Student Welfare Research Articles

Family Support for Student Wellbeing of Migrant Students at Universitas Hasanuddin Makassar

study aims to determine whether there is a relationship between family support and the welfare of migrant students. Knowing the level of student well being, and knowing the effective contribution of family social support to student well-being. The research subjects were 115 overseas students at Universitas Hasanuddin Makassar. The method uses a quantitative approach. The data analysis technique used in this study is the Product Moment correlation of the person. Based on the results of data analysis, the correlation coefficient was obtained as ???????????? = 0.723 with sig. = 0.000; p < 0.001, so that the proposed hypothesis is accepted, it can be said that there is a very significant positive relationship between family social support and student well-being. The effective contribution of family support to student well-being is 63.5% and the remaining 36.5% is influenced by other variables. The level of student well being of overseas students is included in the high category with an empirical mean of 69.20 and a hypothetical mean of 57.5. Family support is included in the high category with an empirical mean of 79.25 and a hypothetical mean family support scale of 62.5

Mental Illnesses and Stigma among Medical Undergraduates in India.

The current Medical Education system of India, with its enormous workload and academic demands tend to cause the medical students stress. There is evidence showing medical students at a higher risk of depression, anxiety and burnout compared to other Indian students. Despite, the huge reported numbers, the proportion of students and doctors who seek help for their problems is alarmingly low. One of the reasons provided for the same is stigma towards mental health and an apprehension regarding labels and treatment history on the careers of the students. Increased awareness and with a National Health Programme catered towards mental health, there has been a boost in the utilization and provision of mental health services but it rarely translates into better mental health facilities for the healthcare providers. The special set of challenges faced by a medical students are gradually being recognized and efforts are being made to address them. Curriculum guidelines, teaching methods, student welfare centres and helplines have been the areas of intervention. There should also be changes in approaches towards the students who face problems and providing a safe environment for them to discuss their problems, including encouraging peer support. Thus, a fine balance needs to be present between ensuring the protection of the mental health of a medical student and ensuring a quality medical education for them. Further exploration to address stigma and building empathy among the students and evaluation of the intervention methods devised to address the same becomes very necessary to ensure fruitful interventions. It is the need of the hour to help Indian Medical students overcome their struggles with mental health.

Transforming higher education for the digital age

In this study, I explore the transformative potential of artificial intelligence (AI) and emerging technologies in higher education, focusing on case studies and pedagogical innovations that are reshaping the learning experience. Through an in-depth analysis of key initiatives—such as Stanford University's AI-driven personalized learning platform, the AI chatbot implemented at the University of Murcia, Knewton's adaptive learning system, and the intelligent tutoring platform developed by Pai et al.—the study highlights how AI enhances learner engagement, customizes educational experiences, and improves academic outcomes. The research also critically examines the ethical challenges and policy considerations associated with AI integration in educational settings. It emphasizes the need for clear guidelines to ensure responsible and equitable use of AI, particularly in addressing issues of fairness, student welfare, and access. The paper concludes by calling for further research into the long-term implications of AI on educational equity and ethical standards in higher education.

Tracing Pancasila: Unveiling the impact of the Pancasila student profile strengthening project on student well-being in Indonesia

This research aims to investigate the impact of policies to strengthen the Pancasila Student Profile project on the welfare of students in Indonesia. This research seeks to understand how implementing this policy, especially through the Merdeka Curriculum and the Strengthening Pancasila Student Profile (P5) Project, affects student welfare. This research methodology used a quantitative approach. Data collection was carried out by surveying 2,755 students from 17 provinces in Indonesia. Quantitative data was analyzed using statistical techniques to evaluate the impact of policies on student welfare. The results of this research indicate that the implementation of the policy to strengthen the Pancasila Student Profile project has a positive impact on student welfare. Cognitive, psychological, and social dimensions of well-being showed significant improvements. In addition, variables such as students' hope, optimism, and cognitive engagement are also positively correlated with the implementation of the policy. This research has great significance in the context of educational development in Indonesia. The research findings can make an important contribution to the understanding of how educational policies, such as the Merdeka Curriculum and the Pancasila Student Profile Strengthening Project, can play a role in improving student welfare. The implications of this research can help policymakers, educators, and educational practitioners to design more effective interventions to improve students' quality of life in educational environments

The international education association of Australia’s first 20 years: strengthening public diplomacy and social licence through professional development, advocacy and research

