Schools In Nebraska Research Articles

Mental Health Stigma of K-12 Principals

Research shows that mental health of children is becoming a major consideration in schools across the country. The purpose of this study is to identify principals who are supportive of those with mental illness and advocate for greater access to services. Responses from 139 principals of Nebraska schools addressed mental health stigma of principals based on various factors. Results yielded that gender and school level are important influences on mental health stigma.

Prevalence and Impact of Pharmacy Students as Patient Care Extenders in Medically Underserved Community Pharmacies

Objective: The objective of this study is to evaluate the prevalence and describe the patient care impact of student pharmacists completing community pharmacy rotations in medically underserved areas (MUAs) in Nebraska. Methods: A list of pharmacy student advanced pharmacy practice experience placements over a 3-year period were obtained from 2 pharmacy schools in Nebraska and then mapped in relation to MUAs in the state. A mixed-methods approach was used to compare and relate findings of a student-logged patient care activity database and semistructured interviews with pharmacy preceptors of participating students. Results: Pharmacy students were placed in 21 (13%) of 159 identified pharmacies located in MUAs. Pharmacy preceptors felt students improved the quality of patient care provided as a result of more uninterrupted time with the patient. Preceptors also indicated that student presence assists both the student and the practicing pharmacist engage in more patient care services. Conclusion: There exists a significant opportunity to utilize advanced pharmacy practice students to extend patient care services and address health-care needs in underserved communities, but student placement in MUAs should be optimized.

The downfall: listening to non-urban communities and their language ideologies

ABSTRACTIncreased mobility due to globalization and other geopolitical shifts has changed school demographics worldwide. In the Midwest, much of this new immigrant population is Spanish-speaking and in need of language support. Consequently, schools play an important role in responding to the New Latino Diaspora. In this paper, we describe how unconscious language ideologies inhibited social change that could improve conditions for new student populations in two non-urban high schools in Nebraska (Stockbridge and Springvale, pseudonyms). This critical discourse analysis draws on ethnographic data from a larger study, including participant observations and semi-structured interviews. Findings reveal language ideologies that use language to mask issues of race/ethnicity that represent a positive “us” and negative “them.” We conclude by suggesting ways in which schools can take responsibility for developing the linguistic and cultural practices and ways of knowing unique to new student populations, rather than using language as an excuse for continued inequity.

Changes in Self-reported Healthy Eating Behavior Frequency and Nutrition Knowledge Among Youth Participating in the WeCook Program (FS16-08-19)

ObjectivesAssess changes in healthy eating behaviors and nutrition knowledge in youth after participating in the WeCook program. Methods107 4th-5th grade students from two Title I elementary schools in Nebraska participated in a 12-week afterschool program focused on nutrition, cooking, and physical activity (WeCook). Students completed surveys and a nutrition knowledge assessment based on the MyPlate guidelines at the beginning (T1) and end (T2) of the program. Surveys included 4 questions regarding self-reported frequency of healthy eating behaviors (EB) on a 0–3 scale. For the MyPlate (MP) assessment, youth were asked to build a healthy plate using a blank MyPlate template and food models. Plates were scored using a system based on the 5 food groups on a healthy plate per the MyPlate guidelines (fruit, vegetable, protein, grain, dairy); 1 point was given for each of the correct food groups (maximum score = 5). Friedman tests were used to assess changes from T1 to T2 for the each of the EB questions, each of the categories for MP, and the total scores for EB and MP. ResultsThere was no change from T1 to T2 for the EB total score (χ2(df=1) = 2.722, P = 0.099). There was an increase in the frequency of choosing healthy snacks (χ2(df=1) = 9.00, P = 0.003), but no other individual EB questions (P ≥ 0.639). There was an increase in the MP total score from T1 (x̄ = 3.92) to T2 (x̄ = 4.34, χ2(df=1) = 2.72, P = 0.099), and an increase in the proportion of youth who scored points for fruits (T1: x̄ = 0.92, T2: x̄ = 1.00, χ2(df=1) = 8.00, P = 0.005) and grains (T1: x̄ = 0.51, T2: x̄ = 0.73, χ2(df=1) = 11.52, P = 0.001), but not vegetables, protein, or dairy (P ≥ 0.24). ConclusionsAfter participating in the WeCook program youth reported increased frequency of choosing healthy snacks, but there were no significant increases in reported frequency of eating fruit, vegetables, or breakfast. Youth were more likely to correctly include fruits and grains on the MyPlate assessment after the intervention. There was no change in the likelihood of youth including vegetables, protein, or dairy on the MyPlate assessment, possibly because ≥74% of youth scored points in these categories at T1, leaving little room for improvement at T2. Funding SourcesThe WeCook program and this research were funded by the Child, Youth, and Families at Risk grant through the National Institute of Food and Agriculture, U.S. Department of Agriculture.

