School Social Environment Research Articles

Relationships between social climate and indoor environmental quality and frequently reported health symptoms among teachers and staff in a suburban school district

Public school teachers represent one of the largest occupational groups in the United States and are vulnerable to job stress and burnout. School social and physical environments may be adversely impacting the health of teachers and other staff, though few studies have explored these relationships. We partnered with a suburban school district in Colorado to assess the association between school environmental quality, social climate, and staff member health. We modeled the number of self-reported frequent health symptoms (experienced at least once a week) using generalized linear models. School-level predictors of interest included: overall social climate scores (unitless), building operations report card (ORC) scores (unitless), and indoor air quality (IAQ) scores (unitless). In total, we had data from 134 staff members from 11 schools in the district. A majority (62%) of our participants were teachers, who reported a greater number of frequent (i.e., at least once a week) health symptoms (mean = 3.2 symptoms experienced at least once per week) compared to staff in other roles (mean = 2.3 symptoms per week). We found that a one standard-deviation (10.5) increase in the overall social climate score was associated with a 0.77-fold (95% CI: 0.60–0.99) change in the number of frequent health symptoms reported. However, this association was attenuated among teachers compared to other staff members. Our results suggested effect modification by social climate on the relationship between IAQ and health, albeit with some uncertainty. For participants with a school climate score below the mean, a one standard-deviation (10.5) increase in IAQ score was associated with a 0.49-fold (95% CI: 0.35–0.70) change in the number of frequently reported symptoms. Overall, our study suggests school climate may be associated with self-reported health symptoms, but that the benefits of improved school climates may not be as strong for teachers compared to other staff. Future work should assess perceived climate at the individual level to assess how staff roles impact how school environments are associated with health outcomes.

Motivation and implementation of Islamic concept in madrasah ibtidaiyah school: Urban and rural

<span>This study aimed to see how students' motivation and understanding of the concept of Islamic religion in students in rural and urban areas. This research uses mixed-method research. Qualitative data will be supporting data for quantitative data. The sample of this study consisted of 87 students and eight teachers in urban and 99 students and eight teacher rural Islamic elementary school students with random sampling technique. Instrument in the study used a questionnaire for motivation with a Likert scale of 4 and a test for understanding the concept of Islam. In this study, there are two types of data analysis used, namely quantitative analysis using descriptive statistics (mean, standard deviation, and category), and inferential statistics (independent sample t-test) using the SPSS 21 application, for qualitative using reducing analysis, analyzing, and interpreting findings from Miles and Huberman. The findings of this study illustrated that motivation was good (M=2.88, SD=0.78) and understanding of student concepts (M=81, SD=0.77) was good too, but in rural areas are better than in urban areas. This finding has implications that the challenges of Islamic religion in urban areas are greater for students. The novelty in this study is the implicit finding of this study that external factors (school social environment, community social environment, family environment) have a major influence on motivation and understanding of Islamic religious concepts.</span>

The Role of School Environment in Brain Structure, Connectivity, and Mental Health in Children: A Multimodal Investigation

BackgroundMuch work has been dedicated to understanding the effects of adverse home environments on brain development. While the school social and learning environment plays a role in child development, little work has been done to investigate the impact of the school environment on the developing brain. The goal of the present study was to examine associations between the school environment, brain structure and connectivity, and mental health. MethodsIn this preregistered study we investigated these questions in a large sample of adolescents (9–10 years of age) from the Adolescent Brain Cognitive Development (ABCD) Study. We examined the association between school environment and gray matter (n = 10,435) and white matter (n = 10,770) structure and functional connectivity (n = 9528). We then investigated multivariate relationships between school-associated brain measures and mental health. ResultsSchool environment was associated with connectivity of the auditory and retrosplenial temporal network as well as of higher-order cognitive networks like the cingulo-opercular, default mode, ventral attention, and frontoparietal networks. Multivariate analyses revealed that connectivity of the cingulo-opercular and default mode networks was also associated with mental health. ConclusionsFindings shed light on the neural mechanisms through which favorable school environments may contribute to positive mental health outcomes in children. Our findings have implications for interventions targeted at promoting positive youth functioning through improving school environments.

