Specific Support Services Research Articles

Athletes’ opinion of a dual career in Croatian secondary schools

The purpose of this article is to present the Croatian dual career system (DC) and observe its implementation in secondary schools that provide DC special conditions and support. The participants of this study are 54 student-athletes (31 female and 23 male), who are representatives of three secondary schools that were partners in the project “Sinergy of Sports Culture, Olympic Value and DC for Young Athletes”, supported by the International Olympic Committee (IOC) and the European Olympic Committee (EOC) programs (2019). Despite the mandatory flexibility in education, 55.56% athletes confirmed that they had faced the problem of balancing between school and sports commitments. The majority of athletes (57.41%) trained every day, while 33.33% athletes trained several times a day. This study confirmed that student-athletes got most help and support on DC from family (83.33%) and coaches (9.26%). Monitoring the implementation of DC special conditions and support services designed specifically for athletes could be more successful.

The Added Value of and Resistance to the Istanbul Convention: A Comparative Study in 27 European Member States and Turkey

One of the major achievements in tackling violence against women (VAW) is the adoption of the Council of Europe’s Istanbul Convention on VAW and Domestic Violence. The Istanbul Convention (IC) is a legally binding instrument tackling violence from a gender perspective, with a comprehensive set of measures. Although 21 European Union Member States (MS) and Turkey have ratified the Istanbul Convention and the European Union itself signed it, opposition towards gender equality has also risen. This paper reviews a study tendered by the European Parliament (the EP study), which aimed to understand the implementation of the Convention, its added value and arguments against its ratification. The EP Study grouped the 27 European Union MS and Turkey into those that have and have not ratified and implemented the IC. The EP study was based on four strands of data collection: 1) a literature review focusing on the impact of and arguments against ratification; 2) a legal mapping of the legislation to compare the criminal codes and support services of each country with relevant articles of the Convention; 3) national data collection to identify challenges in the implementation of the Convention and good practices; 4) a stakeholder on-line consultation. The study was conducted in 2020. The EP study found that ratification of the Convention triggered amendments to existing legislation and/or the adoption of new legal measures, but that legislative changes are less extensive in countries that have not ratified the Convention. Most European Union MS have adopted gender-neutral approaches to laws and policies, thus failing to acknowledge the gendered nature of violence against women and domestic violence. Seven of the European Union countries (BG, HR, LT, LV, MT, RO, TU) refer to physical, psychological, economic and sexual violence in their definitions of domestic violence, while nine countries (AT, BE, CZ, DK, EE, FI, FR, IE, LU) do not define domestic violence. Remaining challenges in the implementation of the Istanbul Convention include a lack of sustainable national action plans, and insufficient funding for specialist support services. Resistance to the Convention is evident even in countries that have ratified it, in response to proposed legislation on same-sex marriage, adoption or sexuality education in schools. Non-ratifying countries and countries with high resistance to the Convention often display victim-blaming public attitudes to intimate partner violence, stronger gender stereotypes and a stronger resistance to same-sex marriage/rights. The paper concludes by suggesting recommendations. The cut off date for data collection was 16 September 2020 and therefore legal and policy developments after that date were not included in this paper. This includes Poland and Turkey announcing their withdrawal from the IC in respectively July 2020 and March 2021. However, given the focus of this paper is on understanding the reasons behind resistance against the IC and on the differences between countries that ratified and those that did not, this paper contributes to a better understanding of how progress has been made following the IC, and points to the added value of the IC.

Young Carers in Australia: Understanding Experiences of Caring and Support-Seeking Behaviour

ABSTRACT Although young carers experience several challenges associated with their roles, little is known about the current effects of those challenges on their education, work, and social life. Their support-seeking behaviour is also under-researched. Based on findings from 25 interviews and a focus group discussion, this qualitative study presents insights into the effects of providing informal care on the lives of young carers and their support-seeking behaviour. Participants reported several physical, mental, and social effects of caring that have either positive or negative implications for their lives. Whereas providing care influenced early maturity, self-efficacy, and formation of stronger bonds with care recipients, it also limited participants’ ability to find work, focus on their education, and socialise with peers. Utilisation of formal community-based and professional support services was low among the participants. Stigma associated with the label “carer”; lack of youth-friendly service settings; lack of self-identification of carer status; and a lack of cultural, age, and specific support services for different stages of caring constrained the use of support services among participants. In contrast, positive attitudes of service providers encouraged the use of support services. These findings highlight an urgent need for more professional support for young carers. IMPLICATIONS Failure to provide sufficient professional support to young carers can aggravate the negative consequences associated with their caring roles. Social workers and other professionals can strengthen their collaboration with educators, work supervisors, and other support agencies to address the challenges of providing care at a young age. Given that caring roles often influence early maturity and self-efficacy for young carers, social workers and other professionals can consider using strength-based approaches in addressing challenges associated with providing care, including those related to support-seeking behaviour.