The perception of school food-service professionals on the implementation of the Healthy, Hunger-Free Kids Act of 2010: a mixed-methods study.

To: (i) understand the nutrition attitudes, self-efficacy, knowledge and practices of school food-service personnel (SFP) in Nebraska and (ii) identify potential barriers that schools face in offering healthy school meals that meet the US Department of Agriculture (USDA) nutrition standards. Convergent parallel mixed-methods study. Kindergarten-12th grade schools in Nebraska, USA.ParticipantsSFP (260 survey participants; fifteen focus group participants) working at schools that participate in the USDA National School Lunch Program. Mixed-methods themes identified include: (i) 'Mixed attitudes towards healthy meals', which captured a variety of conflicting positive and negative attitudes depending on the situation; (ii) 'Positive practices to promote healthy meals', which captured offering, serving and promotion practices; (iii) 'Mixed nutrition-related knowledge', which captured the variations in knowledge depending on the nutrition concept; and (iv) 'Complex barriers', which captured challenges with time, support and communication. The study produced relevant findings to address the barriers identified by SFP. Implementing multicomponent interventions and providing training to SFP may help reduce some of the identified barriers of SFP.

P142 - Maximizing Efforts in Building Healthy School Cafeteria Through the Collaboration of Nebraska Community Nutrition Educators

Objective: To increase students' consumption of healthy foods and new offerings through implementing Smarter Lunchroom techniques. Target Audience: Six (n = 6) elementary schools and fourteen (n = 14) junior and/or senior high schools that participate in National School Lunch Program. Of the 20 Nebraska schools, five schools were SNAP-Ed eligible, meaning >50% of their students qualified for free/reduced price school lunch. Theory, Prior Research, Rationale: The Smarter Lunchrooms Movement (SLM) uses easy no-cost and low-cost changes to encourage students to select, eat, and enjoy healthier foods in school without eliminating choice. These interventions promote sustainable changes like moving more nutritious food groups such as fruits and vegetables, naming and displaying vegetables with catchy titles, highlighting the entrée, and implementation of healthy choices lines. Description: Nebraska Extension, including the Nebraska Supplemental Nutrition Assistance Program-Education (SNAP-Ed) collaborated with Nebraska Team Nutrition (NE TN) to provide $1,000 NE TN mini-grants. Extension staff provided trainings and technical assistance to 20 schools to help them create appropriate organizational and environmental changes to improve the health and nutrition of students. Evaluation: Each school SLM team enrolled as a TN school, completed trainings, mini-grant application and final report including pre/post SLM scorecards and photos. Conclusions and Implications: The goal was to implement changes in school cafeterias to promote increased student choices of whole grains, fat-free or low-fat dairy products, fruits, vegetables and legumes. Targeted improvement areas were tied to one or more of the six basic Smarter Lunchroom principles: managing portion sizes, increasing convenience of healthier foods, improving visibility of healthier foods, enhancing taste expectations, utilizing suggestive selling, and setting smart pricing strategies. Smarter lunchroom strategies were well received. In the final report, schools mentioned positive feedback, prioritizing the lunchroom, impact on future efforts/purchases, and pride as important differences. The most popular advice offered to other schools wanting to implement Smarter Lunchrooms strategies is to just try it, with most talking about the ease of using the Smarter Lunchrooms tools. Funding: Nebraska Department of Education-Team Nutrition, Nebraska Department of Health and Human Services.

A day of immersive physiology experiments increases knowledge and excitement towards physiology and scientific careers in Native American students.

