School Staff Research Articles

“I met my best friends yesterday”: Groups as a democratic practice in Brazilian schools

In this paper, we analyse experiences of democratic practices in two research interventions within school contexts in Rio de Janeiro, Brazil. Both projects took place in public (Government-owned and managed) schools and were inspired by participatory and critical approaches, particularly Paulo Freire’s popular education and bell hooks’ feminist pedagogies. We analyse two case studies in which group interventions raise issues about democracy within schools and broader society, stressing the differences between the two contexts. The first case study discusses an educational programme for teachers and school staff on gender and sexual diversity, funded by a pro-diversity centre-left Federal government from 2007 to 2014. We analyse the group as a space to build multiple perspectives and democratic practices on gender and sexuality. Second, we analyse material from a project that conducted workshops with pupils (7 to 11 years old) to discuss interpersonal relations and the bonds they had with their schools during lockdowns (2021). Researchers developed participatory methods for remote learning and conducted online fieldwork with students—who had their parents’ and carers’ silent presence at home—analysing the construction of bonds with school, classmates and their autonomy. This project was conducted during a much more hostile moment than the previous one, during the COVID-19 pandemic lockdowns and in an ultraconservative political context in Brazil. While even during a social-democratic administration, we found limits in discussing gender and sexuality in schools (case study 1), the later authoritarian government and context severely worsened the situation (case study 2). Nevertheless, we were able to use critical approaches to promote and discuss democratic practices, especially considering gender, sexuality, race, and class inequalities. Through our practices as school psychologists and researchers, we make collective stands against authoritarianism.

Implementation Of Character Education Through Positive School Culture In Elementary Schools

This study aims to determine the implementation of character education through positive school culture in elementary schools. In schools, students do not only gain knowledge but are also equipped with values, rules, manners, and cultural customs. School culture is the atmosphere of life in the school environment where all school residents, including students, educators, counselors, and staff interact and work together. Good character education aims to change individuals to be better. Without a good school culture, it will be difficult to realize positive character education for students. By using the systematic literature review (SLR) method, a literature review method that identifies, examines, evaluates, and interprets all available research. Furthermore, an article review was carried out by reading the entire contents of the article which aims to see the suitability with the research topic and obtained 4 articles that are relevant to the research topic.

Editorial

School violence may be defined as any incident in an education institution aimed at interrupting the normal educational project and includes viciousness between learners as well as attacks by learners on school staff and attacks by school staff on learners. It encompasses physical violence, including student-on-student fighting, psychological violence such as verbal abuse, and sexual violence, including rape and sexual harassment. School violence also include various forms of bullying (such as cyberbullying), corporal punishment and carrying weapons to school. School violence has become a widely accepted serious societal problem in recent decades in many countries, especially where weapons such as guns or knives are involved (UNESCO, 2017).

Understanding parental involvement with schools and parental engagement with learning across schools in areas of socioeconomic deprivation in Wales

ABSTRACT Parents’ involvement and engagement with their child’s school and learning are important in children’s educational outcomes and their overall life successes, and both parental involvement and engagement are seen to be socioeconomically distributed. This paper aims to explore to what extent and how parents from areas of socioeconomic deprivation are involved in their children’s school and engaged in their children’s learning. Semi-structured interviews were conducted with children, parents, and school staff from four schools in areas of socioeconomic deprivation across Wales. These interviews primarily explored parental involvement with schools and parental engagement with learning. Findings revealed that parents were involved in a range of parental involvement activities and events. However, there were differences in the levels of parental engagement reported by families and schools, with schools reporting limited parental engagement with learning. Variations stemmed from differences in how parents and schools conceptualised “learning”. Barriers to parental involvement and engagement showed schools’ limited understanding and consideration of the poverty faced by families, and deficit approaches towards parents were evidenced. To understand parental engagement with learning further, there is a need for a broader conceptualisation of learning and its value, to encompass non-academic and less formal development opportunities. Further research to explore and assess the impact of parental engagement with learning, both formal and informal, on children’s academic and non-academic outcomes is recommended. In addition, the research recommends schools attempt to further understand the complexities of families and their wider environment to tailor involvement and engagement approaches.