Assessing and Promoting Independence in Young Adults with Autism Spectrum Disorder.

Quality of life, independence, and employment outcomes are poor for young adults with autism spectrum disorder (YA-ASD). This study explored the desires and experiences of YA-ASD as they transition into adulthood. Fifteen YA-ASD, age 18 to 25 years, were recruited from autism spectrum disorder centers, participant registries, and social media advertising. Interested individuals completed a survey and individual interview. Semistructured interview guides included questions about transition experiences, current independence, and future goals. Interview transcripts were analyzed using thematic analysis. The desire of young adults with autism spectrum disorder for independence was shown within 4 themes. YA-ASD described their vision of adulthood along with their need for improved skills in driving, living independently, and decision-making. The findings indicate YA-ASD desire to be independent but lack the specific support services to get there.

Managing teacher’s inclusive culture development

The article is devoted to the phenomena of teacher’s inclusive culture, its development and managing this process. In philosophical, psychological and pedagogical literature the teacher’s inclusive culture is considered as a part of general educational culture and is characterized by broad understanding of philosophical and methodological foundations of inclusion, teacher’s deep acceptance and desire to implement inclusive values, creative approach to professional activities and professional self-improvement at a personal level. The purpose of the study was theoretically substantiate a tool that will diagnose the level of teacher’s inclusive culture, help to identify problems of teacher’s inclusive culture development and to work out technology to manage this process. The development of inclusive culture includes the following aspects: 1) school culture; 2) relationships with families; 3) staff training and support; 4) gaining access to specialized support services; 5) students’ support and involvement. The algorithm of activity on technology of managing teacher’s inclusive culture development is presented. Results. Since, in practice of managing a general secondary education institution, there is no tool for measuring and assessing the level of teacher’s inclusive culture development, we have made an attempt to work it out. The international significance and importance of our article is that criteria for assessing the level of teacher’s inclusive culture development were clarified and defined. Based on qualimetric approach a factor-criterion model for diagnosing the level of teacher’s inclusive culture and help the head of educational institution to identify problems and work out technology of managing teacher’s inclusive culture development was presented.

Alignments and Mismatches of Policies on Children with Learning Difficulties/Disabilities to Professional Practice Expectations in Zimbabwe: A Reality Check

The problem of gross discrepancies between educational inclusive policy rhetoric for learners with disability and applicability of such intentions in implementation has raised concerns of stakeholders in Zimbabwe. This paper examines whether or not policy prescriptions by the Zimbabwe Ministry of Primary & Secondary Education (MoPSE) for the primary level learners with difficulties are aligned or mis-aligned to actual implementation actions that are a reality on the ground. The paper interrogates these issues with regards to provision of specialised support services, checking if these are fulfilled for learners with disabilities, and argues that if they do not occur, then learning is impeded. The study was located in the interpretive paradigm which used a qualitative approach and a case study design. Participants were drawn from the Metropolitan Provincial Psychological Services team, Parents of children from one selected school and a head of school in the same Province. Results showed that while to a limited extent the specialists identified a few children in the province as falling in the learning difficulties category, the greater number was not identified. Of those identified, specialists hardly serviced them because of lack of resources and this constituted a mismatch of the pronounced claims with what is happening. The paper advances calls for advocacy for policies to be suitably aligned to the expectations purported in ministry claims.

Research Support Services in STEM Libraries: A Scoping Review

As science and technology libraries continue to evolve, specialized research support services are developed and offered at academic institutions or research organizations. Making sense of this changing landscape and determining the best programs for an institution can be a daunting task, especially for early-career librarians. This article aims to provide an overview of various small to medium size non-traditional or specialized research support services in academic and special libraries serving Science, Technology, Engineering and Mathematics (STEM) disciplines. A systematic search of five databases was conducted for articles that described the development and implementation of research support services. Non-traditional or specialized research support services identified in this scoping review fall in the following areas: bibliometrics/altmetrics, data management services, geographic information systems, patents, and systematic reviews. The paper provides a detailed foundation for novice and experienced STEM librarians to offer innovative library services or enhance existing research support services.

