School Community Research Articles

Attachment theory as a lens for examining quiet students to prevent school avoidance

ABSTRACT There are multiple, multifactorial reasons why students stop attending school. This phenomenon may be understood as students’ inability to regulate their attachment to the school community due to heightened feelings of anxiety and stress. Although there is neither a single profile nor a universal definition for a school-avoidant student, a common theme is if they perceive the school community as emotionally unsafe in meeting their emotional needs, they will become disengaged. A newly designed scale, the School Personnel Perceptions of a Quiet Student (SPPQS), was developed to better understand school avoidant students’ tenuous attachment to the school community. A school-avoidant student was defined as a quiet student who either hesitates or has an aversion to engaging in a collaborative learning environment. The study sought to understand how school personnel perceived quiet students who did not have overt maladaptive behaviours, but seemed unattached, disengaged. The SPPQS provided a structured way to understand how school personnel view quiet students who may be hesitant to engage with the school community and are thus at risk for school avoidance. The results emphasised the importance of interventions, ongoing monitoring, and building connections between quiet students and their school community to enhance and promote academic success.

Feeding the cities: Urban agriculture for food security and sustainability of urban areas

Abstract With the increasing migration of people to urban areas, the demand for extra, fresh, and healthy food in cities has escalated manyfold. Further, anthropogenic activities, high rise buildings, and unplanned construction in urban areas are increasing urban heat. Therefore, the objective of this study is to review the salient features and constraints of urban agriculture, in addition to illustrating traditional and modern approaches, and policies used worldwide to promote the urban agriculture (UA). Urban agriculture is a key component of sustainable urban development that plays a pivotal role in combating food security and malnutrition in peri-urban and urban areas by growing different fruits, vegetables, mushrooms, herbs, flowering and ornamental plants in urban dwellings for food and aesthetic purposes. UA often combines with other functions like urban greening, biodiversity, waste recycling, environmental disaster reduction, CO 2 absorption, urban heat island reduction, recreational benefits, contributing to the circular economy and UN sustainable development goals (SDGs). Plants in UA are grown in vacant open spaces, rooftops, balconies and containers, resulting in urban organic harvest by fostering income and health improvement. The concept of UA is being utilized efficiently in many countries. However, there is still a need to promote UA by arranging community gatherings and school students, creating awareness and capacity building through education and training. Growers need to be connected to land and open spaces, enhancing value addition in UA and formulating supportive policies to foster Agri-tourism in urban farms to making it a successful initiative. Recent innovative research ideas and new technological developments such as artificial intelligence (AI), internet of things (IoT), automation and mechanization in UA are opening new avenues for quality food production in urban areas for sustainable cities.

Caring leadership practices in Chilean educational communities: Perceptions of school principals and teachers

Caring leadership practices in Chilean educational communities: Perceptions of school principals and teachers

“The World Isn't Black and White”: Adolescent Youth of Color Reflect on School Ethnic‐Racial Climate, Context, and Identity in Middle School

ABSTRACTContemporary scholars of race contend that the long‐heralded “American Dream” rhetoric continues to thrive within the ideology of colorblindness, whereby race is deemed insignificant. Public schools are not insulated from this, and recent political assaults the teaching of “divisive” concepts have already had a chilling effect on classroom content, posing a threat to the affirmation of racially marginalized students. Using qualitative interviews, we examined the salience of ethnicity‐race and ethnic‐racial identity for students of varied ethnic‐racial groups (n = 22) in a middle school community that was ethno‐racially diverse, but where White students constituted a large segment of the population. Guided by critical race theory (CRT) and phenomenological variant of ecological systems theory (PVEST), our analyses generated five thematic categories upon which ethnicity‐race were relevant to students: learning and appreciation for diversity, ethnic‐racial identity, teacher behaviors, student treatment, and same‐race peer connections and support. Findings are discussed in terms of implications for teachers and counselors to stand in solidarity with youth in challenging hegemonic whiteness in schools.