Çeviri Çocuk Edebiyatı Eserlerinde Yer Alan İletişim Çatışmaları Örnekleri

Communication is an interactive process that expresses the transfer of feelings and thoughts to the person or persons addressed. The main purpose of communication is to ensure that communication progresses more effectively by minimizing barriers so that sharing between individuals and society can become more efficient. One of the points that hinder effective communication is communication conflicts. It is possible to examine communication conflicts in three groups as intrapersonal, interpersonal and social conflicts. Communication skills are shaped by the examples that the individual receives from environment since infancy. For this reason, it can be said that family, school and other social environments affect communication skills. It seems possible for individuals to benefit from literary works as well as the mentioned social environments for effective communication. It can also be said that communication skills can be improved thanks to the messages and skills implicitly given in the works of high literary quality, which are brought together with the individual especially from childhood. Qualified children's literature works develop the individual holistically; provides various communication environments to the child by embodying them. It seems possible to come across examples of effective communication and communication barriers in these works. In this study, which was prepared considering the relationship between communication skills and children's literature, it was aimed to determine the communication conflicts in the translated children's literature. For this purpose, the source tools of the study were determined by random sampling method; The descriptive analysis method was used in the study in which document analysis was carried out in accordance with the qualitative research approach. “Küçük Cadı Yeşil” by Marie Desplechin, “Bunun Adı Findel” by Andrew Clements, “Hayvanlar Toplantısı” by Erich Kastner and “İçimdeki Büyükanne” by Maria Machado were examined as resource tools of the study. In the classification of communication conflicts, the work “İletişim Çatışmaları ve Empati” by Üstün Dökmen, who translated the work of Harary and Batell into Turkish, was used. The work is in the process of completion.

Refugees in the Educational System: Views of Turk and Refugee Students

One of the most important topics in the field of education is refugee education as a result of the rapid increase in refugee numbers in recent periods in Turkey. The aim of this research is to investigate opinions of refugees and Turkish students about education given to refugees in Turkey. The basic assumption of the study is that the characteristics and experiences of refugee students should be known and their peers' attitudes and behaviors towards refugees should be examined in order to ensure their active participation in academic processes and to be accepted in the school social environment. The participants of this study, in which the phenomenology design, which is one of the qualitative research methods, was used, consists of a total of 60 students, 50 of whom are Turkish and 10 are refugees, who receive education in a state secondary school affiliated to the Ministry of National Education in the Altınordu district of Ordu province in the 2017-2018 academic year. Research data was obtained from refugee students in focus group interviews, while data were collected from a semi-structured interview during lesson time from other students. The obtained data were transferred to the MAXQDA 2020 qualitative analysis program, coded and analyzed. As a result of the research, refugee students stated that they were not accepted by their peers, which numerical and Arabic lessons rather than social studies lessons contributed to their adaptation to social life, that their teachers had a good approach to them, and that they saw Turkish language skills inadequacies as the basis of their problems. Turkish students, on the other hand, stated that they generally have negative thoughts about refugees, that teachers have a good approach towards their refugee friends, that the Social Studies course does not contribute to the integration of refugees into society, and that the problems related to school and society are caused by refugee students. For the social acceptance and academic success of refugees, it is recommended to conduct training on cultural adaptation, especially language education.

