School Status Research Articles

Effect of the COVID-19 Pandemic on the Educational Indicators in the Dentistry Career of the University of Costa Rica

This study aimed to determine the effect of the COVID-19 pandemic on the educational indicators of students who enrolled in the dentistry program at the University of Costa Rica between 2015 and 2021. Records of 522 students were analyzed, considering variables such as gender, age at entry, nationality, marital status, children, place and type of high school attended, and course performance. Information was extracted from the Student Applications System, physical records, and the Civil Registry of Costa Rica. Descriptive and bivariate analyses were performed to identify patterns and correlations between variables, and approval rates before and during the pandemic were evaluated. Seventy percent of the students were women, predominantly Costa Rican, aged between 19 and 23, from public high schools, and originating from the Greater Metropolitan Area. Terminal efficiency was zero due to the closure of clinical courses in 2020, which prevented the 2015 to 2017 cohorts from graduating within 12 semesters. The dropout rate was highest in the first and second semesters, with a progressive decrease in subsequent semesters. Most cohorts experienced delays, particularly in semesters 7-8 and 9-10. First-attempt approval rates increased in some service courses with virtualization during the pandemic, such as Intensive General Chemistry and Elementary Mathematics, but no difference was observed in the courses specific to the School of Dentistry. The COVID-19 pandemic had varying impacts on educational indicators, with virtualization improving performance in some theoretical courses while posing challenges in those with practical and clinical components.

A pilot study of the utility of a hospital-based school program for pediatric patients with cardiac diagnoses

IntroductionPediatric patients with complex cardiac diagnoses are at increased risk for physical, cognitive, and developmental complications. Formalized school support [i.e., individualized education programs (IEPs), Section 504 Accommodation Plans (Section 504 Plans)] that addresses the needs of these patients is necessary, and hospital-based school programs (HBSPs) have the potential to bolster the acquisition of academic support. In this pilot study, we look at the impact of one such HBSP.MethodsRetrospective demographic and school support data for pediatric cardiac patients were analyzed.ResultsOur sample included 29 pediatric cardiac patients spanning two academic years. These patients had 100 HBSP encounters and 82 inpatient and 12 outpatient encounters, with 68.9% of patients having multiple encounters in a single year and 44.8% of patients being seen in both years. The HBSP made recommendations for patients to receive IEPs (N = 8) and Section 504 Plans (N = 13). The patients also submitted requests for medical homebound(N = 27), obtaining releases of information (N = 39), submitting medical reports (N = 10), and completing certificates of incapacity (N = 7). Statistical analyses revealed no significant relationships with patients entering or receiving a recommendation for an IEP or Section 504 Plan in any of their encounters with the HBSP on the basis of sex, race/ethnicity, school level, or rates of encounters in this sample.DiscussionSimilar to previous studies, these patients had high rates of IEPs/Section 504 Plans in place and continued to receive school recommendations through the HBSP. A high use of the HBSP was seen in the total number of encounters and communications (i.e., submitting to the school of record requests for classroom placement changes via medical homebound). Working with the HBSP provided access to information, formal support recommendations, and communication between medical and school settings in the form of changes in school status.

Evaluation of the Adiwiyata Award Program to Form an Environmental Care Movement at SMP Negeri 3 Candi, Sidoarjo Regency

This study aims to evaluate the Adiwiyata Award Program in forming an environmental care movement at SMP Negeri 3 Candi, Sidoarjo Regency. This study uses an evaluation approach with the CIPP (Context, Input, Process, Product) model from Daniel Stufflebeam. Data were collected through observation, interviews, and documentation related to program implementation. Each element was evaluated to assess the suitability between objectives, resources, implementation, and impacts generated. Data were analyzed descriptively. The results showed that the program was implemented effectively and in accordance with established procedures, with activities that met the criteria for achieving Adiwiyata School status. The Context element identifies that the program is based on the school's vision, mission, and objectives to increase environmental awareness. The Input element evaluates institutional readiness, including adequate human resources, budget, and infrastructure. The Process element highlights activities such as the implementation of "Clean Friday" and the integration of environmental learning involving the entire school community. The Product element shows the results in the form of a green and comfortable environment, as well as changes in student behavior who practice environmentally friendly habits, such as organic and inorganic waste management