NEW SANTA CATARINA HIGH SCHOOL: CHALLENGES EXPERIENCED BY TEACHERS AND MANAGERS

This research aims to analyze the challenges faced by teachers and administrators of the state basic education network of Santa Catarina in relation to the implementation of the New High School. The methodology used was qualitative and exploratory. The study included nine teachers and three school administrators from the state of Santa Catarina who participated in “pilot schools” of this implementation. A semi-structured interview was used to collect data. The results shown are challenging, among which stand out the lack of dialogue between educational institutions, the lack of school structure and basic investments for the development of full-time education, the lack of teaching materials and collective planning in the areas of knowledge, as well as continuing education processes. These results can contribute to stimulating active and democratic participation of the school community in the decision-making processes, reducing the distance between the discourses and the reality experienced by education professionals.

Teachers' and Student's Perception on Shadow Education in Mathematics Learning

The title of this study was Teachers and Students Perceptions of Shadow Education in Mathematics learning. This study aims to cover the perceptions of teachers and students regarding shadow education. A qualitative research design specifically using narrative interviews, was employed in this study. The main tools of this study were interview and focus group discussion. The primary data source of this study were two community schools and mathematics teachers. Two students and one Teacher from each of the two schools were selected based on purposive sampling . After collecting the data themes were generated through coding. Both positive and negative perception were observed among teachers and students. A positive expectation was that coaching class would enhance students achievements while negative expectation was that regular class attendance might decrease. An improvements in teachers’ economics situations was a positive aspects. Shadow education was also seen to increase students self confidence and enhance use of materials when solving mathematical problem, which were considered beneficial aspects.

Closer to My Dreams: Exploring Black Women’s Graduate School Aspirations and Community Uplift Through a Community Cultural Wealth and Black Feminist Approach

ABSTRACT This qualitative study analyzed what shaped the aspirations of Black women graduate student alumnae to earn advanced degrees. Using an assets-based conceptual framework of Community Cultural Wealth and Black Feminist Thought, findings suggested that the aspirational capital of Black women alumnae who obtained advanced degrees was fueled by other familial, navigational, resistance, and social capital and that they also implemented notions of Black feminisms within their trajectories into graduate education. Additionally, by bridging Community Cultural Wealth and Black Feminist Thought, the data suggests a new form of capital, which we call community uplift capital, that is rooted in elevating one’s community, family, and culture. The findings have implications for the recruitment and retention of Black graduate students and for stakeholders associated with graduate education matriculation.

Assessment of the barriers towards menstrual hygiene management: evidence from a qualitative study among school communities: lessons from Bahir Dar city in northwest Ethiopia

BackgroundThe challenges of safe menstrual hygiene management practices in low-income settings, including the study areas are pressing. However, Studies specifically focusing on barriers that schoolgirls face in managing monthly menstruation in schools of Bahir Dar are inadequate and scarce.MethodTo ensure the robustness of the findings, a comprehensive study was conducted among schoolgirls and boy students aged 12–20 in three schools. This study employed focus group discussions and in-depth interviews with students and leaders of the school gender club. A word cloud generator was used to visually represent frequently mentioned keywords, and the data generated from interviews were analyzed using the Open Code 4.03 tool.ResultsThe findings, derived from focus group discussions and in-depth interviews, revealed several significant barriers that schoolgirls face in practicing safe menstrual hygiene management. These barriers, including sociocultural factors (133), inadequate use of menstrual hygiene management facilities (73), inadequate knowledge before menarche (59), and a general lack of support (35), underscore the multifaceted nature of the issues. Importantly, these findings emphasize the urgent need for targeted interventions to address these barriers and improve menstrual hygiene management among schoolgirls.ConclusionSchoolgirls in Bahir Dar encounter numerous challenges in maintaining safe menstrual hygiene practices. Addressing the identified modifiable barriers represents crucial areas for intervention, requiring collaborative efforts from school communities and other relevant stakeholders to create an environment conducive to promoting and enhancing safe menstrual hygiene practices.

The Prevalence of Childhood Asthma, Respiratory Symptoms and Associated Air Pollution Sources Among Adolescent Learners in Selected Schools in Vhembe District, South Africa.