Underserved minority groups are disproportionately absent from the pursuit of careers in science, technology, engineering, and mathematics (STEM) fields. One such underserved population, Native Americans, are particularly underrepresented in STEM fields. Although recent advocacy and outreach designed toward increasing minority involvement in health care-related occupations have been mostly successful, little is known about the efficacy of outreach programs in increasing minority enthusiasm toward careers in traditional scientific professions. Furthermore, very little is known about outreach among Native American schools toward increasing involvement in STEM. We collaborated with tribal middle and high schools in South Dakota and Nebraska through a National Institutes of Health Science Education Partnership Award to hold a day-long physiology, activity-based event to increase both understanding of physiology and enthusiasm to scientific careers. We recruited volunteer biomedical scientists and trainees from the University of Nebraska Medical Center, Nebraska Wesleyan University, and University of South Dakota. To evaluate the effectiveness of the day of activities, 224 of the ~275-300 participating students completed both a pre- and postevent evaluation assessment. We observed increases in both students self-perceived knowledge of physiology and enthusiasm toward scientific career opportunities after the day of outreach activities. We conclude that activity-based learning opportunities in underserved populations are effective in increasing both knowledge of science and interest in scientific careers.

Nebraska Team Nutrition Supports Sustaining Healthy Nebraska Schools Through the Coordinated School Health (CSH) Initiative

Nebraska Team Nutrition Supports Sustaining Healthy Nebraska Schools Through the Coordinated School Health (CSH) Initiative

Buzz Agents in a Teen-Driven Social Marketing Campaign

A research team in Nebraska developed a public health campaign for teens focused on obesity prevention, based on social marketing and buzz marketing principles, to test a series of hypotheses postulating that positive attitude toward the campaign among the most engaged members of the target audience, the buzz agents, will lead to positive attitudinal as well as positive self-reported behavioral changes involving fruit and vegetable consumption and physical activity. The team implemented the Whatcha doin? social marketing campaign in a select number of public high schools in Nebraska from 2007 to 2013. Results from 6 years of annual survey data of buzz agents in these schools showed positive associations between attitude toward the campaign and changes in health attitudes and behavior.

Pilot intervention with adolescents to increase knowledge and consumption of folate‐rich foods based on the Health Belief Model

AbstractFolate is important in the prevention of birth defects and in the maintenance of general health. Even after mandatory fortification, many people are still not consuming the recommended dietary allowance (RDA) of 400 mcg folate/day. Consuming a diet rich in naturally high‐folate foods, as opposed to supplementation, may offer additional health benefits and promote an overall healthy diet. The purpose of this pilot study was to test the hypothesis that a learner‐centred educational intervention based on the Health Belief Model (HBM) will successfully increase knowledge and consumption of folate‐rich foods, while increasing positive beliefs about folate and health in adolescents. A two‐group parallel control trial was conducted in two schools in Nebraska. Pre‐ and post‐study questionnaires included a folate‐based food frequency questionnaire, a HBM questionnaire and a folate knowledge test. Participants in the intervention group completed a post‐study evaluation. The intervention consisted of three 30‐min lessons followed by participant creation of podcasts. One podcast was viewed each week for 8 weeks following the lessons. Data were analysed using t‐tests to measure simple effects within the intervention and control groups, and analysis of variance to measure within‐subject effects between the groups. Folate consumption decreased in both the intervention and control groups, but these differences were not significant (P > 0.05). Significant increases (P = 0.000) in folate knowledge occurred in the intervention group. This difference remained significant (P = 0.001) when compared to the control group. Average HBM rankings significantly decreased (P < 0.05) towards ‘strongly agree’ (Likert scale of 1–6) in the intervention group (P < 0.05) for all constructs except cues to action. However, when compared to the control group, these differences were only significant for self‐efficacy and perceived susceptibility. Creating and viewing podcasts may be helpful for the retention of knowledge over time, but did not appear to be an effective cue to action for increased folate‐rich foods in this pilot study.

ŽVILGSNIS Į PSICHIKOS SVEIKATĄ MOKYKLOSE

Background. For many children in the United States, it is most cost e! ective and e cacious if mental health services are provided within the school setting (NASP, 2008). The mental well-being of a child has a large impact on their academic, behavioral and interpersonal development which provides yet another reason for providing mental health services in the schools. Purpose. The purpose of this study was to identify the need for mental health services within Nebraska schools, the extent to which they were being provided, and the level of satisfaction regarding the provision of mental health services reported by school professionals. Methods and Results. Two hundred and forty principals, school psychologists, and school counselors were sent a survey to assess the need, provision and satisfaction of mental health services within Nebraska's schools. Results indicate that the perceived needs, provision and satisfaction for various types of mental health services within Nebraska schools di! er signi# cantly. Respondents indicated a higher percentage of school counselors providing the various types of mental health services. Finally, results indicate no signi# cant di! erence among administrators, school counselors, and school psychologists in the mean ratings of need, provision, and satisfaction of mental health services. Conclusions. School administrators, school psychologists, and school counselors in Nebraska are in agreement with their perceptions of the need, provision and satisfaction of various mental health services within their schools. Signi# cant di! erences exist among the needs, provision and satisfaction between the various types of mental health services being provided within the schools.