Studi Kepustakaan tentang Perkembangan Bahasa pada Anak Sekolah Dasar

The development of language in elementary school children is a crucial topic in the fields of education, developmental psychology, and linguistics. This research addresses significant gaps in understanding how social and educational environments influence language development in children. Using a literature review methodology, the study analyzes various factors affecting language acquisition, including the roles of family, school, and socio-economic status. Data were collected from relevant literature published within the last five years, focusing on the interaction between children and their teachers, peers, and parents. The findings reveal that effective teacher training significantly impacts children's language skills, highlighting the importance of interactive teaching methods. Additionally, children from higher socio-economic backgrounds tend to have better access to educational resources, which positively influences their language development. The results underscore the critical need for a supportive environment that fosters language growth through active engagement. In conclusion, this research contributes to the understanding of how various factors intertwine to shape language abilities in elementary school children, providing insights that can inform educational policies and practices aimed at enhancing literacy and communication skills in Indonesia.

Mathematics learning inequality among Indian children: an insight into child learning with respect to parental schooling status

Mathematics learning inequality among Indian children: an insight into child learning with respect to parental schooling status

Postnatal cord care practices and associated factors in Arba Minch town, southern Ethiopia.

Cord care is one component of essential newborn care that reduces newborn morbidity and mortality. Poor cord care practice leads to a large amount of neonatal death due to infection. In Ethiopia, many women give birth at home, where neonates are exposed to unclean cord care practices or application of different traditional substances. Despite the severity of the problem, studies related to postnatal cord care practice are scarce. Hence, this study is aimed to assess umbilical cord care practices and associated factors in the postnatal period in Arba Minch town. To assess postnatal cord care practices and associated factors among mothers who gave birth in the last six months in Arba Minch Town, southern Ethiopia, 2019. Cross-sectional study design was conducted and using simple random sampling method 423 mothers who gave birth with in the last six months in Arba Minch town from November 11 to December 02, 2019, were selected. Data was collected using structured questionnaire administered by the interviewer. EpiData version 4.4 was used for data entry and SPSS version 25 was used for data analysis. Variables with p ≤ 0.25 in bivarible logistic regressions were considered as potential candidates for multivariable logistic regression analysis to control confounders. Adjusted Odds Ratio with 95% confidence interval was applied in multivariable logistic regression models, to identify variable, which has significant association. The overall proportion of women who had good postnatal cord care was 67.1%. The maternal age group of 25 to 29 years (AOR = 2.51; 95% CI: 1.35-4.68), maternal educational status of secondary school and above (AOR = 4.19; 95% CI: 2.05-8.54), mothers with good knowledge of cord care (AOR = 1.77; 95% CI: 1.03-3.05), and health facility delivery (AOR = 2.60; 95%CI: 1.05-6.41) were independent factors associated with good cord care. The proportion of good cord-care practice reported in this study was relatively worthy. Maternal age group of 25-29 years, maternal educational status of secondary school and above, having good knowledge of cord care, and delivering at health facility were factors that increased good postnatal cord care practice. Therefore, investing in improving these factors would positively affect maternal postnatal cord care practice. In order to reduce neonatal morbidity and mortality, routine counseling of cord care practice to mothers would attain good knowledge about postnatal cord care practices. Community health education would also increase awareness and practice of postnatal cord care.

Mothers’ health-seeking practices and associated factors towards neonatal danger signs in Ethiopia: a systematic review and meta-analysis

BackgroundA decrease in obtaining quality healthcare is a major cause of maternal and newborn deaths in low-income and middle-income countries. Ethiopia has one of the highest neonatal mortality rates. Increasing...

Determinants of malnutrition among adolescent females of age 15–19 years in an urban slum of Raipur city