A cross-sectional survey was conducted with 2855 adolescents from fourteen (14) selected schools in communities exposed to high levels of air pollution from indoor residual spraying (IRS) that is used for malaria vector control in the Vhembe region. Data were collected using a self-administered standardized International Study of Asthma and Allergies in Childhood (ISAAC) questionnaire. Statistical software STATA version 17 was used to analyze the data. Binary logistic regression was used to determine the relationship between air pollution sources and childhood asthma/symptoms. The prevalences of asthma, 'wheeze ever' and 'wheeze in the past' were 18.91%, 37.69% and 24.69%, respectively. The results from the adjusted binary logistic regression model indicated that exposure to tobacco smoke (OR = 1.84; 95% CI: 1.08-3.16), smoking a water pipe (OR = 1.65; 95% CI: 1.16-2.36) and the use of paraffin as fuel for heating (OR = 1.70; 95% CI: 0.97-2.88) and cooking (OR = 0.48; 95% CI: 0.29-1.00) were significant risk factors for asthma. Trucks passing through the streets, having a cat at home and using open fires were significantly associated with 'wheeze in the past'. Finally, using gas for cooking (OR = 0.72; 95% CI: 0.53-0.99), open fires for heating (OR = 0.53; 95% CI: 0.35-0.80) and smoking a water pipe (OR = 2.47; 95% CI: 1.78-3.44) were associated with 'wheeze ever'. School children living in these communities had an increased risk of developing asthma and presenting with wheezing due to exposure to environmental air pollution sources.

Fostering sustainable development values among engineering students using Service-Learning

In the majority of nations, environmental sustainability is an integral aspect of government policies, highlighting the criticality of equipping upcoming engineers with the necessary environmental awareness and skills to tackle this complex challenge. Higher education institutions assume a pivotal role in fulfilling this mission as their engineering programs aspire to generate graduates who possess the necessary competencies to effectively operate as “sustainable” engineers. Novel pedagogical methodologies, such as service learning, are currently being utilized to foster the cultivation of sustainable development values. Service-Learning represents a highly congruent approach to achieving Sustainable Development Goal (SDG) 4, insofar as it seamlessly integrates educational curricula with relevant community issues. As a result, it effectively contributes to the advancement of education for a sustainable future. This investigation sought to assess the impact of service learning projects developed in a rural school community on the boosting of social skills and environmental values among engineering students. The empirical evidence suggests that Service-Learning initiatives centered on environmental issues are efficacious in promoting the acquisition of social and environmental values among students. This, in turn, results in a positive transformation of their skill sets. Significantly, a substantial proportion of environmental engineering students who previously demonstrated a low awareness of these skills acknowledged their acquisition upon completion of the Service-Learning projects. Moreover, no less than 75% of the participants endorsed the attainment of each of the 11 competencies evaluated.

Santriprenuership: A Strategic Approach to Human Capital Development

Economic development in the era of industry 4.0 has emerged as a crucial societal concern, drawing significant attention from scholars and practitioners. On a theoretical level, the discourse centers around achieving sustainable development through economic self-sufficiency. At a practical level, economic progress should be accessible to all strata of society, including those within Islamic boarding schools. This inclusivity extends to the development of santripreneurship, a rapidly growing concept within the Islamic boarding school community. Santripreneurship refers to a new breed of students who possess expertise in both religious studies and practical knowledge, with a strong inclination toward business and entrepreneurship. This research aims to delve deeper into the development of human capital within Islamic boarding schools through santripreneurship and identify a strategy to cultivate student potential, fostering an entrepreneurial spirit and mindset that aligns with local cultural values, all while enhancing their knowledge and skills in accordance with Islamic boarding school principles. This research is conducted at Nurul Haromain 93 Islamic Boarding School in Tolbuk Village, Bangkalan, Madura. We employed a qualitative descriptive approach, utilizing in-depth interviews, focus group discussion (FGD), questionnaire and direct observation to assess potential and formulate strategies for human capital development through santripreneurship at this institution. Our findings indicate a significant reservoir of untapped resources and human capital development strategy within the Islamic boarding school. We propose various methods to harness this potential, including the identification of pesantren assets and introduction of early entrepreneurship education and training for santri and teachers. Furthermore, the research findings encourage government participation in the development of santripreneurship in new-small scale pesantren that are pioneered independently. Keywords: human capital development, santripreneurship, santripreneur, Islamic boarding schools, economic development