SAUGI MOKYKLOS APLINKA HOMOSEKSUALIAM, BISEKSUALIAM, TRANSEKSUALIAM IR DĖL SAVO LYTINĖS ORIENTACIJOS ABEJOJANČIAM JAUNIMUI: AR NEBRASKOS MOKYKLOS UŽTIKRINA SAUGIĄ APLINKĄ?

Background. Schools can play a signi!cant role in preventing the negative eects of harassment and bias while enhancing resiliency of LGBTQ youth. Through establishing strong, supportive, and safe school environments for sexual minority youth, schools can help increase achievement for all students. Purpose. This study is designed to investigate the extent to which schools in Nebraska perceive LGBTQ youth issues as important and to what extent they are addressing the needs of these students. Methods and Results. A survey was sent to 100 Nebraska schools grades 6-12. Participants rated the importance of LGBTQ issues within their school and the extent to which their school is implementing the best practice strategies using a 5-point Likert scale. Results indicate that school personnel rated the importance of each of the nine best practice items signi!cantly higher (p<.05) than the school’s performance on implementing those practices including: speci!c language, policy enforcement, educating sta, inclusive curriculum, resources available, neutral language, safe person, gay-straight alliance, and community resources. Conclusions. School personnel in Nebraska feel that including LGBTQ practices within the school environment is important but schools should be increasing their implementation of these practices. Through establishing a safe, strong, and supporting environment for sexual minority youth, schools can help increase achievement for all students.

Public Education Cost Frontier Models: Theory And An Application

We examine the cost structure of public schools in this paper, using frontier cost models that enable us to estimate sources of inefficiency. A two equation stochastic frontier model is presented that can be used to explain both cost and the sources of inefficiency. Using that model and data for public schools in Nebraska over the period 1989-92, we estimate cost frontiers for the districts. Estimated cost frontier information is then used in estimating school district need for purposes of computing state aid, illustrating an important potential application of such information.

A Rubric for Self-Assessment of Essential Technology Conditions in Schools

ABSTRACT This article describes the development of a Web-based instrument that is part of a strategic planning initiative in technology in K–12 schools in Nebraska. The instrument provides rubrics for self-assessment of essential conditions necessary for integrating and adopting of technology. Essential conditions were defined by an extended panel of educators from across the state. The rubric examines the areas of (a) technology administration and support, (b) technology capacity, (c) educator competencies and professional development, (d) learners and learning, and (e) accountability. Each area is assessed by four to seven items that are rated using explicitly described criteria. The Web-based system allows schools to complete this rubric as part of the needs assessment process and make comparisons on their profile from year to year and relative to a statewide composite profile. Based on data from 2005 and 2006, reliability scores (Cronbach's alpha) for subscales ranged from .68 to .82. Reliability for the entire scale was .92. Examination of data over the first two years of implementation showed significant year-to-year positive mean differences in subscale scores, indicating that the instrument was sensitive to changing conditions. Effect sizes were small but acceptable.

Preparing Nebraska Teachers to See Demographic Change As an Opportunity: Reflections on Immigrant Integration and the Role of Government, Communities and Institutions