Educators’ perspective on parental involvement in homework at a rural primary school in Palala

Background: Educators have a very important job of moulding learners’ lives. However, they cannot do it alone, they need assistance from parents. Every child is different and learns differently and most of the information a child receives comes from their parents.Aim: The article seeks to find ways to help educators to work closely with parents to support their children in their academics for better achievement. This study forms part of a master’s project; however, this article focuses on educators’ perceptions of parental involvement towards learners’ academic work at a rural primary school.Setting: The research was conducted at a rural primary school in the Palala circuit located in Limpopo.Methods: This study was approached by means of a phenomenological research design. Phenomenology seeks to comprehend the phenomena from those who live in the setting under study. The article used questionnaires to collect the data, and convenient sampling was employed. For this research we interviewed Grade 6 and 7 educators.Results: It was found that most educators are concerned with the lack of parental involvement in learners’ academic work.Conclusion: The article recommends that illiterate parents be brought closer to the teachers and be assisted on how they could be actively involved in their children’s schoolwork. The school staff, including educators, need to be workshopped on how to address parents equally and with respect, to feel welcome.Contribution: This article therefore seeks to promote awareness and devise ways to enhance rural parental involvement in children’s schoolwork and school life.

A pilot evaluation of school-based LEGO® robotics therapy for autistic students

There is emerging evidence that LEGO® therapy is an effective way of supporting younger autistic children develop their communication and social skills. LEGO® robotics therapy – which uses the principles of LEGO® therapy applied to LEGO® robotics – may be an age-appropriate intervention to reduce anxiety and increase social skills in autistic adolescents. The aims of this study, involving 24 autistic students aged 13–16 years, were to examine (a) the effect of an 8-week LEGO® robotics therapy on students’ anxiety, social skills, academic motivation, and engagement, and (b) the views and perceptions of all stakeholders (students, parents, school staff and facilitators) regarding the program. An adapted explanatory sequential basic mixed-methods design was used. Groups of three students supported by two facilitators participated in the LEGO® robotics therapy for eight sessions at school. Quantitative data was collected before and after therapy using the Anxiety Scale for children-Autism Spectrum Disorder, Social Skills Improvement System and the Motivation and Engagement scale. Qualitative data was collected using open-ended online questionnaires, interviews, and focus groups from all stakeholders. No statistically significant within group differences were found in relation to students’ anxiety, social skills, motivation and engagement before and after the program. Qualitative findings indicated predominantly positive student experiences and outcomes such as better school attendance, increased confidence, and social skills. The findings suggest that LEGO® robotics therapy may be associated with a range of nuanced positive experiences and outcomes for individuals and groups of students, suggesting potential value in further efforts to refine the program.

Leading sustainable school improvement: a meta-synthesis of qualitative research on problems and challenges faced by school leaders

IntroductionDeveloping broader insights into the problems or challenges faced by school leaders resulting from various factors both within and out of school is a crucial attempt to provide solutions on scientific grounds and to ensure the sustainability of schools.MethodsThis study aims to contribute to both the theory and practice of sustainable school administration through conducting the meta-synthesis of prior qualitative studies on the problems and challenges faced by school leaders. Data were collected from several databases indexing educational research, and the analysis was conducted using data from 24 studies presenting the perspectives of a total of 614 participants.ResultsThe results showed that school leaders had significant problems particularly with insufficient funds and budgets, shortage of school staff, insufficient or unwilling teachers, an abundance of responsibilities with limited authority, maintenance of school buildings, and tackling excessive and fast-changing legislations. Lack of inspectors’ expertise and their being closed to novel ideas, principal assignments not based on merit, insufficient communication and collaboration among teachers, and pressures from the superiors or unions were also listed among the other serious problems and challenges.DiscussionThese findings suggest putting more effort into improving human resources, school budgets, curriculum and instruction, parental involvement, mechanisms to tackle student problematic behavior, ensuring the professional quality of teachers, school leaders, and inspectors as well as providing school leaders with the necessary support while expecting them to realize an abundance of responsibilities. The challenges caused by bureaucratic pressures, political press, and union discord should also be crucially considered by the higher authorities if school leaders are expected to contribute to the sustainable improvement of schools.