PurposeThe article examines the ways in which professional associations representing those working in international education are able to shape national systems and thereby change the ways in which the country engages internationally. This is particularly significant for Australia, which has one of the world’s most internationalised higher education systems.Design/methodology/approachThis paper presents a case study of the International Education Association of Australia, which since 2004 has played a central role in shaping international education policy and practice. It provides an insider account of three authors who have held senior roles in the Association, drawing on first-hand knowledge of institutional history.FindingsThe case study illustrates the ways in which the Association’s professional development, research and policy advocacy activities have helped to broaden Australia’s engagement in international education from a narrow commercial focus. The resulting deeper engagement with a broad range of issues associated with international engagement, including student welfare, outbound mobility, curriculum, migration and transnational education, has transformed policy and practice in Australia.Originality/valueAlthough international education is coming to play an increasingly significant role in many systems, little has been written about the role of professional bodies in influencing the character and quality of international engagement. This paper makes a valuable contribution by demonstrating the practical measures that can be employed by international education professional bodies to strengthen public diplomacy and the social licence for global engagement.

Defiant school choice? Educational freedom, access, and Arkansas’s AP African American studies controversy

On August 11, 2023, the Arkansas Department of Education (ADE) notified schools just before the fall semester’s start that they would no longer support the college-board-approved AP African American Studies (APAAS) course. Subsequently, all five districts offering the course declared their intent to proceed despite the lack of state funding and course credits. We conduct a document and qualitative thematic analysis in this mixed methods study. In documents, we find distinctive shifts in how the significance of APAAS is portrayed within differing contexts. Using interviews with Arkansas superintendents, teachers, students, and stakeholders, we find four major interview themes: the role of education in preserving democratic values, equity concerns, the significance of community support and advocacy, and the impact of political influences. Documents and stakeholders interviewed perceive the ADE’s withdrawal of support as politically motivated, while superintendents, teachers, and students are primarily motivated by the curriculum, student welfare, and community interests in offering APAAS. We conclude by suggesting that greater consideration of factual knowledge, coupled with choice within and between schools, could defuse such controversies.

Navigating Educational Challenges in Indonesia: Policy Recommendations for Future Success

Domestic and international observers scrutinize education in Indonesia due to persistent challenges that significantly diminish its quality. This study aims to provide a constructive analysis by identifying key issues within the Indonesian educational sector and proposing various strategic solutions to enhance the system. Utilizing a qualitative methodology, this research incorporates a literature review along with the collection of both primary and secondary data. The data collection involves extensive documentation and subsequent analysis. The findings reveal multiple pressing issues in Indonesian education, such as disparities in educational outcomes, substandard educational facilities and infrastructure, deficiencies in teacher quality and conduct, issues with student morality, and a lack of tolerance for ethnic diversity. Addressing these problems requires a collaborative effort across all societal sectors. Proposed solutions include enhancing teacher and student welfare, cultivating a global perspective and fostering a positive mindset among educators and learners, designing an inclusive and holistic curriculum, ensuring vigilant management of budgets, and encouraging greater involvement from the private sector. By incorporating these strategies, there is a potential not only to rectify current deficiencies but also to elevate the overall standard of education in Indonesia. This improvement will require sustained efforts and a commitment to innovation and inclusivity in educational practices.

The Impact of School Meal Provision on Teachers’ Performance and Students’ Academic Achievement in Sheema Municipality, Uganda

This study examines the impact of meal provision on both student academic performance and teacher welfare in public secondary schools in Sheema Municipality, Uganda. Grounded in motivational theories such as Herzberg’s Motivator-Hygiene Theory, Expectancy-Value Theories, and Maslow’s Hierarchy of Needs, the research highlights the critical role of proper nutrition in supporting cognitive development and student concentration. Additionally, the study explores the effects of meal provision on teacher motivation and performance, finding that the availability of meals contributes significantly to teacher well-being and job satisfaction, which in turn enhances educational outcomes. The research employs a mixed-methods approach, utilizing both qualitative and quantitative data from eight schools. Key findings indicate that schools face challenges in consistently providing nutritious meals due to financial constraints, exacerbating educational inequalities. A mean value of 4.3 on a 5-point Likert scale indicates broad agreement on the positive influence of meal provision on teacher welfare and student performance. The study recommends policy changes aimed at improving school meal programs by addressing financial and logistical barriers. These interventions are vital for promoting enhanced academic outcomes and the overall well-being of students and teachers in Sheema Municipality. Keywords: School meal provision, Teacher welfare, Academic performance, Nutrition in education, Sheema Municipality, Uganda

Demographic and lifestyle influences on depression, anxiety, and stress among graduate students: An analytical study of mental health outcomes