Amplifying youth voices: young people’s recommendations for policy and practice to enhance vaccine acceptability

BackgroundThe COVID-19 pandemic has underscored the need for increased vaccine availability and uptake, with vaccine hesitancy posing a significant barrier, particularly among young adults. Evidence from various countries highlight high levels of hesitancy among young people, necessitating targeted interventions. Engaging young adults as key stakeholders in shaping public health strategies is crucial, as their perspectives can enhance vaccine acceptance. This study aimed to assess the overall acceptability of the COVID-19 vaccine among young people and to explore the factors influencing their willingness or reluctance to be vaccinated now and in the future.MethodsThis study used qualitative data from 165 young adults in Nigeria, South Africa, and Zambia, to explore their suggestions for policies and strategies aimed at enhancing the acceptance of the Covid-19 vaccination among their age group. Data collection involved focus groups and interviews that explored participants’ perceptions and recommendations regarding COVID-19 vaccination acceptability. Thematic analysis was used to analyse the data.ResultsThematic analysis identified several factors influencing vaccine acceptability among young people and suggested recommendations to improve it. The themes included developing targeted communication strategies for accurate vaccine information, offering alternative vaccination methods, promoting vaccine education in schools, and using trusted public figures to share accurate information.ConclusionsPersistent dissatisfaction with vaccine information dissemination underscores the need for more targeted communication strategies among young adults. Recommendations include developing non-injection vaccine options, incorporating vaccine education into school curricula and community programs, and leveraging influential public figures to build credibility. These insights are valuable for designing future programs to enhance vaccine acceptance among adolescents.

Evaluating the Acceptability and Impact of an Online, Lifestyle-Based Mental Well-Being Initiative Targeting School Communities in New York State - Lifting the School Community Project.

To determine the acceptability and impact of an online, lifestyle-based mental well-being initiative in a school-based setting. A post-program evaluation survey was administered after the intervention. Fifty-seven New York State school districts. Participating school districts invited all employees and community members to register for the intervention. A total of 4083 individuals participated, with 1060 (26%) responding to the post-program survey. The 7-week intervention (The Lift Project) incorporated strategies from lifestyle medicine, positive psychology and neuroscience literature. The ten lessons included online, video-based content and related experiential learning exercises. The post-program survey included Likert items that evaluated the participants' perceived program acceptability, mental health enhancement, self-efficacy, and skill acquisition. Inductive thematic qualitative analysis assessed the participants' likes and dislikes concerning the initiative. A high percentage of respondents indicated that the program improved their well-being (85%), enhanced their well-being-related self-efficacy (92%), and provided them with skills for supporting their long-term mental well-being (82%). Respondents liked the evidence-based, engaging content and design elements and the focus on personal well-being, community connection, and practical applicability. Some respondents desired more social connection, disliked certain design elements, lacked time and experienced technical issues. The initiative was acceptable and impactful, indicating that school districts may serve as an effective network for addressing the mental health epidemic.

The Future Healthy Countdown 2030 consensus statement: core policy actions and measures to achieve improvements in the health and wellbeing of children, young people and future generations.

This consensus statement recommends eight high-level trackable policy actions most likely to significantly improve health and wellbeing for children and young people by 2030. These policy actions include an overarching policy action and span seven interconnected domains that need to be adequately resourced for every young person to thrive: Material basics; Valued, loved and safe; Positive sense of identity and culture; Learning and employment pathways; Healthy; Participating; and Environments and sustainable futures. Provide financial support to invest in families with young children and address poverty and material deprivation in the first 2000 days of life. Establish a national investment fund to provide sustained, culturally relevant, maternal and child health and development home visiting services for the first 2000 days of life for all children facing structural disadvantage and/or adversity. Implement a dedicated funding model for Aboriginal and Torres Strait Islander community-controlled early years services across the country to ensure these services are fully resourced to provide quality early learning and integrated services grounded in culture and community. Properly fund public schools, starting by providing full and accountable Schooling Resource Standard funding for all schools, with immediate effect for schools in communities facing structural disadvantage. Establish legislation and regulation to protect children and young people aged under 18 years from the marketing of unhealthy and harmful products. Amend the electoral act to extend the compulsory voting age to 16 years. Legislate an immediate end to all new fossil fuel projects in Australia. Establish a federal Future Generations Commission with legislated powers to protect the interests of future generations. Together, these achievable evidence-based policies would significantly improve children and young people's health and wellbeing by 2030, build a strong foundation for future generations, and provide co-benefits for all generations and society.