Public engagement to refine a whole-school intervention to promote adolescent mental health.

Despite high rates of adolescent mental health problems, there are few effective school-based interventions to address this. Whole-school interventions offer a feasible and sustainable means of promoting mental health, but few have to date been evaluated. Previously we trialled the Learning Together intervention comprising local needs assessment, student and staff participation in decision-making, restorative practice, and a social and emotional skills curriculum. This was effective not only in preventing bullying (primary outcome), but also in promoting mental well-being and psychological functioning (secondary outcomes). We aimed to adapt Learning Together to develop Learning Together for Mental Health, focused on promoting mental health. This paper reports on how we refined and elaborated intervention materials to produce the Learning Together for Mental Health intervention including through patient and public involvement and engagement. We reviewed evidence to inform choice of the curriculum component and the contents of our needs assessment survey. We conducted patient and public involvement and engagement with school staff and students, and children and young people from the National Children's Bureau to adapt the intervention. We also conducted a systematic review of reviews to inform a menu of evidence-based actions, but this is reported separately. Southern England. Patient and public involvement and engagement was conducted with four staff and five students from one secondary school, and a group of two school senior leadership team members from different schools, and about eight children and young people who were members of the Young National Children's Bureau. None. We refined and elaborated our initial plans for Learning Together for Mental Health to generate an intervention supported by full materials, training and external facilitation. We focused needs assessment on mental health, added a menu of evidence-based whole-school mental health actions, and switched to a different social and emotional skills curriculum. We retained restorative practice and staff/student involvement in decisions. No further refinements were made to the intervention theory of change or overall approach. Patient and public involvement and engagement was useful, but not all suggestions were acted on either because some participants suggested dropping pre-determined elements (e.g. needs survey) or because suggestions (e.g. to include aromatherapy) lacked evidence of effectiveness. Not all of our engagements with patient and public involvement and engagement stakeholders were sustained over time. Our patient and public involvement and engagement work was affected by its having occurred within the recovery period from COVID-19 when schools were more stressed than normal. We had planned for the school involved in patient and public involvement and engagement to be above average in student free-school-meals eligibility, but the school initially recruited dropped out at the last minute. Its replacement had a lower-than-average rate of free-school-meal entitlement. This paper reports on the process of adaptation and reflects on the various ways in which engagement and evidence review were useful in this process. We found that it is possible to refine interventions and elaborate them to provide full materials and support via processes drawing on evidence review and patient and public involvement and engagement. The latter proved valuable in informing refinement of Learning Together for Mental Health in terms of ensuring its feasibility, acceptability, and inclusiveness. However, in our opinion, not all suggestions from patient and public involvement and engagement can or should be acted on, especially when they do not align with the evidence base. A feasibility study to optimise the intervention and assess whether progression to a full trial is justified. This article presents independent research funded by the National Institute for Health and Care Research (NIHR) Public Health Research programme as award number NIHR131594.

Adaptation of the Social Well-being Scale for Teachers and School Staff

Adaptation of the Social Well-being Scale for Teachers and School Staff

School staff perspectives on using augmentative and alternative communication with students with severe or profound intellectual and multiple disabilities

AbstractThis mixed methods survey study aims to investigate school staff's perspectives on using augmentative and alternative communication (AAC) with students with the most severe disabilities in Swedish school settings. The study employed a convergent mixed methods design, where both quantitative and qualitative data were collected and analysed in parallel and then integrated and compared in the discussion and conclusion section of the paper. The study's respondents consisted of school staff who worked with students with severe or profound intellectual and multiple disabilities (S/PIMD) in Swedish schools. Results showed that almost all staff reported using AAC with students at least half of the time. The frequency of AAC use did not seem to differ between staff with different educational backgrounds, apart from teachers/special educators appearing slightly more inclined to use AAC in planned classroom activities when compared to staff with other educational backgrounds. The results also corroborate previous research stating that collaboration between stakeholders (such as school, family and the habilitation services) is fundamental to successful AAC implementation but that there are challenges when establishing efficient collaborations between stakeholders.