ABSTRACT Context: Adolescent girls suffer the brunt of malnutrition due to increased nutritional needs to facilitate rapid growth spurt including menstruation and increased physical activity. This vulnerable group has low social power and is subjected to peer and social pressures related to body image and weight. All these factors along with the sociocultural milieu may lead to a spectrum of nutritional problems in them. Aims: To determine factors associated with malnourishment among adolescent females of age 15–19 years in an urban slum of Raipur City. Settings and Design: The study setting was the urban field practice area of the institute in Raipur. The study was an analytical cross-sectional study done from January 2022 to June 2023 among 401 adolescent girls of age 15–19 years. Methods and Material: The sampling was done using the consecutive sampling method. The study tools used were a semi-structured questionnaire on sociodemographic variables and details of the respondents, anthropometric measurements, dietary assessment using the 24-hour food recall method, and food consumption patterns using a food frequency questionnaire. Statistical Analysis Used: The Chi-square test of significance was applied to find the association between malnourishment with the input variables. For calculating the strength of the association, the odds ratio was estimated for those variables with P value < 0.2 in the Chi-square test, and later the odds ratio was adjusted for confounding with the same variables, using multivariable logistic regression. Results: According to BMI-for-age Z scores, 2% were severely thin (< −3 SD), 9.7% were thin (−3 to − 2 SD), 5% were overweight (1 to 2 SD), and 1.5% were obese (>2SD). While measuring the height-for-age Z scores, 5.5% had severe stunting and 21.9% had moderate stunting. Those respondents with educational status of high school or below [AOR 3.5 (1.8–6.8), P < 0.001] and those who did not consume a non-vegetarian diet [AOR 2.1 (1.1–4.1), P = 0.02] had significantly higher adjusted odds of being undernourished (severely thin or thin) as compared to those with educational status above high school and those who consumed a mixed diet, respectively. The respondents who are currently not going to school/college had significantly higher adjusted odds [AOR 2.2 (1.2–3.8), P = 0.007] of being stunted when compared to those who are attending school/college. Conclusions: The significant levels of malnutrition observed in this study among late adolescent girls aged 15–19 years—11.7% undernourishment, 6.5% overnourishment, and 27.4% stunting—highlight the concerning vulnerability of this population. The higher prevalence of stunting throws light onto the chronicity of malnutrition. As seen from the significant associations, proper education, and a mixed diet will help nurture a healthy female adolescent population.

Double standards in status ascriptions? The role of gender, behaviors, and social networks in status orders among adolescents

Abstract We examine the gendered distribution of peer-ascribed status in schools. Using network data from more than 14,000 students in 676 classrooms, we explore gender differences in the ascription of status and the types of behavior rewarded with status. On average, girls receive slightly fewer status ascriptions than boys, and students tend to grant status more frequently within the same gender. Contextual analyses show that classroom demographics can moderate some of these patterns. We also uncover gender-specific differences and similarities in status-related behaviors. Notably, girls engaging in substance use are awarded with slightly more status ascriptions than boys. However, network models reveal that most behaviors affect peer status similarly for both genders, suggesting that previous findings of gender-behavioral differences based on regression analysis may be conflated with network processes. Our study updates long-held notions regarding gendered status orders in schools and highlights the value of a multidimensional approach to status processes. We discuss implications for future social network research on status ascriptions and other relational cognitions and consider how school-based interventions might benefit from our findings.

Predictors of symptom change in the mental health of refugees and asylum seekers (MEHIRA) study examining the effects of a stepped and collaborative care model – A multicentered rater-blinded randomized controlled trial

BackgroundPredictors of symptom improvement are an essential starting point for tailoring psychological treatments to each individual and, in turn, increasing treatment efficacy overall. However, such research regarding refugees/asylum seekers from Arabic-/Farsi-speaking countries is lacking. The current study aimed to characterize predictors for symptom improvement in the Mental Health in Refugees and Asylum Seekers (MEHIRA) study, one of the most extensive multicentered controlled trials on a nationwide stepped and collaborative care model compared to routine German mental health care. MethodsVariables characterizing symptom change were chosen using backward elimination and inserted into logistic regression models for two depression endpoints, namely the Patient Health Questionnaire-9 (PHQ-9) and the Montgomery Asberg Depression Rating Scale (MADRS). ResultsSix variables were found to be at least marginally significantly associated with symptom decrease in both outcomes: baseline depressive symptom load, comorbid post-traumatic stress disorder, identifying as a refugee, years of schooling, physical health, and post-migration social status difference. Additionally, psychological health and resilience were marginally significant for one of the models. LimitationsSome predictor constructs - such as social support - were not adequately measured to replicate previous findings. Additionally, the study was underpowered for symptom change prediction of individual treatments beyond the group intervention. ConclusionsThese outcomes indicate that trauma-related elements as well as content on refugee identity and post-migration social status changes should be included in depression interventions for refugees. Further, recommendations for future outcome prediction studies are made.