The Role of the School’s Committee in Implementing P5 in the Era of Independent Learning

The purpose of this study was to determine the role of the school committee and its contribution in improving the quality of education in the era of independent learning. This study was conducted at SMP Negeri West Jakarta Region 1. Interviews, observations, documentation, and literature reviews were the data collection tools used. This study is qualitative research with a descriptive analysis method. The data collection process was carried out through in-depth interviews and questioner. The technique of data analysis was classifying data based on the category, counting the frequency and percentage. This study found that the school committee, as part of the school element, is responsible for the smooth implementation of school programs in the current era of independent learning, the implementation of the Pancasila Student Profile Strengthening Project (P5), building relationships with the school community, improving facilities and infrastructure, and encouraging improvements in the quality of school resources. Here, the result of the percentage of each the categories they are: an advisory agency (consideration) as much as 25%, a support agency (supporter) as much as 25%. a controlling agency (controller) as much as 23% and a mediator as much as 27%.

자폐 청소년의 지역사회기반 사회성 발달과정에 관한 종단적 사례연구: 13세에서 22세까지

Objectives This study examines cases longitudinally where ‘A’ - autistic adolescent - developed social skills through various interventions from ages 13 to 22 and discusses promoting factors. Methods We collected data through interviews with special education instructor, art therapist, and ‘A’ who participated in the social development intervention of autistic adolescent, and art product and digital talk etc. of ‘A’, and were analyzed base by narrative explanation on Yin's single case study method. To ensure the reliability and validity of the findings, a multi-faceted approach to data collection and analysis was employed. Interviews were conducted with special education teachers and art therapists who were involved in A's social development interventions. Results Factors promoting individual A's social development include: firstly, engagement in one-on-one sessions with a special education instructor as part of integrated educational interventions during middle school, coupled with sandplay therapy to address the aftermath of school violence under the guidance of a professional counselor, alongside supportive interactions with peers and the homeroom teacher. Secondly, active participation in a village education community initiative since high school, involving collaborative engagement with family members, fostering self-expression through performances and exhibitions, and sustained peer interaction. Lastly, utilization of non-verbal expressive tools such as sand play therapy, art therapy, and singing to facilitate self-reflection and communication to others. Conclusions ‘A’ who encountered school violence as a result of autism, has nonetheless progressed in social skills, self-expression, and societal communication through diverse interventions facilitated by both the school and village educational community since middle school. This study posits that community-based intervention is imperative for the social advancement of autistic children, and furthermore, it is poised to serve as a reference case in the establishment of a community-based lifelong education system tailored for adolescent with disabilities.

Key influencers of mass drug administration implementation and scale-up: a social network analysis of soil-transmitted helminth intervention platforms in Benin, India, and Malawi

IntroductionLarge community-based public health programs, like mass drug administration (MDA), require coordination across many stakeholders. We used social network analysis (SNA) to systematically identify the network of stakeholders who influence delivery of school-based and community-wide MDA for soil-transmitted helminths (STH) in Benin, India, and Malawi and determine how network dynamics may impact implementation and scale-up across these delivery platforms.MethodsThis study was embedded within the implementation science research of the DeWorm3 Project, a hybrid clinical trial in Benin, India, & Malawi testing the feasibility of STH transmission interruption via community-wide MDA. Sites developed lists of stakeholders engaged in both MDA programs and indicated stakeholders’ attitudes towards the intervention and influence over intervention delivery. We developed digital sociograms for both MDA networks by site, comparing baseline vs. endline. We descriptively compared changes over time in stakeholder attitudes and influence and key SNA measures, including centrality, centralization, and density.ResultsAcross sites, we identified an expansive network of stakeholders involved in delivery of school-based (N= 139, 63, 58 vs. N=139, 162, 63) and community-wide MDA programs (N=52, 137, 54 vs. N=54, 136, 60) at baseline vs. endline in Benin, India, and Malawi, respectively. At both timepoints, a majority (>70%) of stakeholders held positive attitudes towards both programs. For both programs, stakeholders with the highest degree centrality scores (i.e., the most connected individuals) were those responsible for implementation such as community drug distributors or school teachers, while those with the highest betweenness centrality scores (i.e. those who controlled resource or information flow across networks) were responsible for policy-making & program leadership (e.g., NTD Program Managers). Low density scores indicated networks had poor overall connectedness due to minimal connectivity across administrative levels, while low centralization scores reflected stable networks where no single individual exhibited high control over resource flow.ConclusionDuring stages of innovation, redesign, or scale-up, analyzing the network of policymakers and implementers provides an opportunity to optimize effectiveness and efficiency of public health programs. Study findings provide useful insight for NTD policymakers and implementers in STH-endemic countries aiming to successfully interrupt STH transmission by transitioning from school-based to community-wide MDA.