PENGARUH KEHARMONISAN KELUARGA DAN LINGKUNGAN SOSIAL SEKOLAH TERHADAP VANDALISME REMAJA SMP NEGERI 14 PONTIANAK

Abstract This study aims to determine the interaction of family and social environment on the vandalism behavior of eighth grade students of SMP Negeri 14 Pontianak. This research method is quantitative with a research sample of 110 VIII students using purposive sampling. Data was taken using a questionnaire. The results showed that vandalism was low at 60.8%, family harmony was 44.7% and the school environment was categorized as very high at 34.4%. The results of the test show Fcount (31,328) > Ftable (3.08) and a significance of 0.00 < 0.05, meaning that family harmony and social environment have a significant effect on vandalism behavior. tcount of the decent family harmony variable -4.486 > ttable 1.982 with a significance of 0.00 <0.05, which means that there is a significant negative effect. tcount of the appropriate school social environment variable -2.547 > ttable 1.982 with a significance of 0.01 <0.05, which means that there is a significant negative effect. Regression equation Y'= 68.074+ (- 0.418) + (-0.313) + e. The determinant value of Adjusted R2 = 0.358, which means that the influence of family interaction and social environment on vandalism behavior is low, namely 35.8%. Keywords: Harmonious Family, School Social Environment, Vandalism.

PENGARUH MEDIA SOSIAL DAN LINGKUNGAN SOSIAL SEKOLAH TERHADAP PERILAKU RELIGIUS SISWA

This study aims to determine and test empirical data related to the influence of media and school social environment on students' religious behavior separately or simultaneously. In this study, the authors used a survey method with a correlational and regressive approach to quantitative data obtained from the research object, namely the students of class XI at Madrasah Aliyah Negeri 17 Jakarta. The sample of this study were one hundred eight respondents from a total of one hundred forty-four population of class XI students of Madrasah Aliyah Negeri 17 Jakarta in the odd semester of the 2020/2021 school year. The data was collected using a questionnaire / questionnaire technique, observation, and documentation. The type of analysis used is correlation and regression analysis which is described descriptively. The results of the research are: First, there is a positive and significant influence of social media on students' religious behavior with a correlation coefficient (r) of 0.425 and a coefficient of determination (R2) of 18.1%. The direction of influence is shown by the regression equation Ŷ = 88.429 + 0.228 X1, it can be read that every 1 point increase in social media (X1) will be followed by an increase in students' religious behavior (Y) of 0.228 points. Second, there is a positive and significant influence of the school social environment on students' religious behavior with a correlation coefficient (r) of 0.358 and a coefficient of determination (R2) of 12.8%. The regression equation Ŷ = 88.429 + 0.156 X2, it can be read that every 1 point increase in the school social environment (X2) will be followed by an increase in students' religious behavior (Y) of 0.156 points. Third, there is a positive and significant influence on social media and the school social environment simultaneously on students' religious behavior. The correlation coefficient is 0.483 while the coefficient of determination is 23.3%. The regression equation Ŷ = 88.429 + 0.28 X1 + 0.156 X2. From this equation it can be read that every 1 point increase in social media (X1) and the school social environment (X2) together will be followed by an increase in students' religious behavior (Y) of 0.384 points.

The school policy, social, and physical environment and change in adolescent physical activity: An exploratory analysis using the LASSO.

PurposeWe examined the association between the school policy, social and physical environment and change in adolescent physical activity (PA) and explored how sex and socioeconomic status modified potential associations.MethodsData from the GoActive study were used for these analyses. Participants were adolescents (n = 1765, mean age±SD 13.2±0.4y) from the East of England, UK. Change in longitudinal accelerometer assessed moderate-to-vigorous physical activity (MVPA) was the outcome. School policy, social and physical environment features (n = 267) were exposures. The least absolute shrinkage and selection operator variable selection method (LASSO) was used to determine exposures most relevant to the outcome. Exposures selected by the LASSO were added to a multiple linear regression model with estimates of change in min/day of MVPA per 1-unit change in each exposure reported. Post-hoc analyses, exploring associations between change in variables selected by the LASSO and change in MVPA, were undertaken to further explain findings.FindingsNo school policy or physical environment features were selected by the LASSO as predictors of change in MVPA. The LASSO selected two school social environment variables (participants asking a friend to do physical activity; friend asking a participant to do physical activity) as potential predictors of change in MVPA but no significant associations were found in subsequent linear regression models for all participants (β [95%CI] -1.01 [-2.73;0.71] and 0.65 [-2.17;0.87] min/day respectively). In the post-hoc analyses, for every unit increase in change in participants asking a friend to do PA and change in a friend asking participants to do PA, an increase in MVPA of 2.78 (1.55;4.02) and 1.80 (0.48;3.11) min/day was predicted respectively.ConclusionsThe school social environment is associated with PA during adolescence. Further exploration of how friendships during adolescence may be leveraged to support effective PA promotion in schools is warranted.

