and transformative possibilities for schools that are critically important though may often be overlooked. When it comes to sustaining and justifying school garden programs, it is important that districts consider the latent experiences and values that these spaces may bring to students, staff, and communities.

Cardiopulmonary Resuscitation Training and Automatic External Defibrillators Deployment: Strengthening Community Response to Cardiac Arrest

The most effective strategy to save the life of a victim of out-of-hospital cardiac arrest (OHCA) is to provide aid as early as possible. To achieve this objective, widespread dissemination of knowledge on basic life support and defibrillation (BLSD) in the general population is necessary. In recent years, evidence has been emerging supporting the effectiveness of public-access defibrillation (PAD) programs; the diffusion of automatic external defibrillators (AEDs) and the knowledge of their correct use among lay rescuers are associated with a higher survival rate and better neurological outcomes among OHCA victims. This study aims to implement and monitor a BLSD training program involving an entire city in Italy. Since 2016, a PAD program has been implemented in Busca (CN), a small town in the northwest of Italy. The project was divided into three phases: (1) the diffusion of AEDs in the most-frequented places in the city; (2) BLSD training aimed at reaching the most significant possible number of citizens; (3) the training of all schoolchildren in the basics of first aid. The retention of the concepts learned was assessed via a multiple-choice questionnaire proposed months after the training events. From 2016 to 2023, 42 BLSD courses were held, which trained 1302 adults (12.8% of citizens) with a female/male ratio of 0.9 and a median age of 46 (range: 32–59 years). The participants in the courses were volunteers from associations (59%), athletes (16%), ordinary citizens (13%), school staff (10%), and municipal employees (2%). At the start of the project in 2016, the first 11 AEDs were positioned. To date, the municipal area can count on 25 always-available defibrillators to reach each area within 4 minutes. Furthermore, 1500 school pupils were trained. The retention of the learned notions was excellent. After training, 92% of adult participants and 90% of the schoolchildren reported being willing to provide help in the event of cardiac arrest. The project combined the widespread diffusion of AEDs with a significant number of citizens able to use them, effectively providing cardiopulmonary resuscitation. This project ensured that an entire community shared the goal of saving the lives of people affected by OHCA.

Understanding school staff responses to LGBTQ+ discrimination in UK secondary schools

Lesbian, gay, bisexual, trans, queer and questioning (LGBTQ+) pupils report that school staff do not intervene when they are witnessing discrimination and more than half of pupils did not feel they had someone to talk to about their identity or discrimination. This study explores the responses of secondary school staff to LGBTQ+ discrimination in schools in the UK. An online Integrated Behavioral Model (IBM) questionnaire was developed using an elicitation study, and subsequently completed by 119 participants. The model predicted 37% of the variance in intention to intervene and 32% of the variance in the extent to which school staff report intervening in LGBTQ+ discrimination. Experiential attitudes, perceived control and self-efficacy were significant predictors of intention to intervene in LGBTQ+ discrimination. This provides support for the utility of the model. The implications of the study are explored.

Improving knowledge, attitude and practice on norovirus infection diarrhea among staff of kindergartens and schools: a before-after study

BackgroundNorovirus gastroenteritis outbreaks were common in schools and kindergartens and were more related to faculty knowledge, attitude, and practice level. Gastroenteritis outbreaks caused by norovirus in educational institutions were the prominent cause of Public Health Emergency Events in China. This study aimed to explore the transformation in the contribution of KAP items related to outbreak prevention before and after intervention and the impact of demography factors on the intervention.MethodsThis study sampled 1095 kindergarten and 1028 school staff in Shenzhen, China. We created a questionnaire consisting of 35 items in 4 parts, and each item was rated on a scale of 1–5 according to the accuracy. Univariate analysis of non-parametric tests and binary logistic regression were used to estimate the score difference on demographic characteristics, each item and KAP. The odds ratios (OR) with 95% confidence and intervals (CI) for the association between statistical indicators were mainly used to explain the effects before and after intervention.ResultsOverall, 98.72% and 74.9% of the kindergarten and school participants were female, and all respondents had the highest scores difference of practice. Following intervention, univariate analysis indicated that primary school and female respondents achieved higher knowledge scores. Staff age beyond 35 (OR = 0.56, CI:0.34–0.92; OR = 0.67, CI:0.50–0.90) and with more than ten years of service (OR = 0.58, CI:0.36–0.91; OR = 0.38, CI:0.17–0.84) demonstrated a significantly lower post-intervention score for attitude and practice in both kindergartens and schools. The staff members exhibited a general lack of familiarity with the transmission of aerosols and the seasonal patterns of NoVs diarrhea pandemics. Item analysis revealed that kindergarten staff aged 26 and above demonstrated superior performance in terms of the efficacy of medical alcohol for inactivation (OR = 1.93, CI:1.13–3.31) and management strategies for unexplained vomiting among students (OR = 1.97, CI:1.21–3.18). Private school personnel displayed more significant improvement in their practices following educational interventions. School administrators' negative attitudes were primarily evident in their perspectives on morning inspections (OR = 0.11, CI:0.05–0.84).ConclusionsThe potential negative impact of faculty age on NoVs-related knowledge can be mitigated by the positive attitudes fostered through seniority. Furthermore, it is imperative to urgently address the lack of knowledge among administrators, and the identification and treatment of vomiting symptoms should be emphasized as crucial aspects of school prevention strategies. Therefore, education authorities should implement comprehensive public health interventions in the future.