The new normal for children’s physical activity and screen viewing: a multi-perspective qualitative analysis of behaviours a year after the COVID-19 lockdowns in the UK

Abstract Background The COVID-19 pandemic significantly impacted children’s physical activity. Recent evidence indicated children’s accelerometer-measured physical activity levels have, on average, returned to near pre-pandemic levels in 2022, though sedentary behaviour remains higher. However, insufficient physical activity levels among children continues to be a critical public health issue in the UK, with only 41% meeting physical activity guidelines. This study aimed to provide in-depth analysis of how the pandemic has shaped children’s physical activity patterns beyond the short-term periods following lockdowns and identify the new challenges to engaging children in physical activity. Methods One-to-one interviews with parents (n = 22), school staff (n = 9), and six focus groups with children aged 10–11 years (n = 45) were conducted between February and July 2022. Topics explored changes to children’s physical activity and sedentary behaviour patterns, including screen-viewing, and factors influencing any changes. The framework method was used for analysis. Results Five themes were generated. Theme 1 described residual lockdown habits, including increased screen-viewing within the home, while activities outside the home continued to feel less spontaneous. Theme 2 highlighted an interrupted development of social, emotional, and physical skills among children compared to what would be expected pre-pandemic. This coincided with Theme 3 which reflected increased mental health challenges among families, creating complex barriers to children’s physical activity. A new normal for child physical activity was evoked and explored in Theme 4, with greater dependence on structured and organised activities. However, Theme 5 highlighted that girls and children with lower socio-economic position may be especially at risk of decreased physical activity. Conclusions There is a new normal for children’s physical activity that is characterised by increased dependence on structured and organised physical activities, such as active clubs, and less on unstructured and spontaneous physical activities, such as physical play. While this may suit many children, girls and children from lower socio-economic households face barriers to participating in the new normal. It is important that affordable and equitable opportunities are provided to all children to prevent physical activity and health inequalities.

Pengaruh Strategi Humas dalam Peningkatan Citra Sekolah dan Peningkatan Jumlah Siswa: Studi Kasus SMA Darul Muqorrobin Kota Tangerang

This study aims to analyze the influence of public relations (PR) strategies on the formation of a school's image and its impact on increasing student enrollment. In an era of growing competition, a school's image has become one of the key factors influencing prospective students and their parents in selecting a school. Effective PR strategies are believed to enhance the school's positive image in the eyes of the public, which, in turn, can lead to an increase in the number of applicants. This research employs a quantitative method with a survey approach, where data is obtained from respondents consisting of current students' parents, prospective students, and school staff. Data analysis is conducted using regression techniques to measure the extent to which PR strategies influence the school's image and contribute to the rise in student enrollment.

School-Based Health Care: An Overview.

The school building provides a unique opportunity to prevent, identify, and treat illness in children. School staff must be prepared to care for children with acute and chronic health care needs and pediatricians should be aware of the health resources available in local schools for their patients. This article provides an overview of multiple school-based health topics including the roles of various school health professionals, medication administration in the school setting, the legal protections around health information, school-based health centers, and the rise of telehealth. Most importantly, this article reminds providers that school-based health resources are all unique to each school and school district; all parents of children with health needs should meet with their school's administration to understand what resources are available. [Pediatr Ann. 2024;53(12):e435-e437.].