Males as victims of intimate partner violence \u2014 results from a clinical-forensic medical examination centre

Only few studies have reported on males as victims of intimate partner violence (IPV) so far. The aim of the present study is to analyse frequency and case characteristics of physical violence against male IPV victims examined in a clinical-forensic medical examination centre for victims of violence in Germany over an 11-year period, contributing to a better understanding of IPV in men. Male victims represented 6.2% of IPV cases (n = 167) with a median age of 40 years. Cases were reported to the police in 78.4% before medicolegal examination. In 60.5% of the cases, the perpetrator was the current partner, and 82% occurred in a domestic environment with a predominance of female offenders. In more than half of the cases (57.5%), the victims consulted the examination centre without prior healthcare utilisation. About one-third of the victims reported previous IPV (31.7%). The findings point to the relevance of men as victims of IPV, case group–specific risk factors, injury-dependent behaviour related to healthcare utilisation, the need to establish or strengthen specialised support services for affected men and underscore the importance of clinical-forensic services in documenting and assessing violence-related injuries.

Attitude Of Teachers Towards Inclusive Education In Relation To Their Perceived Self-Efficacy To Teach In Inclusive Classroom

Inclusive Education is the education which is provided to the special needs and general students in the same roof with the special support devices or services. This paper aims to look upon the concept of inclusive education in general. The central purpose of the paper is to find the Teachers’ attitude towards inclusive education in relation to their perceived self-efficacy to teach in inclusive classroom. For the present study a sample of 50 teachers of government schools were drawn by using simple random sampling method. The study is delimited to the Jalandhar district only. Findings of the study were; a total of 24% of teachers were having positive attitude (overall), 62% showed neutral attitude (overall) and 14% of teachers were found with negative attitude (overall) towards inclusive education. Also, a total of 12% of teachers were found to have positive efficacy (overall), 76% of teachers have neutral efficacy (overall) and 12% teachers have negative overall perceived efficacy to teach in inclusive classroom. Teachers’ attitude towards inclusive education was found positively correlated with perceived self-efficacy to teach in inclusive classroom.

Ready and able? Professional awareness and responses to young carers in Switzerland

BackgroundThe situation of children, adolescents, young adults with caring responsibilities and their families has only recently been addressed in the Swiss context. Initial findings show a low level of awareness among professionals towards young people with caring responsibilities, and also a lack of specific support services nationally for young carers. This might suggest that the support needs of young carers and young adult carers are not currently being recognised or met in Switzerland. AimThe purpose of this analysis was to explore to what degree young carers' needs for support are currently met by professionals. We evaluated how professionals in Switzerland currently support young carers in their occupational context; what kind of organisations they refer young carers to; and if the current support approaches meet international recommendations (drawn from research and policy in other countries). MethodsData from a cross-sectional online survey completed by 2142 professionals from education, healthcare and social services in Switzerland were analysed. The data included respondents’ demographics, professional background, awareness of young carers’ situations and circumstances, ability to support young carers, referrals to other organisations, as well as approaches to support young carers. We conducted text analysis of the open-ended answers according to Kuckartz (2014) as well as descriptive statistical analysis and Chi-Square independence tests. ResultsJust over half (55.8%) of the professionals in our study reported being able to support young carers. Five different categories of support interventions were identified: counselling; connecting with others; emotional support; including the family/network; and providing practical skills & illness-related knowledge.Professionals who reported that they themselves had a caring role when they were young were more likely to be able to support young carers (p < .001). Professionals familiar with the term ‘young carers’ more often mentioned systemic support approaches (such as family-centred procedures and coordination/interdisciplinary cooperation) than those who were not familiar with the term. ConclusionStudy results show that many professionals in Switzerland address relevant realms and specific challenges for young people with caring responsibilities without being familiar with the experiences or needs of young carers. How they support young carers and young adult carers, perhaps surprisingly given their lack of awareness and specific knowledge, correspond with the main approaches currently found in the international literature recommendations for professionals working with young carers. The fact that systemic approaches of support were less often described, especially by professionals unfamiliar with the term ‘young carer’, raises the question whether appropriate sustainable and long-term support can be provided without having a clear understanding of the concept, experiences and specific needs of young carers. The study results provide a national starting point to develop support provisions and interventions for young carers. The results also offer relevant data for policy recommendations.