This study investigates the frequency and intensity of depression, anxiety, and stress in graduate students, with a specific emphasis on demographic and lifestyle variables. A cohort of 385 postgraduate students successfully administered the Depression, Anxiety, and Stress Scale (DASS-21) and furnished their demographic details. The sample was gender-balanced, with 50.1% male and 49.9% female participants. It comprised students from both urban (47.3%) and rural (52.7%) areas. The marital status distribution was as follows: 84.9% were married, 14.3% were single, and 0.8% were separated, divorced, or widowed. The survey participants were accommodated in three different ways: living with family (36%), staying in dorms (31%), or renting separately (33%). SPSS data analysis indicated that a considerable proportion of individuals suffered psychological discomfort. Specifically, 36.5% reported depression, 39.2% reported anxiety, and 27.8% reported stress. The correlation and regression studies revealed substantial relationships between demographic characteristics, lifestyle habits, and mental health outcomes. Significantly, financial worries, academic demands, and absence of work-life equilibrium were major sources of stress. The results emphasize the immediate requirement for customized mental health interventions in educational institutions. Recommended approaches encompass proactive mental health assessments, easily available therapy services, peer support systems, and programs aimed at enhancing resilience. Tackling these psychological obstacles is crucial for improving the welfare, educational achievements, and career growth of postgraduate students.

Student welfare through involvement and networked learning in primary teacher training

What makes students eager to learn? This is a fundamental question for every educator. After all, students who are motivated and involved in their studies are more likely to succeed (Affolter, Gerber, Grund, & Wagner, 2015) and simply 'pleasant to teach'. Student welfare is particularly relevant for primary teacher training colleges in the Netherlands, which struggle with dwindling student numbers, high variety in student population, and the risk of study delay or dropout (Dutch Inspectorate of Education, 2017). In order to enhance student engagement, teacher training colleges in different regions in the Netherlands - Doetinchem, Utrecht, Rotterdam, and Amsterdam - have formed teacher learning groups (TLGs) on various topics relevant for (pre-service) teachers, consisting of students of different years, teacher trainers, and in-service teachers. TLGs are increasingly acknowledged as a powerful means of enhancing learning and development. On the one hand, they offer students room for social learning and agency, stimulating their involvement and motivation (Vrieling-Teunter, Van den Beemt, & De Laat, 2019). On the other, they stimulate and facilitate in-service teachers’ professional development (Lieberman & Wood, 2003). As TLG participants work together to solve authentic problems (Laferrière, Lamon, & Chan, 2006), both pre-service and in-service teachers gain specific and concrete ideas that can be directly related to their own classroom practice (Guskey, 2002). TLGs can thus be seen as social action evolving around relationships, or ties. TLGs, as collections of ties, enable both collaborative and individual learning and knowledge sharing (Schreurs et al., 2014).

Implementasi Manajemen Konseling Kesehatan Mental bagi Mahasiswa Institut Teknologi dan Kesehatan Muhammadiyah Kalimantan Barat

Undergraduate students are individuals who experience a transition period that focuses on searching for self-identity. During this transition period, students will experience changes in their behavior, emotions and cognition. This change will affect the mental health status of students. Mental health problems in students are a serious problem to be handled because students' mental health problems are invisible but can have bad consequences if not treated immediately. Negative stigma towards mental health has an impact on students' awareness and initiative to resolve their mental health problems. Students feel embarrassed and think that this mental health problem can heal by itself. In fact, mental health problems will get worse if they are not handled well. The importance of mental health counseling services for students as a medium for early detection of mental health problems. Mental health screening can detect several mental health problems so that existing problems can be prevented and students' mental health status can improve. The role of the academic community is very important to support the existence of mental health counseling services. Moreover, policies and service standards do not yet exist at ITEKES Muhammadiyah West Kalimantan. Thus, this underlies strategic planning activities for mental health services that can be beneficial for students and have an impact on student welfare in maintaining their mental status.

Implementasi Integrasi Nasional Ditinjau dari Nilai-Nilai Kewarganegaraan dalam Upaya Mewujudkan Kesejahteraan Mahasiswa Prodi PGSD Universitas PGRI Adi Buana Surabaya

This research was conducted to find out how much National Integration is implemented in terms of civic values in an effort to realize the welfare of PGSD study program students at PGRI Adi Buana University, Surabaya. The importance of citizenship for PGSD study program students at PGRI Adi Buana University, Surabaya so that they have a strong grip on avoiding and solving national problems. This will support students to have basic competencies, namely becoming scientists who have a sense of nationality and love of the country, are civilized democracies, become citizens who are competitive, disciplined, and actively participate in building a peaceful life based on civic values. students as the nation's next generation of young people to provide national values and a comprehensive understanding of the archipelago, national resilience, rights and obligations as citizens, democracy, the constitution and human rights in facing challenges.