The status of active after-school clubs among primary school children in England (UK) after the COVD-19 lockdowns: implications for policy and practice

Abstract Background Children’s physical activity in England is more dependent on active clubs after the COVID-19 pandemic. However, it is unclear how the COVID-19 pandemic and related cost-of-living crisis have impacted on active club participation, costs and provision. This mixed-methods natural experiment explored school-based and community-based active clubs after lockdowns, using a unique combination of data sources to highlight implications for policy and practice post-COVID-19. Methods Cross-sectional questionnaire data on school and community active clubs were collected from 10-11-year-old children pre-COVID-19 in 2017-18 (N = 1,296; 50 schools), in 2021 (N = 393; 23 schools), and 2022 (N = 463; 27 schools). Club participation and attendance frequency were modelled using logistic and Poisson mixed effects models, adjusted for child age, gender and household education. In 2021 and 2022, parents reported expenditure on community-based clubs and schools provided data on school-based club provision, with data summarised descriptively. Qualitative data were collected in 2021 and 2022, with one-to-one interviews with school staff (N = 18) and parents (N = 43), and twelve child focus groups (N = 92), and analysed using the framework method. Results School-based active club participation was higher in 2022 compared to pre-pandemic (50% /43%), while community-based club participation was lower (74%/80%). Children attended 0.3 fewer clubs per week. Those from lower education households were less likely to participate in both types of active clubs, and girls less likely to attend community clubs. In 2022, the median cost of community and school club sessions were £6.67 and £3.88 respectively, with 52% of school-based clubs free to parents. Schools offered an average of 3.4 active clubs per week for 10-11-year-olds in 2022, with 34% partly/wholly subsidised. Qualitative analysis highlighted the impact of the cost-of-living crisis and COVID-19 pandemic on family resources, encouraging a shift to more affordable and convenient school-based active clubs, which negatively impacted the community-based active club environment. However, many schools struggled to meet this increased demand. Conclusions Findings emphasise the importance for policymakers to support schools to meet increased demand for clubs and community clubs to increase affordable and convenient physical activity opportunities. Targeted support is needed to prevent socioeconomic and gender inequalities.

Emotional literacy programme in special schools for children with a learning disability in England: the ZF-SEND feasibility RCT.

Children with a learning disability experience a range of inequalities and adverse life events that put them at greater risk of mental health problems. The construct of emotional literacy has been shown to be a moderating factor of how life stress affects mental health. Teaching emotional literacy in schools may therefore be an effective way to promote positive mental health. There is an identified need for adapted emotional literacy programmes in special schools. To evaluate whether it is feasible to conduct a large-scale randomised controlled trial of the effectiveness and cost-effectiveness of an emotional literacy programme (Zippy's Friends special educational needs and disabilities) for children with a learning disability in special schools. The key aims were to assess the acceptability and feasibility of participating in the trial, data collection and the Zippy's Friends special educational needs and disabilities intervention through quantitative and qualitative data collection. A feasibility, cluster randomised controlled trial that aimed to recruit and randomise 12 special schools to either deliver the intervention over 1 academic year or continue with practice as usual and to collect data from 96 pupils at baseline (pre randomisation) and 12 months post randomisation. Special schools in England and Scotland. Pupils with a learning disability, aged 9-11 years, attending special schools in England. Follow-up interviews were conducted with 8 pupils, 4 parents/carers and 11 school staff members. Zippy's Friends for Special Educational Needs and Disabilities is a manual-based, classroom-based emotional literacy programme focused on a problem-solving approach to develop and improve children's emotional literacy. The mainstream programme has been adapted for children with a learning disability by simplifying the activities, shortening the sessions and introducing more repetition. Feasibility and acceptability of: (1) participation in the research trial; (2) the collection of the outcome measure data and (3) the Zippy's Friends for Special Educational Needs and Disabilities intervention. A total of 8 schools and 53 pupils were recruited. Retention of schools after randomisation (100%) and retention of pupils (100%) met the prespecified progression criteria. For recruitment of schools (20.5% of those approached), pupil engagement with the intervention (50%) and collection of outcome and service use data (62.3%) the criteria were partially met. Fidelity of the intervention delivery (48%) fell just below the progression criteria. Thus, the feasibility and acceptability outcome progression criteria were largely met, suggesting that progression to a full trial is warranted with amendments to the study design. This feasibility trial was conducted during the COVID-19 pandemic, resulting in unusually high absences of pupils and teachers, different classroom arrangements (bubbles) and unprecedented stress and emotional challenges for pupils, parents and teaching staff. The findings are therefore specific to that period and all three main outcomes of this feasibility trial were adversely affected. The findings of this study indicate that a large-scale randomised controlled trial is feasible provided that a number of amendments to the study design are made to improve: (1) the timing of the project to suit the demands of special schools' yearly timetable; (2) recruitment and (3) outcome and service use data collection. On the basis of the current findings, an application for a full trial will be prepared and submitted with a number of amendments. This trial is registered as ISRCTN83610691. This award was funded by the National Institute for Health and Care Research (NIHR) Public Health Research programme (NIHR award ref: NIHR129064) and is published in full in Public Health Research; Vol. 12, No. 15. See the NIHR Funding and Awards website for further award information.