Parent- and teacher-reported long-term effects of parent training on child conduct problems in families with child protection and other support services: a randomized controlled trial

BackgroundThis randomized controlled trial (RCT) evaluated the long-term effectiveness of the Incredible Years® (IY) Parenting Program in modifying children’s externalizing problems among families in Child Protection Services (CPS) and using other special support services. We also examined whether parent-reported effects of the IY® generalize to the daycare/school setting as reported by teachers.MethodsParticipants in the study were 3–7-year-old children with behavioural problems (N = 102 at baseline, N = 89 at one-year follow-up). Participants were randomized to intervention (N = 50) and control groups (N = 52) after the baseline assessment. The intervention group received 19-week IY® Parenting Program. The effectiveness of the intervention was analyzed using linear mixed model.ResultsOur previously reported pre-post intervention effects on CBCL (Child Behavior Checklist) and ECBI (Eyberg Child Behavior Inventory) were not sustained to the one-year follow-up. Child conduct problems decreased from baseline to follow-up in both intervention and control groups. The positive changes were not observed at daycare/school from baseline to post-intervention or to the one-year follow-up, and there were no significant differences in changes between the groups.ConclusionsEvidence-based parenting program IY® seems to be an effective intervention for child conduct problems in the short term in families in the CPS context, but sustaining the positive effects and generalizing them to the daycare/school context are challenging.Trial registration: The trial is registered in the ClinicalTrials.gov registry (NCT03239990), Registered August 4th, 2017; https://clinicaltrials.gov/ct2/results?cond=&term=NCT03239990&cntry=&state=&city=&dist=

Rapid survey of psychological status of health-care workers during the early outbreak of COVID-19 pandemic: A single-centre study at a tertiary care hospital in Northern India

Background: Considering the impending crisis of COVID-19 and hospitals across India and the world gearing up to manage such cases, an online survey to assess the baseline psychological symptoms in health-care workers (HCWs) of a single tertiary care hospital was designed. The survey was cleared by the institutional ethics committee. Materials and Methods: An online self-reported survey was designed on the Google Survey portal, COVID: A survey of stress (SOS COVID) and posted on various closed WhatsApp group of employees. A snowball sampling method was adopted. We collected self-reported data on socio-demographics and data in relation to COVID-19 patient care, depression (Patient Health Questionnaire-9), anxiety (Generalized Anxiety Disorder-7), insomnia (Insomnia Severity Index) and perceived stress (Perceived Stress Scale-10). Results: Two hundred and twenty-seven participants responded to the online survey. The mean age was 28.77 years, 64% were female, mostly (74.9%) resided outside the campus and approximately half (46.7%) were frontline worker. On average, participants had low scores on all the scales, but approximately 23% scored above the cut-off for either moderate to severe depression, anxiety or insomnia. Those scoring higher (lower) in one scale also scored similarly on other scales. The chances of scoring above cut-off were significantly higher in females (P = 0.022), postgraduate educated (P = 0.018), physicians (P = 0.006) and residents of the campus (P = 0.011), though being a female and a physician persisted as significant predictors on logistic regression analysis. Conclusions: The COVID-19 pandemic created considerable anxiety and stress among the HCWs. The most vulnerable HCWs are women and physicians who may require special support services to address the extra burden of psychological distress.

Education for Students with Special Needs: Child X Case

The article presents the opinion of teachers and parents concerning the educational situation of students with special educational needs at general education schools. The qualitative research, which was carried out by means of a semi-structured interview with teachers and parents, helped to determine that students with special educational needs are included in the general education school on a theoretical rather than practical basis. Despite the fact that the school advocates the inclusion of students with special educational needs and provides various special support services, informants observe a number of weaknesses in the system that do not provide an opportunity for the subject to receive the support one requires. It is alleged that teachers working at general education schools are not trained to work with such students and there is a lack of means and facilities for individual work. There are too many students in classes. Due to the following reasons, education that the subject receives is not always efficient. It was also revealed that specialists working with the subject have difficulties in communicating with each other and working as a team in order to set and achieve a common goal. All interviewees work as they think is best. Poor parent-subject work at home was also emphasized. For the given reasons, there is a lack of continuation in the education of the subject, which is one of the most important factors influencing the educational success of students with special educational needs.

通級指導を利用する発達障害児の保護者に対するペアレント・トレーニング : 全5回のプログラムの効果

通級指導を利用する発達障害児の保護者に対するペアレント・トレーニング : 全5回のプログラムの効果

Health Risks Related to Domestic Violence against Roma Women.