مؤشرات جودة الحياة لدى الدارسات الکبيرات وعلاقته بدافع التعلم بمراکز تعليم الکبيرات بمدينة الرياض The relation between Quality of life Indicators among female Adult Learners in Riyadh adult Centers

يهدف هذه البحث إلى التعرف على مؤشرات جودة الحياة: (الصحية-البيئة التعليمية- البيئة الاجتماعية المدرسية- الانفعالية في المدرسة) لدى الدارسات الکبيرات بمراکز تعليم الکبيرات بمدينة الرياض، کما يهدف إلى التعرف على ما علاقة جودة الحياة (الصحية-البيئة التعليمية- البيئة الاجتماعية المدرسية- الانفعالية في المدرسة) لدى الدارسات الکبيرات بدافع التعلم بمراکز تعليم الکبيرات بمدينة الرياض، وتکونت عينة البحث من (350) دراسة کبيرة في مراکز تعليم الکبيرات في شرق وجنوب مدينة الرياض، وکان من أبرز نتائج الدراسة: أن درجة جودة الحياة لدى الدارسات الکبيرات بمدينة الرياض على مستوى الأداة الکلية هي بدرجة (مرتفعة) وبمتوسط حسابي (136.38)، وبالنظر إلى المجالات الفرعية يلاحظ أن المجال الثاني (جودة الحياة للبيئة التعليمة) في الترتيب الأول من حيث درجة جودة الحياة وبمتوسط حسابي (36.14) بدرجة (مرتفعة)، کما أوضحت النتائج وجود ارتباط موجب قوي ودال بين أبعاد جودة الحياة لدى الدارسات بمراکز تعليم الکبيرات (جودة الحياة الصحية-جودة الحياة التعليمية-جودة الحياة الاجتماعية المدرسية-جودة الحياة الانفعالية بالمدرسة) ولدرجة الکلية للأداة مع اختبار الدافعية للتعلم، حيث کانت قيم ر جميعا دالة عند مستوى(0.01). The aim of the study is to identify the quality of life indicators (health factor - educational environment factor - school social environment factor - emotional factor) among adult learners in adult centers in Riyadh. It, also, aims to identify what is the relationship of quality of life (health factor - educational environment factor - school social environment factor - emotional factor) and motivation to learn. The sample was of (350) female adult learners in adult centers east and west of Riyadh . The results showed that: indicators of quality of life, generally was high. The mean was (136.38). The quality of educational environment scored the highest mean (36.14) from the other factors. These high indicators means that females adult learners. Finally, all of the four indicators had a positive relation with motivations of learnings.

School and Teacher Factors That Promote Adolescents' Bystander Responses to Social Exclusion.

Schools may be one important context where adolescents learn and shape the behaviors necessary for promoting global inclusivity in adulthood. Given the importance of bystanders in halting bullying and peer aggression, the focus of this study is on both moral judgments regarding one type of bullying, social exclusion, and factors that are associated with bystander intervention. The study includes 896 adolescents, who were 6th (N = 450, Mage = 11.73), and 9th (N = 446, Mage = 14.82) graders, approximately evenly divided by gender. Participants were primarily European–American (63.3%). Results revealed that girls and participants who perceived better relationships between students and teachers were more likely to judge exclusion to be wrong. Further, ethnic minority participants, those who were more anxious about being rejected by their teachers and reported more teacher discrimination were less likely to judge exclusion as wrong. Participants who reported more positive student–teacher relationships, perceptions of a more positive school social environment and more prior experiences of teacher discrimination were more likely to report that they would seek help for the victim. On the other hand, participants who reported being more angry about teacher rejection, experiencing either peer or teacher discrimination, and perceiving they are excluded from opportunities at school were less likely to intervene to come to the aid of a peer who is being excluded. The results document the complex interplay of school and teacher factors in shaping adolescents’ bystander responses to social exclusion. Our findings suggest that positive school climate can promote intentions to intervene. However, findings indicate that adolescents who are marginalized in their school environments, and who report experiences of rejection, exclusion or discrimination are not willing or likely to intervene to prevent others from experiencing exclusion.