Emotional based school avoidance: Exploring school staff and pupil perspectives on provision in mainstream schools

Aim(s):The present study explored perspectives of school staff, who shared their experiences of facilitators and barriers to mainstream school ‘emotional based school avoidance’ (EBSA) initiatives and practices, and school-aged pupils presenting with EBSA, who described what supported or hindered their school experiences.Method:Semi-structured interviews were conducted with six mainstream school staff and seven school-aged pupils who have engaged in EBSA. Staff interviews were analysed using reflexive thematic analysis (RTA), and pupil interviews were analysed using Interpretative Phenomenological Analysis (IPA).Findings:Six main themes emerged across the two samples, two of which are presented in the present study: for school staff, ‘Systemic and Unanticipated Barriers’; and for pupils, ‘Pupil’s Sense of Inclusivity’. Findings from school staff suggest that EBSA initiatives and practices are hindered by financial constraints, less cooperative families, and misalignment with external partners, who may function according to different working models. For pupils, the findings suggest their experience is facilitated when they feel included, accepted, have a sense of school belonging, and where there is attention towards their interests, strengths, and achievements.Limitations:This research did not capture parent voices, even though their involvement is a crucial aspect in supporting their children.Conclusions:This study highlights some of the long-standing (systemic) challenges as well as those associated with multi-agency working and working with families, which threaten to impede effective EBSA initiatives and practices. It also highlights the power of inclusivity and positive relationships for pupils, which may function as a protective factor to their school attendance.

Sociology of Engineering: Exploring Female Students Social Quest of Engineering at University of Sierra Leone, Fourah Bay College, Freetown, Sierra Leone

Sierra Leonean women and undervalued social minority students persevere to be undervalued in science, technology, engineering and mathematics and attain the shallow segment of undergraduate engineering degrees. The sociological researcher engaged a mixed methods research approach predicated in social networks premise to examine when they first contemplate pursuing engineering as a university degree major, who shapes this social commitment, and how the social guidance transpires. Foremost, the sociological researcher inquired one thousand one hundred and eighty six first year undergraduate students entering engineering programs at University of Sierra Leone, Fourah Bay College in Freetown during the commencement of the 2022/2023 pedagogical year of course. Subsequently, the sociological researcher dialogued a down-sample of fifty five women and female students. The inquiry social findings specified that women were further probable than men to contemplate pursuing engineering while in secondary school, prior admission into university, or duration in university alternately contemplating it beforehand in their pedagogy. Metropolitan or western urban students were further probable than rural students to contemplate pursuing engineering after secondary school. Besides, metropolitan and western urban students were further probable than rural students to recognize a school mentor (alternately a household associate) as possessing the ultimate guidance on their engineering academic and vocation resolutions. In social dialogues, women and undervalued social minority students gifted instances of prominent folks who associated their competence and zest for mathematics, science, and problem elucidating to engineering, analyzed the merits of being an engineer, and furnished counsel about engineering pedagogical and vocation trajectories. Inspiring previous contemplation of engineering majors, such as during junior secondary school, may permit women and undervalued social minority female students cadence to grasp essential programs and grasp merit of university rudimentary planning. Correspondingly, Sierra Leonean universities can capture in conscious attempts to recognize women and undervalued social minority female students with engineering curiosities and issue social counsel. Comparable attempts should also involve associating them with other women and undervalued social minority students in engineering. Furthermore, Sierra Leonean universities need assist secondary school and university staffs in offering direction that can impact student’s social resolution to proclaim engineering major, that might succor enlist further women and undervalued social minority students into engineering.