Background: Data on Roma women’s experience of violence from their male partners are very scarce. We explored the process of actual domestic violence against Roma women, the threat of violence and its health consequences. We further focused on barriers in the availability of specialized support services aimed at eliminating domestic violence. Methods: The sample included 20 Roma women living throughout Slovakia: scattered among the majority (45.0%), in crisis centers and sheltered houses (40.0%), and in segregated Roma settlements (15.0%). Data were obtained through qualitative research by means of semi-structured interviews in 20 individual case studies. All 20 women had experienced a combination of violence: physical, psychological and economic, all of them connected with social isolation. Results: Prevailing gender stereotypes are a precondition of domestic violence against women, regardless of their status. Violence against Roma women resulted in several health consequences, and all of the 20 women suffered from these. Most of them reported general psychological problems (75%), among which anxiety and depression (25%), headache (25%), weight loss (10%) and health problems connected with motor activity (5%). The barriers include lack of awareness among Roma women of any specialised support services and the absence of such services for abused women in the region. Conclusions: Domestic violence results in serious psychological and physical health consequences. Violence elimination is generally set up without a specific ethnic or gender approach. Disregard of these specifics can lead to deepening of the uneven position of Roma women within the family, community and society, and the acceptance of violence against Roma women.

Evaluation of the Language-related Domain of the Pediatric Developmental Screening Instrument for Preschool Health Examinations (SOPESS): Results from the Prospective Child Health Survey ikidS

Developmental delays at school enrollment can affect early educational achievement. Thus, diagnosis and treatment prior to school entry are important. In Germany, SOPESS - a pediatric developmental screening instrument for preschool health examinations (PHE) - was introduced in several federal states. We investigated the relationships between the results of the language-related domain of the SOPESS and later academic language competencies at the end of first grade. Data of the population-based cohort study ikidS (Rhineland Palatinate; Germany) and the PHE provided by public health authorities were linked at individual level. The relationship between the SOPESS-language risk score (range: 0 to 6, higher values indicate more developmental delay) and class teacher-based ratings of academic language competencies (range: -4 to+4, higher values indicate better competencies) was investigated with linear regression models and adjusted for several socio-economic and medical language predictors (e. g. age at school entry, gender, parental education, migration background, hearing disorder). The additional benefits of the SOPESS-language risk score was analyzed using analysis of variance. In total, 1357 children (48% girls, age at PHE 4.9-7.2 years) were included. A clear negative relationship between the SOPESS-language risk score and competencies in spoken and written language was found. Mean academic language competencies decreased with increasing SOPESS-language risk level from 0.8 (SD=1.7) at a risk score of 0 to-3.2 (SD=0.9) at a risk score of 6. The relationship persisted after adjusting for other language predictors. Analysis of variance showed significant benefits of the SOPESS-language risk score, even when further language predictors were considered. There was a clear relationship between results of the SOPESS-language screening and later academic language competencies. Hence, the language-related domain of the SOPESS may be useful for further recommendations of tailored special educational and medical support services, especially if additional socio-economic and medical factors are considered.

197 Role of a Dietitian in a Specialist Memory Assessment and Support Service - Improving Brain Health

Abstract Background Dementia cases are rising nationally due to our ageing population and is associated with a multitude of nutritional consequences. Both obesity and malnutrition are strongly implicated in the progression of cognitive decline. From diagnosis onwards, nutritional intervention is important to improve patient outcomes. Methods In order to highlight the important role of a dietitian, a retrospective analysis of 142 patients attending the tertiary memory assessment and support service from 2018 to 2019 was performed. Demographic, cognitive, anthropometric, and nutritional data was compiled from the case note review and biochemical laboratory results. This data was analysed using Microsoft Excel (2013) to study prevalence and relationships of variables in this cohort. Results A significant proportion of this population were overweight (41.2%) and obese (18.6%). Nearly half the population were at risk of malnutrition (44.1%) or malnourished (3.9%). In this cohort, 18.6% were characterised as frail. Only one individual had a severe clinical dementia rating score (CDR), 19.2% had a moderate and 28.2% had a mild CDR. Half (50.5%) of participants had some level of abnormal eating habits. Higher prevalence of malnutrition, frailty and higher CDR was associated with increased age. Up to 60% of those with normal nutritional status had a CDR of 0 or 0.5. As MNA score worsened, the incidence of robust individuals decreased linearly. Prevalence of frailty increased as CDR score increased. Of those with a mild CDR, 70% were overweight or obese. Those with high Cambridge Behavioural-Inventory (CBI-R) eating habit scores generally had lower CDRs. Conclusion Patients attending the memory service are experiencing a multitude of nutritional challenges such as disordered eating habits, overweight and obesity, malnutrition risk and frailty which are associated with cognitive decline and worse health outcomes. Nutritional support and dietetic input as part of the post-diagnostic care-pathway is required to promote brain health and mitigate unnecessary decline.