Nebraska's Students Are Changing, But Its Teachers Are NotAccording to the Nebraska Department of Education's 2005-06 State of the Schools Report, there were 32,795 Hispanic students enrolled in Nebraska schools, a 459% increase from the 1990-91 tally of 7,147 and more than the entire 1980 Census total count for Hispanics in Nebraska (28,000).1 Five Nebraska districts were majority Hispanic-Schuyler Grade Schools (76%), Lexington (74.7%), Madison (60.8%) Schuyler Central High School (52.1%), and South Sioux City (51.4%),-while several other districts also had large Hispanic enrollments. (See Table 1, next page). Comprising 11.5% of Nebraska's overall 2005-06 enrollment, Hispanics were the second largest racial/ethnic group in Nebraska schools, behind 'White, not Hispanic' (221,252) and ahead of 'Black, not Hispanic' (21,605), 'Asian / Pacific Islanders' (5,193), and 'American Indian / Alaskan Native (4,703).In 2005-06, Hispanics made up the second largest portion of the teacher population, but at 227 out of 23,587 (just ahead of 226 'Black, not Hispanic' teachers) Hispanic teachers constituted less than 1% of Nebraska's teacher workforce, a workforce that was 97.6% 'White, not Hispanic'. In short, the number of Hispanic students in Nebraska is growing quickly, but they (and other student populations) have little access to Hispanic teachers. This is especially true in non-metropolitan districts; 11 of the 12 districts identified in Table 1 (next page) as having significant Hispanic student populations but no Hispanic teachers were non-metropolitan. South Sioux City was the one metropolitan district with no Hispanic teachers.If Nebraska's new Latino student population is trying to learn mainly from non-Latinos, we should ask two intertwined questions: (1) How well are Latino students faring in Nebraska? and (2) How ready are Nebraska teachers for Latino students? Answering the first question is risky using State department collected data, because only 4th, 8th, and 11th grade assessment data are available and only in writing is that assessment data broken out by race and ethnicity. Writing is also the only topic area in which all Nebraska districts use the same assessment. Looking at writing scores, it appears that, like Latino student populations elsewhere in the U.S. (Garcia 2001), Nebraska's Latinos are not faring as well as some other student populations. According to the state report card, 27.50% of Hispanic 4th graders, 21.61% of 8th graders, and 22.61% of 11th graders did not meet standard in writing in 2005-06.ii This compares to the state average of 18.19% of all 4th graders, 13.92% of all 8th graders, and 10.00% of all 11th graders not meeting standard. If one looks only at the non-passing rate among white students, an achievement gap becomes starker; 15.33% of non-Hispanic Whites did not meet standard at the 4th grade level (making a 12.17% White/Hispanic achievement gap), 11.62% of non-Hispanic Whites did not meet standard at the 8th grade level (making a 9.99% White/Hispanic achievement gap), and just 8.26% of non-Hispanic Whites did not meet or exceed standard (making a 14.35% White/ Hispanic achievement gap).There are hazards to noting that Latinos are not faring as well in school as other populations, because such reporting can risk reifying a kind of lower achievement stereotype of Latinos. It is important for us to note that Latinos can fare well at school, or phrased another way, that schools can meet the needs of Latino students as well as any other group (e.g., Callahan and Gandara 2004; Ernst, Statzner, and Trueba 1994; Lucas 1997; Lucas, Henze, and Donato 1990; Mehan et al. 1996; Pugach 1998; Reyes, Scribner, and Scribner, 1999; Romo and Falbo, 1996; Walqui 2000). In other words, because Latino populations should be able to fare as well in Nebraska schools as other populations, the fact that so far they do not, demand inquiry.One starting point for such inquiry is to look at who teaches them and the contexts within which they encounter schooling. …

Administration of Epinephrine for Life-Threatening Allergic Reactions in School Settings

To the Editor.The excellent article by McIntyre et al,1 describing the administration of epinephrine in the Massachusetts school setting, highlights the serious challenge of dealing with life-threatening allergic reactions in school. In Nebraska, we have approached this challenge by working with the Nebraska Board of Education to place both epinephrine and nebulized albuterol in every school building for the treatment of any child with life-threatening anaphylaxis or asthma. Our study reported the outcome in the Omaha public schools, where a protocol was in place to treat any child with life-threatening asthma or anaphylaxis.2 Students in the Omaha public schools, like those reported by McIntyre et al for Massachusetts, often had no medication at school. In fact, in our study, one third of the children treated had neither medications nor an asthma action plan at school. Moreover, none of the 5 children who received epinephrine for a severe allergic reaction had epinephrine or an action plan at school.As with the McIntyre et al study, our work resulted in several important outcomes: increased awareness on the part of parents, teachers, and physicians about the need for an emergency response program; the formation of Attack on Asthma Nebraska (AOAN), which resulted in a state-mandated emergency-response protocol for the administration of life-saving medications in every school; and training for emergency medical personnel in the administration of epinephrine. It is interesting to note that national guidelines were suggested nearly 15 years ago when the National Heart, Lung, and Blood Institute noted that “reliable, prompt access to medications [in schools] is essential.”3 The work of McIntyre et al underscores the national scope of life-threatening reactions in school and the importance of the availability of life-saving medications. Even as progress is being made within individual states, in 2001 a national blueprint for policy action for treating childhood asthma called for several school-based goals including the establishment of an asthma surveillance system in our schools.4 No child should die of asthma or an allergic reaction in our schools. We have begun to significantly protect the children in Nebraska schools, and McIntyre et al have taken a significant step to do the same in Massachusetts. Ultimately, we need to assure that all state schools have the education, training, and on-site medications for handling life-threatening asthma or anaphylaxis at school.