A novel scoring system and correlative analysis of the strength and effectiveness of nationwide high school cardiopulmonary resuscitation mandates: Insights from a high school CPR study

BackgroundNumerous states have introduced cardiopulmonary resuscitation (CPR) training mandates for high school students and staff to prevent sudden cardiac death (SCD). However, the content and implementation of these mandates vary substantially. Furthermore, a comprehensive and objective assessment of these mandates and their impact is lacking. ObjectiveWe aimed to conduct a thorough evaluation of CPR training mandates across the United States. MethodsWe developed a novel scoring system based on proposed CPR standards, training and certification requirements, and legislative action to assess current mandates. This was used to rate the CPR mandates across all 50 states and the District of Columbia. Mandate scores were then compared with available real-world registry data as a surrogate for efficacy from 2018 to 2021. ResultsState CPR mandate scores ranged from 0 to 47, with a higher score indicating more robust mandates. The median and mean scores were 24 (interquartile range, 19.5–27) and 21.52 ± 8.61, respectively, with 35 being the highest score. Intraobserver variability was 0.986 (95% CI, 0.944–1.028; P < .001). The year of implementation did not influence the strength of the score (R2 = −0.173; 95% CI, −0.447 to 0.131; P = .262). Correlation with SCD rate (R2 = −0.76; 95% CI, −0.492 to 0.367; P = .742), bystander-initiated CPR (R2 = −0.006; 95% CI, −0.437 to 0.427; P = .978), automated external defibrillator use (R2 = −0.125; 95% CI, −0.528 to 0.324; P = .590), and cardiovascular death rate (R2 = −0.13; 95% CI, −0.379 to 0.21; P = .355) failed to reach statistical significance. ConclusionModest scoring consistency highlights the need for robust, standardized CPR requirements to potentially mitigate SCD. This study lays the groundwork for evidence-informed policy development in this area.

Applying the extension for community healthcare outcomes (ECHO) model to promote collaborative and effective school mental health services.

School staff increasingly seek to implement evidence-based school mental health services to promote student mental health. However, barriers to accessing programming and support mean that implementing these programs is difficult. Popular strategies to address these challenges, like one time professional development, often fail to be effective or sustainable. This study used mixed methods to evaluate how a set of training activities-sequential online learning modules combined with interprofessional telementoring, following the extension for community healthcare outcomes (ECHO) model-influenced provision of school mental health services. School counselors, nurses, psychologists, and social workers (n = 46) participated in training activities, which included nine, cohort-based ECHO sessions and 12 modules. We used a concurrent mixed methods design in which quantitative (implementation data and pre-post surveys) and qualitative (posttraining focus groups with a subset of participants, n = 11) data were used to evaluate training. Quantitative results indicated statistically significant pre-post improvements in participants' clinical self-efficacy (d = .83) and knowledge of evidence-based practices (d = .37). Qualitative data corroborated quantitative results. Post training, focus groups described positive reactions, learning, and behavior change, particularly with respect to equitable service provision and interprofessional teaming. ECHO appeared to facilitate the application of evidence-based strategies to real-life practice and improved participants' understanding of effective coordination of services. Taken together, findings suggest that group-based telementoring may be a high-impact strategy for supporting the implementation of effective, culturally specific, and collaborative school mental health services. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Exploring the implementation of whole school emotionally based school non-attendance (EBSN) guidance in a secondary school

Aim:This research aims to explore the implementation of whole school guidance for Emotionally Based School Non-Attendance (EBSN).Method/Rationale:School attendance is an area of increasing concern and many local authorities have produced guidance to support schools and others in their practice. How such guidance is implemented is likely to have a key influence on improving outcomes however, available implementation frameworks tend to focus on time-limited, specific universal or group programmes with little guidance on the implementation of more complex multi-component whole school approaches. Action research within a mainstream secondary school in the Northwest of England was used to explore the implementation of EBSN guidance through the following research question: What do school staff perceive as key factors (facilitators and barriers) influencing implementation of EBSN guidance in their school context?Findings:Key factors identified as influencing implementation in the school context were leadership and compatibility of practice and expectations; staff knowledge, perceptions and attitudes; and resources. These themes require communication, cohesion and consistency, and they sit within the current context and its internal and external systems, including parents and the community.Limitations:Initial stages of implementation are explored but timescales did not allow for exploration of how implementation of the guidance would be sustained.Conclusions:Key reflections are explored, and findings are used to further delineate a recently developed framework relating to facilitators and barriers to implementing whole school approaches. Implications for practice and future research are outlined.