Can changing schools help peer-victimized students escape their plight? A mixed-methods study

Changing schools tends to be more frequent among victimized students and is sometimes used as a means to put an end to persistent bullying. However, whether these changes benefit victimized students remains unclear, as bullying victimization often persists across different contexts. This mixed-methods study ( n = 58,799 and n = 68 for quantitative and qualitative data, respectively) conducted in Finland examines the role of victimization history in the association between newcomer status and victimization in the new school among elementary school students (fourth to sixth graders, that is, 10–12 years old) and middle school students (seventh to ninth graders, that is, 12–15 years old). The findings showed that elementary school newcomers with most frequent victimization history seemed to benefit from the school change compared to established students with similar victimization histories. A corresponding, albeit much weaker, effect was observed among middle schoolers. Previously victimized students had initially been more willing to change schools than non-victimized students. The qualitative content analysis showed a more complex reality—some of the previously victimized newcomers had strong aspirations for a better future, while others experienced fears and losses of established friendships. Eventually, the school change can bring both disappointments and rewards, depending on the newcomers’ ability to make new friends and escape bullying.

Analysis of Perceptions and Requirements for Creative Experiential Activity Curriculum for the Revision of Special Education in South Korea

This study investigates the perspectives of key stakeholders—teachers, principals, and parents of students with disabilities—regarding the 2022 Revised Curriculum, which integrates sustainability and climate change education into the Creative Experiential Activity (CEA) curriculum in special education. It focuses on their perceptions and needs for improving CEA to reflect hands-on learning and sustainable development goals (SDGs), particularly in areas like ICT integration and social inclusion. Through a focus group interview (FGI) and the KJ method of analysis, key themes were derived and organized into six levels to structure the transcripts. The teacher group identified 69 perceptions and 73 needs, with main themes related to ‘extracurricular operation status’, ‘evaluation of extracurricular activities’, and ‘experience activities’. Their needs highlighted ‘suggestions for the revised curriculum’ and ‘expectations for new activities’. The school expert group recognized 37 issues and expressed 74 needs, focusing on incorporating ICT and SDGs, particularly SDG 4 (Quality Education) and SDG 10 (Reduced Inequalities) into the revised curriculum. The parent group, with 58 recognitions and 56 needs, expressed perceptions of extracurricular activities in terms of ‘related knowledge’, ‘negative emotions’, ‘school status’, and ‘positive attitude toward their child’s participation’. Their primary needs included ‘request for student guidance’, ‘expectation for successful social integration of children (SDG 3: Good Health and Well-being)’, and ‘opportunities for participation in education’. Furthermore, this study addresses gaps previously unexamined in the field of special education by analyzing the distinctive needs of special education settings and proposing concrete solutions to address these unmet needs. The findings underscore the necessity of tailoring educational content to the diverse needs of students with disabilities, promoting inclusive practices that align with SDGs and reflect the evolving educational landscape in special education.

Knowing silence: how children talk about immigration status in school

Knowing silence: how children talk about immigration status in school

School and Family Level Socioeconomic Status, School Connectedness and Health and Wellbeing Among 9–11 Year Olds: Cross Sectional Analysis of the Student Health and Wellbeing Survey in Wales

Schools are important social institutions which play a role in reducing and amplifying inequalities, including health inequalities. A growing evidence base indicates that school and family socioeconomic status (SES) interact to create positive and negative health outcomes, with ‘benefits’ of attending a higher SES school greatest for children from higher SES families. School connectedness is an increasingly studied mechanism, or set of mechanisms, for improving health and reducing health inequalities. Studies on interactions of school and family SES and on school connectedness have to date focused mainly on secondary schools. This paper presents multilevel analyses of survey data from 17,000 primary school children in Wales, aged 9–11 years. It finds that school and family SES are independently associated with health behaviours and mental health and wellbeing outcomes, and interact, with ‘benefits’ of attending a higher SES school greatest for children from higher SES families. Exceptions include some risk behaviours, most common among children from higher SES families in lower SES schools. School connectedness was associated with most outcomes, with some variations between components of school connectedness. Interactions were consistent with greater benefit of attending a higher SES school for children from higher SES families in relation to peer environment, but not for other aspects of school connectedness. Better understanding mechanisms via which family SES may be amplified or attenuated by school characteristics is vital in informing intervention to reduce health inequalities. This paper provides some evidence that school connectedness may be an important target mechanism for interventions to improve health and reduce inequalities.

The effects of subjective family status and subjective school status on depression and suicidal ideation among adolescents: the role of anxiety and psychological resilience.