Understanding community resilience during the drinking water contamination event on Oahu, Hawaii, 2021–2022: a mixed mode approach

BackgroundA petroleum leak into the Joint Base Pearl Harbor-Hickam water system on Oahu, Hawaii in November 2021 contaminated the drinking water of approximately 93,000 users, causing many to relocate for months. Perceptions of health and wellbeing were captured using the Centers for Disease Control/Agency for Toxic Substances and Disease Registry (CDC/ATSDR) Assessment of Chemical Exposures (ACE) cross-sectional survey in collaboration with the Hawaii Department of Health (HDOH).MethodsResponses from the ACE online survey of community members, businesses, schools, health care and veterinary care organizations during the contamination event, containing quantitative questions and qualitative information from an open text field, were analyzed. Separately, a qualitative key informant questionnaire was administered to community establishments. Thematic content analysis was used to analyze and identify prominent themes from the ACE open text field and the key informant responses that were triangulated by the quantitative data when the themes aligned.ResultsSix major themes of disruption, communication, trust, stress, support, and ongoing needs were identified. Burdensome logistics from obtaining alternate water, negative financial impacts from relocation or losing business, distrust of information, perceived lack of support from response entities and uncertainty of long-term health impact caused significant disruption, stress and mental health. Individuals reported needing water, shelter, and mental health care while establishments wanted financial reimbursement and a resolution.ConclusionsThe findings show that environmental disasters have significant disruptive and mental health impacts from stress. Identified themes can inform and improve emergency response and communication strategies and increase trust with community members during and after large chemical exposure events.

DBT Skills Training Groups for School Personnel Working in High-Need Schools

The COVID-19 pandemic presented unprecedented challenges for school communities with long term impacts still unknown. School personnel working in high need, low wealth schools are uniquely at risk for pandemic-related stress given extensive changes to their work life and concerns regarding student trauma exposure. We delivered DBT skills training to 39 school personnel (89% female, mean years of experience was 18.49 [SD = 7.88]). Close to 20% of the sample reported moderate-to-severe anxiety, depression, and stress and substantial impact of COVID-19 on loved ones. Multilevel regressions indicated significant decreases in stress between the 1st-2nd sessions attended (p = .004), and the 3rd-6th sessions attended (p = .04). Sessions 7-8 were not associated with significant decreases in stress (p = .51). Study limitations, implications, and conclusions are discussed.

Strengthening the Profile of Pancasila Students through the Differentiated Mulia Method

Characteristics of community and the school environment are starting point for determining vision, mission, and goals. Facing these problems and the results of the diagnostic assessment that has been carried out on all school residents, this program considers differentiation that is adjusted to talents, interests, and abilities as well as the personalities of all school residents. This study aims to achieve school’s vision and mission so that can strengthen the Pancasila Student Profile. The method applied is Mulia Differentiated Method as an abbreviation of Mulia, Superior, Literate, Inspirational, and Adaptive. Differentiation because this program is adjusted to diagnostic assessment carried out at the beginning of the school year which is carried out on all school residents, so that this program is adjusted to talents, interests, abilities, and personalities. The results state that the Mulia strategy that we implemented brought benefits to the school, students, guardians, parents, the committee and the community around the school. The benefits for the school community are the creation of a religious and family atmosphere, the beauty of the school environment becomes a comfortable and safe place.