Identification of the satisfaction of Tecnológico Espíritu Santo students with the different institutional processes and services

A result of the research project Balcony of services to optimize Customer Experience at TES, corresponding to the Higher University Technology course in Marketing and Commercial Management, was presented. It responded to the result of the diagnosis of the current state of the institutional processes to identify their level of quality and customer satisfaction at TES. The research is of an exploratory type, aided by instruments such as the survey and the audit of the service protocols of the areas of student welfare, admissions and cashier's office, which made it possible to identify the students' satisfaction with the different processes and services provided by the institution. The results indicate the need to implement a service balcony that responds to the needs of students in correspondence with the institutional processes and services.

Inclusive Education and Rehabilitation of Students with Neurological and Developmental Disabilities: A Case of Pakistani Schools- Community Collaboration

The study was carried out to explore the nature of collaboration between the schools of students with neurological and developmental disabilities(SWNDDs)and the community institutions including family, health, general education, and social welfare. The study is carried out through a quantitative survey. The population of the study was teachers, and the parents of students with neurological and developmental disabilities studying in different schools in Punjab. A total number of 100 teachers (both male and female) and 31 parents(Mothers & fathers ) were selected through a simple random sampling technique. Two structured questionnaires, one for teachers and one for parents, were used to collect the data. Each questionnaire consisted of two sections; demographic information and close-ended statements. The validity of the questionnaires was estimated from experts in special education. The reliability of the questionnaires was .83 and .80(Cronbach’s Alpha). The data analysis shows that schools had a low level of collaboration with health and social welfare departments but a moderate level of collaboration with regular education and families of students with NDDs.The need for strong and effective school-community collaboration for the welfare and uplift of students with neurological and developmental disabilities and their parents is recommended.

Profil Kewirausahaan OPOP (One Pesantren One Product) dalam Meningkatkan Kesejahteraan Ekonomi Santri di Kabupaten Jombang, Jawa Timur

One Islamic Boarding School (Pesantren) One Product (OPOP) program aims to create independence for the people through students, the community and Islamic boarding schools, so that they are able to be independent economically, socially and also to encourage skills development, production technology, distribution, marketing through an innovative and strategic approach. As for the aim of this research is to determine the variables that influence the objectives of One Pesantren One Product (OPOP) program run by the Islamic Boarding School in improving the welfare of students through a quantitative approach. The sample in this study consisted of 40 respondents from three Islamic boarding schools. The research results show that santripreneurs, pesantrenpreneurs and sociopreneurs influence the objectives of One Islamic Boarding School One Product (OPOP) program. The results of surveys and interviews in the field show that the selection of Islamic boarding schools involved in the OPOP program was carried out through selection. The instillation of santripreneur values is formed through intense, routine and systematic education and training, while pesantrenpreneur is implemented through extracurricular and intracurricular activities.

Paramedic student and preceptor experiences of a clinical facilitator model during ambulance clinical placements: A qualitative study

Introduction: Ambulance service clinical placements are fundamental to paramedicine student education, but the quality and safety of these placements can be highly variable. Inspired by positive results from a nursing facilitator model, this study reports on a collaboration between an Australian university and ambulance service that introduced a paramedic clinical facilitator for undergraduate paramedic students during their ambulance clinical placements. This article describes the experiences of a clinical facilitator model for paramedicine students and their preceptors during the study period. Methods: This study follows an exploratory qualitative research methodology. After implementation of the paramedic clinical facilitator model, two focus groups with paramedicine student participants and two semi-structured interviews with their paramedic preceptors were conducted. Intimate observations were recorded in a reflexive logbook by the facilitator, which was kept for data analysis. Purposive sampling was used to recruit participants, and thematic analysis was used to code data and conceptualise themes. Results: Three broad overarching themes were conceptualised from the data: 1) increased educational opportunities, 2) improved clinical placement management and 3) greater student support and welfare. Both paramedicine students and paramedic preceptors felt that the paramedic clinical facilitator model improved the quality of ambulance clinical placements for undergraduate paramedicine students. Conclusion: This study suggests that a paramedic clinical facilitator model improved the safety and quality of ambulance clinical placement experience for paramedicine students and preceptors. Universities and ambulance services could consider implementing a paramedic facilitator model for ambulance clinical placements in their local contexts.