How to improve the perceived health, comfort, and well-being of primary school teachers? A quantitative self-reported survey during the COVID-19 pandemic in Scotland

Teachers are among the most stressed professionals, for whom the built environment has an influence. In addition, the COVID-19 pandemic has increased the pressure on schools, where enhanced ventilation is deemed essential to help reduce virus-laden particles in classrooms. Good Indoor Air Quality (IAQ) is required to maintain an adequate level of comfort, health, and well-being. Therefore, solutions to improve IAQ quickly and cheaply are essential. As such, the Scottish Government has funded Local Authorities to purchase CO2 sensors for school classrooms. This study explores two interventions designed to improve the quality of indoor air. The first one by raising the awareness of the teachers on ventilation strategies via a webinar. The second one by deploying devices that visually inform the occupants of the indoor conditions: Temperature, Relative Humidity, and CO2 levels in the classrooms. The novelty of this study is that it evaluated the influence of engaging teachers in the management of their working indoor environments. This paper presents the results of the perceived health, comfort, and well-being of teachers from two primary schools built before 1919 located in Edinburgh, Scotland. Visual feedback sensors improved the perceived air quality of teachers in their classrooms but increased pressure on their workload and were a potential distraction for their pupils. In contrast, raising the awareness of the teachers via the webinar improved their perception of their indoor environment without added pressure. Therefore, awareness programs should be devised to educate school staff on Indoor Air Quality in addition to the development of sensors with visual feedback.

A multi-perspective qualitative exploration of the reasons for changes in the physical activity among 10–11-year-old children following the easing of the COVID-19 lockdown in the UK in 2021

Abstract Background Active-6 is exploring how the COVID-19 pandemic has impacted physical activity behaviour among Year 6 children (aged 10–11 years) and their parents in Southwest England. Initial findings from the Active-6 project have shown a 7–8 min decrease in moderate-to-vigorous physical activity and an increase in sedentary behaviour among children following the easing of restrictions in the UK in latter half of 2021. This finding suggests that the pandemic has had a persistent impact on child physical activity behaviour. This paper explored the possible mechanisms behind these changes. Methods Interviews with parents (n = 21), members of school staff (n = 9) and focus groups with children aged 10–11 years (n = 47) were conducted between August and December 2021 to discuss the impact of the pandemic on child physical activity behaviour. The framework method was used for analysis. Results Five themes spanning two key stages of the pandemic were described. Three themes related to the period of lockdowns and fluctuating restrictions (March 2020 – April 2021). These included: Theme 1) Lockdown: A short-lived adventure; Theme 2) Access to facilities during restrictions; and Theme 3) The importance of the parent. A further two themes were identified related to the period following the gradual easing of restrictions in April 2021. These included: Theme 4) An overwhelming return to normal; and Theme 5) Reopening fatigue. Conclusions The analysis suggested that feelings of novelty experienced during the initial stages of lockdown waned as restrictions were prolonged, creating an increasingly challenging period for parents and their children. However, during periods of restrictions, the importance of parental encouragement and access to appropriate facilities in the local and home environment helped facilitate physical activity. Following the easing of COVID-19 restrictions, emotional overwhelm and physical fatigue among children, stemming from a sedentary and socially isolated life in lockdown and other restrictions, were key contributors to the decreased moderate to vigorous physical activity and increased sedentary behaviour that was observed in a related quantitative study.