Online Game, Addiction and Learning Achievement of Senior High School Students in Jakarta

Online game problems being a global concern because of the risk of having a negative impact in school-age children. Game online addiction is the excessive use of computers or video games due to urges that cause social or emotional problems. This research aims to identify the relationship between online game problems and learning achievement in senior high school students in Jakarta. This research is a quantitative study with a Cross-Sectional approach. The sampling method uses a technique of purposive sampling. The number of respondents in this study was 95 senior high school students at x public school, Central of Jakarta. The result of the bivariate analysis showed that there was no significant relationship between online gaming problems and learning achievement of a high school students in Jakarta (p-value = 0.242). The implication of this research shows that online gaming problems are not the only factor that can affect the learning achievement of high school children. The other factors that are likely to influence children's learning achievement include self-motivation, family social support, and the school social environment. Recommendation for parents to supervise their children in using gadgets and the school can strengthen the rules for using gadgets in schools.

Internalization of School Culture to Foster Awareness of Pancasila Values in Elementary School Students

School culture is an integral part of the school that can affect the quality of behavior and can change students' cognitive patterns. The values of Pancasila as the ideology of the nation can be incorporated into school culture as a special feature of education in Indonesia. The importance of internalizing school culture as a process of habituation in growing student awareness must have the support of all school members. The purpose of this study is to foster student's awareness of the values of Pancasila as a view of the life of the Indonesian nation through the internalization of school culture. The research method used is descriptive qualitative. Data collection used in this study was field observations, interviews, and document analysis. Analysis of the data used is the display of data, data reduction, data presentation, and concluding. The results showed that the internalization of school culture to foster awareness of Pancasila values can be done through structuring the maintained and maintained physical environment of the school, structuring the school's social environment with social activities, structuring school personnel with the creation of security, order, and comfort of school residents, classroom management by applying the values of Pancasila in each learning process, the leadership of the principal by synergizing all components of the school, building a solid work spirit, improving school quality. The contribution of this research is that fostering awareness of the values of Pancasila must be done by all schools by optimizing the culture of the school they have.

Effectiveness of school-based nutrition interventions in sub-Saharan Africa: a systematic review.

To evaluate the effect of school-based nutrition interventions (SBNI) involving schoolchildren and adolescents in sub-Saharan Africa (SSA) on child nutrition status and nutrition-related knowledge, attitudes and behaviour. A systematic review on published school nutrition intervention studies of randomised controlled trials, controlled clinical trials, controlled before-and-after studies or quasi-experimental designs with control. Nine electronic bibliographic databases were searched. To be included, interventions had to involve changes to the school's physical and social environments, to the school's nutrition policies, to teaching curriculum to incorporate nutrition education and/or to partnership with parents/community. Schools in SSA. School-aged children and adolescents, aged 5-19 years. Fourteen studies met our inclusion criteria. While there are few existing studies of SBNI in SSA, the evidence shows that food supplementation/fortification is very effective in reducing micronutrient deficiencies and can improve nutrition status. Secondly, school nutrition education can improve nutrition knowledge, but this may not necessarily translate into healthy nutrition behaviour, indicating that nutrition knowledge may have little impact without a facilitating environment. Results regarding anthropometry were inconclusive; however, there is evidence for the effectiveness of SBNI in improving cognitive abilities. There is enough evidence to warrant further trials of SBNI in SSA. Future research should consider investigating the impact of SBNI on anthropometry and nutrition behaviour, focusing on the role of programme intensity and/or duration. To address the high incidence of micronutrient deficiencies in low- and middle-income countries, food supplementation strategies currently available to schoolchildren should be expanded.