Depression and suicidal tendencies are notably prevalent among adolescents, yet few studies have revealed the impact of social status on them. This study aimed to explore the mediating and moderating effects of anxiety and psychological resilience on family status, school status, depression, and suicidal ideation. A total of 1,190 secondary school students aged 13 to 17 years (mean age: 13.57 ± 2.02 years) were evaluated depression, anxiety, and suicidal ideation using the PHQ-8 and GAD-7 questionnaires. Subjective family and school status were also assessed. Data analysis was conducted using Mplus, SPSS's Process, and the RSA 3.0 plugin. Subjective family/school status, anxiety, psychological resilience, depression, and suicidal ideation were significantly correlated. Anxiety played a partial mediating role in the influence of subjective family status and subjective school on depression and suicidal ideation, and psychological resilience moderated the impact of anxiety on adolescent depression and suicidal ideation (βdepression = -0.05, p < 0.01; βsuicidal ideation = -0.06, p < 0.05). Subjective family status and school status played important roles in depression and suicidal ideation in adolescents, and anxiety and psychological resilience played mediating and moderating roles.

Person-Environment Fit and Socioeconomic Status in Medical School

Abstract Purpose This study examined the impact of socioeconomic status (SES) on medical education in the context of person-environment fit (PE fit) theory, and specifically focused on the medical school experiences of students from lower-SES backgrounds. Method A constructivist approach was used in this qualitative study of 48 medical students from 27 US medical schools, all of whom self-identified as first-generation college graduates and/or being from a lower-income background (30 were both). Semi-structured audio-only interviews were conducted with these demographically and geographically diverse students from November 2021 through April 2022. Themes were identified using open coding and content analysis software. Results Almost all, 44 of 48, interviews included themes related to PE fit. Medical students indicated three interacting domains in which PE fit is relevant for them: (1) school, (2) clinical, and (3) professional environments. Learners from lower-SES backgrounds describe struggling to navigate multiple environments that are unfamiliar, culturally complex, and both personally and financially costly. They also describe ways they are addressing gaps, generating positive changes, supporting underserved patients, and broadening the perspectives of peers and educators. Conclusions PE fit theory provides a lens to understand unique aspects of lower-SES medical student experiences, including navigation of professional identity formation. It is critical for medical schools, funders, peers, and professional communities to sustain learning environments that support the flourishing of medical students from lower-SES backgrounds. This support includes transferring the burden of addressing fit from individual learners and marginalized classes of learners to educational, clinical, and professional organizations.

Chemistry Teachers’ Self-efficacy for Using Information and Communication Technology: A Survey Cross Sectional

The utilization of ICT in education could be further optimized due to the low self-efficacy of teachers. Teachers' years of teaching experience and the status of their schools have an influence on their ICT self-efficacy. This study aims to describe the differences in ICT self-efficacy among chemistry teachers based on their teaching experience and school status. This study used a quantitative approach with a cross-sectional survey method. The research was conducted in 31 high schools in Pekanbaru City and included a randomly selected sample of 50 chemistry teachers. The research instruments consisted of ICT self-efficacy questionnaires 14 items. ICT self-efficacy instrument declared valid and reliable using the Rasch model test. Additionally, interview data were employed to reinforce the findings from the questionnaire. The research questionnaire data underwent processing using analysis descriptive statistics and a two-way ANOVA test with SPSS. The results of the research show that there is a significant difference in the ICT self-efficacy of chemistry teachers based on the teacher's teaching experience with significance level of 0.005 and there is no difference the ICT self-efficacy of chemistry teachers based on school status with significance level of 0.783. The effect size test shows that the partial eta square value for the effect of teaching experience belongs to the high category while school status belongs to the low category.