Kepemimpinan Profetik Kepala Sekolah dalam Kinerja Guru Studi Kasus SMP Jam’iyyatut Tholibin Kandangan dan MTS Mu'allimin Mudal Temanggung

An indicator of the success of a school principal's leadership that can be guaranteed to achieve school goals is leadership that is based on the leadership of the Prophet Muhammad. The success achieved by the Prophet Muhammad SAW during his leadership is strongly thought to be because the pattern that was built was based on love, example, faith and devotion to Allah SWT. This research method uses a descriptive qualitative approach with a phenomenological type involving informants from Foundation Management, School Committee Management, school principals, teachers and staff. Data collection used was observation, interviews and document study. The results of the research found that the Principal's Prophetic Leadership in Teacher Performance at Jamiatul Tholibim Kandangan Temanggung Middle School was adapted to the grand design that had been prepared by the Principal including, communicating the school's vision and mission, organizing activities based on the school's strategic plan, entrusting the work team to work in accordance with their fields. responsibility, enlivening and cultivating faith values, holding joint evaluations in accordance with mutual agreement, to reflect and internalize the meaning of each activity that has been carried out. Driving factors are the Principal's Vision and Commitment, Support from the School Committee and Foundation, Teacher Involvement in Positive School Culture Decision Making. The inhibiting factors are resistance to change and lack of resources.

Mothers’ and fathers’ definitions of bullying and the strategies they would recommend to their children in response to bullying

ABSTRACT Despite the critical role that both mothers and fathers play in guiding their children, relatively few studies have actively sought the perceptions of how fathers define bullying and what strategies they suggest when assisting their children with the challenges of bullying victimization. For the present study an anonymous online, questionnaire was administered in New Zealand and used to gain insight into 104 parents’ (73 mothers; 31 fathers) definitions of bullying as well as the strategies they would recommend to their children when dealing with four different types of bullying incidents (verbal, relational, physical and cyberbullying). Approximately half of the participants included just one of the three traditional criteria associated with bullying in their definition, with the majority of respondents mentioning ‘an intent to harm’. The most commonly cited strategy was to tell a teacher or school staff member followed by talk to the bully about their behaviour, while retaliation was the least likely strategy to be suggested. Significant gender differences were identified in the verbal bullying scenario, which is typically the most common type of bullying. Mothers were significantly more likely than fathers to suggest that their child ignore the bully and use retaliation. Implications for bullying prevention programmes are discussed.

Does positive climate moderate the relationship of strengths use and knowledge with flow at work? A three year study

ABSTRACT The dynamics of flow occurrence – an experience of absorbed attention and joyful engagement in ongoing activity – over time needs further exploration, especially in educational settings. To this purpose, data were collected across three years among school staff (baseline N = 327) in New South Wales, Australia, with the aim to test perceived strengths use, strengths knowledge, and positive climate as predictors of flow at work, and positive climate as a moderator of the relationship between strengths use/knowledge and flow. Findings showed that strengths use/knowledge and positive climate consistently predicted more flow at work, but the moderation effect was non-significant. We suggest that while perceived positive climate reflects the macro-contextual conditions helpful for flow to occur, individual level contextual factors that might synergistically interact with strengths use/knowledge are yet to be identified. Future research should include both macro and micro contextual factors that impact upon the flow experience.