Life-threatening asthma and anaphylaxis in schools: a treatment model for school-based programs

Pediatric asthma is the No. 1 chronic disease in childhood and is responsible for significant morbidity and mortality. In Nebraska, the number of asthma-related deaths is greater than the national average, and in 1998, 2 students died of acute asthma attacks while attending school in the Omaha public schools (OPSs). In response, we designed and implemented a program to respond to this problem. To implement and study a school-based program for the treatment of life-threatening asthma and anaphylaxis in the OPSs. The Emergency Response to Life-Threatening Asthma or Systemic Allergic Reactions (Anaphylaxis) Protocol was designed and evaluated in 78 OPSs from 1998 to 2003. Nurses and school staff were trained in the protocol, which required the use of nebulized albuterol and/or intramuscular epinephrine in conjunction with an emergency response procedure. Outcomes were measured by improvement in acute care in schools and survival of students. In the 5 years of evaluation, 98 students were treated successfully. One student died. Of those treated with the protocol, equal numbers had at school both asthma action plans (AAPs) and metered-dose inhalers (MDIs), MDIs only, or neither AAPs nor MDIs. As a result of the program, there has been an increased awareness from parents, teachers, and physicians about the necessity of an emergency response program. In 2002, an outcome of the OPS program resulted in the formation of Attack on Asthma Nebraska to ensure that Nebraska schools have the education, training, and medications to respond to anyone experiencing a life-threatening asthma or anaphylaxis attack at school. The following year, a revised protocol was approved by the Nebraska State Board of Education for use in all Nebraska schools. Emergency response protocols provide protection for children while in school. This program should serve as a national model for other school-based programs for children and adolescents with asthma and anaphylaxis.

A Comparison of 9th and 10th Grade Boys'and Girls' Bullying Behaviors in Two States

This paper compared the bully behaviors of 250 9th and l0th grade boys and girls in four schools in Texas and Nebraska. Nearly one-third of girls and one-fifth of boys observed bullying often. The most common kind of bullying for both boys and girls was hurtful teasing and name-calling. Boys bullied using more physical violence, while girls reported less; however, both boys and girls indicated they were threatened with harm more than 26% of the time when bullied.

Attendance problems and disciplinary procedures in Nebraska schools.

School principals were surveyed in rural and urban Nebraska schools to compare policies and procedures on school attendance, and to contrast the use of disciplinary procedures for attendance, violence and substance abuse. A survey was sent to a 50 percent random sample of Nebraska schools. Respondent school addresses in metropolitan statistical areas (MSA) areas were categorized as urban, and non-MSA respondents were classified as rural area schools. Of the 680 surveys mailed, 464 (68.2 percent) completed surveys were returned. Overall, 86.2 percent of respondents were from rural schools and 13.8 percent from urban schools. A list of disciplinary problems and procedures was reported for a first-time offense by rural and urban schools. Both an "occasional attendance problem" and a "chronic attendance problem" were most frequently addressed through parent contact in both urban and rural areas. For "fighting with another student," rural schools most commonly reported discipline by teacher, followed by discipline by principal and parent contact. In urban schools, discipline by principal was most common. For "using drugs other than alcohol or tobacco at school" in both areas, disciplinary procedures included parent contact and short-term suspension. A list of disciplinary problems and procedures was also reported for a second-time offense and third-time offense. For "fighting with another student," the most commonly reported procedure was discipline by principal and parent contact for a second-time offense, followed by short-term suspension and long-term suspension for a third-time offense. For "using drugs other than alcohol or tobacco at school," for a second time offense was long-term suspension and semester expulsion for a third-time offense. Principals were also asked in an open-response format, what program or procedures were currently in place to prevent violence in their school. Common responses were "conflict resolution training," followed by "the Boys Town social skills and behaviors model" and "a zero tolerance policy." School principals generally reported similar disciplinary actions for most disciplinary problems. For recurrent offenses and for serious problems, principals generally used tougher disciplinary procedures. Some of the discrepancies in disciplinary actions, however, suggest the need for consistent enforcement and communication of policies for both urban and rural schools.

Principals and Pastors Sharing School Leadership: Perspectives From Nebraska and New South Wales

This paper reports the results of a study of the roles and interactions of principals and pastors in Catholic elementary schools in New South Wales and Nebraska. Findings revealed the importance of clearly defined roles and frequent communications and established a profile of the components of successful principal-pastor working relationships.