The impact of cyberbullying on schoolchildren's dental anxiety in Brazil: A cross-sectional multi-level study.

This cross-sectional study assessed the correlation between individual and school-related social environment variables with dental anxiety in Brazilian schoolchildren aged 8-12years. A sample of children from 20 private and public schools (n=1211) from Pelotas, Brazil, were selected. Socioeconomic data were collected from parents, and data regarding children characteristics were collected using a questionnaire. Dental anxiety (the outcome) was assessed by the following question: 'Are you afraid of going to the dentist?' Dental examinations were performed to assess caries experience (DMFT≥1). The social school environment was assessed by a questionnaire administered to schools' coordinators and considered: type of school, verbal violence between students, presence of gangs at school and cyberbullying episodes. Multilevel Poisson regression was used to investigate the association between school social environment and dental anxiety. The prevalence of dental anxiety was 9.1% (95%CI 7.5-10.8). For the individual variables, anxiety was more prevalent in girls [1.85 (1.21-2.81)], in children with less-educated mothers [1.50 (1.00-2.27)] and in children who never attended to the dentist [2.48 (1.65-3.72)]. For contextual variables, episodes of cyberbullying in school increased the prevalence of dental anxiety by almost 80% [1.78 (1.14-2.78)]. The school social environment influences dental anxiety. The results suggest that it is important to establish strategies focused on promoting healthier environments and preventing cyberbullying in order to reduce the occurrence of dental anxiety.

The school social environment and oral health-related quality of life in children: a multilevel analysis.

This study aimed to explore the association between schoolchildren's oral health-related quality of life (OHRQoL) and the school-related social environment (contextual factors). A cross-sectional study was performed with 1,211 children, aged 8-12yr, from 20 private and public schools. Sociodemographic information was collected from a questionnaire given to parents, and children were interviewed using the Child Perceptions Questionnaire (CPQ) and examined for oral health conditions. Contextual variables were obtained from school coordinators regarding the social environment. Data analysis was performed through multilevel Poisson regression. A high negative impact on OHRQoL was found for participants who were girls, older, had very severe malocclusion, had dental trauma and caries, and had mothers with less schooling. A negative impact on OHRQoL was also found for children who attended schools in which police security was required (rate ratios [RR]=1.11; 95% CI: 1.01-1.22) and in which violence among students occurred in the last year (RR=1.17; 95% CI: 1.02-1.35). The need for police security was associated with a negative impact on the emotional well-being domain, and violence among students was associated with negative impact on the oral symptoms, functional limitations, and social well-being domains. Children in healthier environments have better OHRQoL.

Efektifitas Strategi Pembelajaran Pendidikan Agama Islam Aspek Psikomotor untuk Anak Tunanetra di Sekolah Luar Biasa (SLB A) PRPCN Kota Palembang

This study draws the conclusion that the PAI learning strategy at SMPLB A PRPCN is to use strategies with lecture, question and answer methods, assignments and direct practice or demonstration. the most effective strategy in learning PAI for blind children in SMPLB A PRPCN is direct practice or demonstration in special ways with the creativity of the teacher that is intended for blind students. and the factors that influence the effectiveness of the PAI learning strategy at SMPLB A PRPCN in Palembang, there are two factors, namely supporting and inhibiting, the supporting factors are the students' interest, motivation and enthusiasm within the students themselves, the presence of positive responses and attention from students and the creation of a harmonious and intimate relationship between teachers and students, as well as teachers and parents of students. While the inhibiting factors are physiological and psychological factors, physical or physiological conditions and psycholosis of visually impaired students in SMPLB A PRPCN Palembang City suffered damage to the students' sense of sight that hindered the learning process of Islamic religious education, school social environment, non-social environment, which includes the lack of facilities and the media, the saturation of blind students in receiving Islamic religious education learning materials.