Student responses to climate knowledge: enabling climate concern to flourish

Purpose This paper aims to examine a co-produced initiative implemented at the [University Name] between September 2022 and April 2023. The student-led project (Climate, Conversations and Cake: The 3C’s) addressed environmental and climate crisis awareness through monthly gatherings where, in partnership, students, academic staff and professional personnel gathered to share food, engage in conversations and partake in joint activities. Design/methodology/approach This paper draws upon a mix of student and staff feedback, gathered through surveys and written/verbal reflections, to explore the value and impact of this project. Findings The project received two [University Name] student Union awards for teaching sustainability and for student welfare, and was a finalist in the UK and Ireland Green Gown Awards. The 3C’s provided a platform for emotional expression by fostering a safe and supportive environment and encouraged students to reflect, share, apply and deepen their learning experiences in an informal setting characterised by compassion and empathy. This paper highlights the importance of developing supportive and compassionate pedagogical practices which recognise and normalise climate concern. Originality/value The findings contribute to the growing body of literature on co-produced projects within higher education institutions, showcasing the potential of such initiatives to encourage meaningful engagement and empower students in addressing the pressing challenges of climate crisis. In addition to providing an evidence base for the value of such initiatives, through outlining the specifics of this student-led project, a framework that can be used by other institutions to develop their own initiatives is offered.

Education and Social Change on the Use of Online Learning Media

The more sophisticated technology is today, the learning process can also become more sophisticated with the internet that can be accessed anytime and anywhere to help facilitate humans, especially the world of education because with the existence of sophisticated technology even though the distance is far apart, you can still do learning by using google meet, zoom and others. So it is not surprising that young children have been given gadjed because almost all learning is accessed using gadjed. The formulation of the problem is (1) How is the role of parents and teachers in the use of online media (2) What are the obstacles faced in online media learning. This research uses qualitative methods with a direct approach to parents and teachers, to find out how the role of parents and teachers to supervise children in the use of online media. So that children are not wrong in using online media. This research aims to find out how the role of parents and teachers in the use of online media and to find out what are the obstacles faced in online media learning. The obstacles are (1) Unstable internet connections are still not active in remote pockets (2) Inadequate Facilities and Infrastructure Technology support devices are clearly expensive (3) Lack of budget because the welfare of students and teachers is rather far from expectations, costs can also be considered problematic (4) Very limited technological information from students and teachers.

Prevalence of Back Deformities Among Primary School Students

<i>Background</i>: The high incidence of spinal abnormalities among primary school students is a pressing health issue that demands attention. Recent epidemiological studies have emphasized the importance of spinal anomalies in this specific population. The rising prevalence can be attributed to factors such as sedentary lifestyles, insufficient ergonomic practices, and a lack of awareness. Understanding the extent of these abnormalities is crucial for promptly identifying and intervening since they might affect the general welfare and educational achievement of primary school students. The aim of this study was to estimate the Prevalence of Back Deformities among Primary School Students in Khartoum, Sudan 2022-2023. <i>Materials and Methods</i>: This study is an observational, descriptive, cross-sectional community-based study conducted in four government primary schools in the Bahri locality from November 2022 to February 2023 among primary school students. Data was analyzed and interpreted using Statistical Package for the Social Sciences (SPSS) data analysis software version 26.0. <i>Results</i>: This study included a total of 383 primary school students in Bahri locality (males: 200 (52.2%) and females: 183 (47.8%). The male-to-female ratio is 1.1:1, with a mean age of 9 years and ranging from 6 to 12 years. The posture wall test and Adam forward bending test were used to diagnose coronal and sagittal deformities. The posture wall test was positive in 3 cases (0.78%). There were 3 cases of kyphosis, 2 males and 1 female. The deformity was in the thoracic region in all cases.

Implementation of Guidance and Counseling Teacher Competencies in the Actuating of Guidance and Counseling in Schools

Guidance and counseling teachers have a crucial role in helping students overcome various personal, social, and academic problems and optimally develop their potential. By having appropriate competencies, guidance, and counseling teachers can provide services that are more effective and relevant to student needs, thereby improving overall student welfare and achievement. This article aims to determine the implementation of guidance and counseling in schools according to teacher competency. The method used in writing this article is using the literature review method. The literature review was used to collect information regarding the competency of guidance and counseling teachers and the implementation of guidance and counseling in schools. Implementation of guidance and counseling teacher competencies has enormous benefits in the educational context. Competent guidance and counseling teachers can provide quality guidance and counseling services to students, helping them overcome problems, understand themselves, and develop their potential optimally. Apart from that, implementing guidance and counseling teacher competencies can also improve the overall quality of education, improve relationships between students and teachers, and provide support for students with special needs.