Guardians of health: School nurses and their leadership roles in the fight against the COVID-19 pandemic in education&lt;sup&gt;&lt;/sup&gt;

This study investigated school health nurses’ critical role and importance in managing infectious diseases during the COVID-19 pandemic. The pandemic has had negative impacts on schools and educational institutions. In light of these impacts, the assistance of school health nurses in overcoming difficulties in accessing health services for students and their families was examined globally. The study aimed to explore the status of school nursing practices in various countries in response to the challenges posed by the COVID-19 pandemic, assess the situation in Turkey, and examine how these nurses contribute to health management in educational settings. To identify pertinent literature, relevant publications were reviewed using key terms such as ‘school nursing,’ ‘infectious disease management,’ ‘COVID-19,’ ‘safe school,’ and ‘public health’. The search focused on studies analysing the role of school health nurses during the pandemic. Sources included academic databases, public health reports, and public health organisation publications. Due to the lack of precise data on the employment of school health nurses in Turkey, specific information on their role during the pandemic could not be found. However, the relevant literature was comprehensively reviewed, and the study analysed global publications highlighting the critical role of school nurses in managing infectious diseases in educational settings. The study highlights that school health nurses play significant roles in preventing and controlling communicable diseases and contribute notably to health education for students and staff during the pandemic. School health nurses protect children and adolescents’ physical, psychological, and spiritual well-being. Findings suggest that structural changes in health and education systems are needed to enhance the effectiveness of school nurses. This study underscores the critical importance of school health nurses in pandemic management and public health protection. Strengthening their role is vital for preventing the spread of infectious diseases in schools and ensuring the well-being of students. Recommendations include increasing the employment of school health nurses, improving their professional development, and integrating their expertise into pandemic management strategies.

Mental Health of PE’s Teachers in Indonesia: Analysis between Well-Being Psychological Capital and Social Support with Demographic Factors

Mental health is crucial in education, including physical education. No research has yet profiled the mental health of physical education teachers in Indonesia. This study aims to identify and analyze the mental health conditions of these teachers through well-being, psychological capital, and social support profiles. The sample consisted of 248 physical education teachers in Indonesia. Most participants were male (87.9%), aged 21-40 years (54%), with a sports education background (80.2%), state school status (74.2%), a bachelor's degree (85.9%), and over 10 years of teaching experience (56.9%). The instruments used were the MHC-SF (Mental Health Continuum Short Form), with validity ranging from 0.477 to 0.723 and a reliability coefficient of r = 0.899. The PCQ (Psychological Capital Questionnaire) with validity from 0.233 to 0.49 and r = 0.904, and the MSPSS (Multidimensional Scale of Perceived Social Support) with validity from 0.339 to 0.746 and r = 0.885. The results showed that most teachers' mental health was in the moderate category. In conclusion, no difference in well-being was found among teachers (p&amp;gt; 0.005). However, differences in psychological capital were observed between male and female teachers (p &amp;lt;0.05), and social support varied with age, teaching status, teaching experience, and marital status (p &amp;lt;0.05). Further research is needed to explore the causes of these differences to enhance teachers' well-being.

Forecasting staffing needs in general education: HR-practices and staffing planning model for metropolitan schools

Introduction. The development of human capital is crucial for preparing an effective response of the Russian society to the great challenges related to ensuring sustainable economic growth, development and implementation of new promising technologies, increasing labour productivity, and improving the quality of life of citizens. The key role here is played by the state of the education sector, on which the population's mastering of competences, knowledge and skills demanded by the economy and the labour market directly depends. Ensuring the training of highly qualified specialists considering the changing staffing needs of society and trends in the development of the digital economy refers to the urgent problem of management and forecasting of staffing in the Russian education system. Materials and Methods. The methodological basis of the study was formed by reports of international organizations, national agencies in the field of education, reports of working groups, as well as domestic and foreign studies in the field of forecasting the staffing status; official web pages of federal and regional executive authorities that carry out management and control in the field of education; websites of educational organizations of general and higher education; information from open data sources. Qualitative analysis of data using general scientific methods of cognition was carried out on the obtained set of data. Results. The analysed solutions have limitations that make it difficult to directly transfer them to the staff forecasting model for Moscow schools. They do not consider the peculiarities of Moscow education, for example, the directions of the Moscow education development strategy, specifics of the nomenclature of positions and certification of managerial staff, city projects of pre-professional education, optimization of administrative staff, etc. When creating a staff forecasting service for Moscow schools, it is necessary to consider the advantages of platform solutions that provide an integrated interdisciplinary approach using large amounts of data. At the same time, the forecast should consider the peculiarities of the Moscow education system that can affect the staff composition of schools. Discussion and Conclusions. Based on the analysis, a model solution for forecasting the staffing status of educational organizations in the metropolitan education system has been developed, including methodological approaches to evaluation; directions for assessing the dynamics of changes in the staffing status of schools; the structure of the staffing composition of Moscow schools; the structure of primary data; and a set of indicators.