School Security Measures, School Environment, and Avoidance Behaviors

ABSTRACT Important aspects of the school context include the presence of physical security measures, especially those that focus on the monitoring and control of students such as security guards and security cameras, and social school environment factors, such as adult support and perceived fairness. Using data from the 2015 National Crime Victimization Survey – School Crime Supplement, the current study explored the relationships between school security measures in schools, school social environment factors, and student fear of crime and avoidance behavior. The results indicate that the school security measures and school social environment are associated with students’ fear of crime and avoidance, and they suggest that schools need to reconsider the use of security measures and to focus on fair development and implementation of school rules instead.

Remaking Recess Intervention for Improving Peer Interactions at School for Children With Autism Spectrum Disorder: Multisite Randomized Trial

There is a prevailing need for social skills interventions that staff in public schools can deliver effectively to children with autism spectrum disorder (ASD). The present study leveraged partnerships among three large urban school districts and researchers at academic institutions to design and evaluate a social skills intervention, Remaking Recess (RR). In RR, members of the research team coached school personnel on strategies to increase peer engagement and social networking during unstructured times (i.e., recess or lunch). A three-site, randomized trial enrolled 80 children with ASD in 69 general education classrooms, grades K–5, in 35 public schools across three large urban districts. Children in RR were more included in peer social networks at follow up than children in the wait-list group based on peer sociometric ratings, F(1,118) = 1.97, p = .05. While there was no main effect of the intervention on peer joint engagement, children spent less time in solitude during recess in RR than in the wait-list group, F(1,76) = 4.01, p = .049. School personnel could implement the intervention and found it easy to use in a school setting. These results suggest that a personnel-facilitated intervention holds promise when it comes to changing school social environments and improving social outcomes for children with ASD.

Peran Lingkungan Sekolah Dalam Proses Pembelajaran Pendidikan Agama Hindu Dan Budi Pekerti Di SD Negeri 1 Canggu

<p><em>The school environment has an important role in the learning process of Hinduism and Pekerti in school, this is because when the school environment is not comfortable such as noise, the room is too glare, and there is not enough plants to make the school shady, then students will not concentrate in the process learning. When the school environment is comfortable, students will be happy and even motivated to learn. </em><em>This study aims to determine (1) the role of the school environment in the process of learning Hinduism and Budi Pekerti at Canggu 1 State Elementary School. (2) To find out students' perceptions at SD Negeri 1 Canggu about the role of the school environment in the process of learning Hinduism and character traits. (3) To know the educational values contained in the school environment that play a role in the process of learning Hinduism and character.</em><em></em></p><p><em>The theories used to dissect the problem are: Education Theory, from Titib to dissect the first problem, Perception Theory, from Robbins to dissect the second problem, the Value Theory, from Louis O. Kattsoff (in rahayu) to dissect the third problem. The subjects of this study were Hindu religious education teachers and Hindu students at Canggu 1 Elementary School. Data collection method is by Observation Method, Interview, Literature, and Documentation. The data that has been collected is analyzed by qualitative descriptive analysis method with steps of reduction, data presentation, and conclusion drawing.</em></p><p><em>The results of the study show (1) The role of the school environment in the Hindu and Pekerti learning process is to provide a means of learning through the physical environment of the school, and as a mental form of students through the school's social environment as well as students' self-development through the school's academic environment. (2) Students' perceptions at SD Negeri 1 Canggu about the role of the school environment in the process of learning Hinduism and character are students realize that the school environment is very instrumental in the learning process because schools provide facilities and infrastructure, methods that support the learning process, the existence of trees - trees that are shady and not noisy which makes students focus on learning. (3) Educational Values contained in the School Environment that play a role in the Learning Process of Hinduism and Characteristic are the Value of Praise, Sradha Value and Cultural Value.</em></p>

Promoting school climate and health outcomes with the SEHER multi-component secondary school intervention in Bihar, India: a cluster-randomised controlled trial