Health and wellbeing of people with intellectual disability in New South Wales, Australia: a data linkage cohort

PurposePeople with intellectual disability (ID) experience high rates of physical and mental health problems, while access to appropriate healthcare is often poor. This cohort was established to develop an epidemiological...

The Perceptions and Needs of Childcare Teachers Regarding the Care of Young Children at Risk for Disability at General Daycare Centers

본 연구는 일반어린이집 장애위험영유아 보육에 대한 보육교직원의 인식과 요구를 살펴보고, 장애위험영유아에게 특수교육지원서비스 제공을 위한 제도와 정책마련의 필요성을 알리는데 목적이 있다. 이를 위해 일반어린이집에서 근무하는 보육교직원 237명을 대상으로 선행연구 고찰과 유아교육 전문가 검토를 거쳐 연구자가 제작한 설문지를 사용하여 설문조사하였다. 연구의 주요결과는 다음과 같다. 첫째, 일반어린이집 장애위험영유아 보육에 대한 보육교직원의 인식은 장애위험영유아를 위한 개별화 보육에 대한 필요성은 높게 나타났고, 장애위험영유아와 비장애영유아의 통합보육에 대한 긍정적 효과에 대해서 높게 조사되었고, 해결해야 할 어려움에 대한 인식도 높은 것으로 조사되었다. 둘째, 장애위험영유아의 보육에 대한 보육교직원의 요구 조사 결과 일반어린이집에도 전문성을 갖춘 장애위험영유아 전담교사배치를 확대하고, 보조인력에 대한 지원, 물리적 환경을 갖추기 위한 지원과 재정적인 어려움을 해소할 수 있는 제도와 정책 마련의 필요성, 장애위험영유아가 소속된 반의 교사 대 아동 비율을 연령별로 적합하게 조절하여 개별화 보육을 실시할 수 있는 시스템구축의 필요성이 높게 나타났다.This study investigated the perceptions and demands of childcare teachers regarding the childcare of atrisk young children in general day care centers and it aims to notify people of the need to provide systems and policies for the provision of special education support services for at-risk young children. For this, it made a survey after precedent literature was studied and reviews were conducted by child education experts and conducted that survey on 237 childcare teachers working in general day care centers. The main results of this study were as follows. First, perceptions of childcare teachers regarding the childcare of atrisk young children in general day care centers showed that there was great need for the individualized care of at-risk young children and that perception levels were high regarding the positive effects of integrated childcare of at-risk young children and nondisabled children and that they were also high regarding difficulties that have to be resolved. Second, survey results on the demands of childcare teachers regarding the childcare of at-risk young children showed the need for the expanded placement of specialized teachers of at-risk young children in general day care centers, assistant staff support, support with physical environments, and systems and policies that can resolve financial difficulties and also, the need to construct a system that can conduct individualized childcare by appropriately adjusting the teacher to child ratio by age in classes where there are at-risk young children appeared to be high.

THE ROLE OF SUPPORT ON START-UP SUCCESS: A PLS-SEM APPROACH

A start-up plays a significant role in the economic growth, employment opportunity, incubators for eco-innovation, and create a new market. Despite their important roles towards the economic and social growth, start-ups face difficulty in sustaining and surviving as the failure rate of start-up range between 50% and 95%, especially in emerging countries such as Malaysia. Therefore, it is important for start-ups in developing countries to identify specific support services that determine their success. In this study, we focus on technology-related, market-related, finance-related, and soft-related supports received by start-ups in Malaysia. The present study has collected data from 500 startups in Malaysia who were recipients of the funding from Malaysia government agencies. To the best of our knowledge, this study provides the first statistical test of how start-ups who were business owners or business partners receiving funding or support from the government agencies view the support system. Based on the analysis, this study provides evidence that support matters to start-up success. Technology-related, finance-related, and soft-related supports hold a significant relationship with the start-up success, while surprisingly, market-related support did not have a significant relationship with start-up success. Our results have extended previous research by highlighting the importance of these supports in driving start-up success and indicating how each dimension of these support services either enhances or inhibits start-up success.