School environments affect health and academic outcomes. With increasing secondary school retention in low-income and middle-income countries, promoting quality school social environments could offer a scalable opportunity to improve adolescent health and wellbeing. We did a cluster-randomised trial to assess the effectiveness of a multi-component whole-school health promotion intervention (SEHER) with integrated economic and process evaluations in grade 9 students (aged 13-14 years) at government-run secondary schools in the Nalanda district of Bihar state, India. Schools were randomly assigned (1:1:1) to three groups: the SEHER intervention delivered by a lay counsellor (the SEHER Mitra [SM] group), the SEHER intervention delivered by a teacher (teacher as SEHER Mitra [TSM] group), and a control group in which only the standard government-run classroom-based life-skills Adolescence Education Program was implemented. The primary outcome was school climate measured with the Beyond Blue School Climate Questionnaire (BBSCQ). Students were assessed at the start of the academic year (June, 2015) and again 8 months later at the end of the academic year (March, 2016) via self-completed questionnaires. This study is registered with ClinicalTrials.gov, number NCT02484014. Of the 112 eligible schools in the Nalanda district, 75 were randomly selected to participate in the trial. We randomly assigned 25 schools to each of the three groups. One school subsequently dropped out of the TSM group, leaving 24 schools in this group. The baseline survey included a total of 13 035 participants, and the endpoint survey included 14 414 participants. Participants in the SM-delivered intervention schools had substantially higher school climate scores at endpoint survey than those in the control group (BBSCQ baseline-adjusted mean difference [aMD] 7·57 [95% CI 6·11-9·03]; effect size 1·88 [95% CI 1·44-2·32], p<0·0001) and the TSM-delivered intervention (aMD 7·57 [95% CI 6·06-9·08]; effect size 1·88 [95% CI 1·43-2·34], p<0·0001). There was no effect of the TSM-delivered intervention compared with control (aMD -0·009 [95% CI -1·53 to 1·51], effect size 0·00 [95% CI -0·45 to 0·44], p=0·99). Compared with the control group, participants in the SM-delivered intervention schools had moderate to large improvements in the secondary outcomes of depression (aMD -1·23 [95% CI -1·89 to -0·57]), bullying (aMD -0·91 [95% CI -1·15 to -0·66]), violence victimisation (odds ratio [OR] 0·62 [95% CI 0·46-0·84]), violence perpetration (OR 0·68 [95% CI 0·48-0·96]), attitude towards gender equity (aMD 0·41 [95% CI 0·21-0·61]), and knowledge of reproductive and sexual health (aMD 0·29 [95% CI 0·06-0·53]). Similar results for these secondary outcomes were noted for the comparison between SM-delivered intervention schools and TSM-delivered intervention schools (depression: aMD -1·23 [95% CI -1·91 to -0·55]; bullying: aMD -0·83 [95% CI -1·08 to -0·57]; violence victimisation: OR 0·49 [95% CI 0·35-0·67]; violence perpetration: OR 0·49 [95% CI 0·34-0·71]; attitude towards gender equity: aMD 0·23 [95% CI 0·02-0·44]; and knowledge of reproductive and sexual health: aMD 0·22 [95% CI -0·02 to 0·47]). However, no effects on these secondary outcomes were observed for the TSM-delivered intervention schools compared with the control group (depression: aMD -0·03 [95% CI -0·70 to 0·65]; bullying: aMD -0·08 [95% CI -0·34 to 0·18]; violence victimisation: OR 1·27 [95% CI 0·93-1·73]; violence perpetration: OR 1·37 [95% CI 0·95-1·95]; attitude towards gender equity: aMD 0·17 [95% CI -0·09 to 0·38]; and knowledge of reproductive and sexual health: aMD 0·06 [95% CI -0·18 to 0·32]). The multi-component whole-school SEHER health promotion intervention had substantial beneficial effects on school climate and health-related outcomes when delivered by lay counsellors, but no effects when delivered by teachers. Future research should focus on the evaluation of the scaling up of the SEHER intervention in diverse contexts and delivery agents. John D. and Catherine T. MacArthur Foundation, USA and the United Nations Population Fund India Office.