Supportive School Environment Research Articles

Exploring the Effect of Parental Support and School Environment on Student Academic Achievement: A Survey Study

Student academic achievement is a critical issue for educators and policymakers worldwide. Parents and schools play important roles in promoting student academic achievement. This study aims to investigate the impact of parental support and school environment on student academic achievement. To do so, we employed a quantitative approach using a survey research design. Data related to parental support and school were obtained by distributing two survey questionnaires to a total of 167 elementary school students, purposively drawn from diverse groups of Catholic elementary schools in Merauke District, South Papua Province, Indonesia. Meanwhile, data related to academic achievement were obtained by getting students’ academic transcripts. Obtained data were subjected to an inferential statistics analysis technique using the software SPSS version 21. The results of data analysis showed that parental support and school environment have a direct impact on student academic achievement, both partially and simultaneously. These findings underscore the importance of parental support and the need to create a supportive and positive school environment to improve students’ academic achievement. 

Promoting social and emotional learning in pupils with disability. Special teachers’ perceptions and practices

Pupils with special educational needs and disabilities (SEND) are at risk for emotional, behavioural and social difficulties. Social and emotional learning (SEL) may be particularly beneficial to fostering these children’s resilience. Given the importance of teacher’s role in promoting SEL, the present study aimed to explore special teachers’ perceptions of SEL and the practices they use to enhance their pupils’ social and emotional skills. Data were collected by means of semi-structured interviews with 15 Greek primary and secondary education special teachers and were analysed with the use of reflexive thematic analysis. The findings of the study revealed that the special teachers considered the creation of a supportive school environment a key prerequisite to addressing the pupils’ with SEND needs. They perceived SEL as a process aiming to the development of social and emotional skills which contributes to pupils’ emotional development and social inclusion. Although they used a number of practices for this purpose, their efforts were often hindered by the lack of collaboration with general education teachers and their limited knowledge on SEL. The findings are discussed with respect to the need to enhance cooperation between the members of the school community and teachers’ training on SEL.

ENHANCING STUDENTS’ ACADEMIC ACHIEVEMENT IN BASIC SCIENCE: THE ROLE OF ASSESSMENT FOR LEARNING, CLASSROOM MANAGEMENT, AND TEACHER-STUDENT RELATIONSHIPS

This study explored how assessment for learning, classroom management strategies, and teacher-student relationships predict students' academic achievement in Basic Science among students in Enugu State. The correlational survey design was employed in the study. The population of the study comprised 21,989 JSS III Basic Science students for the 2022/2023 academic session in public secondary schools. A sample of 400 students determined using Taro Yamen's (1967) formula and drawn through a multi-stage sampling procedure was used for the study. Data was collected using the Assessment Quality Enhancement Scale (AQES) and the Basic Science Academic Achievement Proforma (BSAAP). The internal consistency of the AQES was determined using Cronbach's Alpha reliability method, yielding a reliability estimate of 0.84. The BSAAP, on the other hand, collected existing academic achievement scores of sampled students in Basic Science from their 1st and 2nd term results for the 2022/2023 academic session. Data was analyzed using regression analysis. Results revealed significant predictive relationships between teachers' use of assessment for learning, classroom management approaches, teacher-student relationships, and students' academic performance in Basic Science. Specifically, the correlation coefficients (R) of assessment for learning, classroom management, and teacher-student relationships were 0.53, 0.51, and 0.41, with predictive powers of 28%, 26%, and 16%, respectively. These findings highlight the importance of ongoing teacher professional development, curriculum reform initiatives, and supportive school environments in fostering academic success in Basic Science. The implications of these results underscore the critical role of effective teaching practices and positive teacher-student interactions in enhancing students' academic achievement.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0258/a.php" alt="Hit counter" /></p>

Providing Lesbian, Gay, Bisexual, Transgender, Nonbinary, and Queer Adolescents With Nurturance, Trustworthiness, and Safety: Protocol for Pilot Cluster Randomized Controlled Trial Design.

Sexual and gender minority youths (lesbian, gay, bisexual, transgender, nonbinary, and queer individuals) face elevated risks of substance use (eg, alcohol and tobacco) and mental health issues (eg, depressive symptoms and suicidality) compared to their cisgender heterosexual peers. These inequities are hypothesized to be reduced by building supportive high school environments via the training of school staff. An intervention that trains school staff to better understand and support sexual and gender minority youths and engage in positive bystander behaviors that protect them from bullying exposure may reduce disparities in drug and alcohol use among them. Experts, school staff, and sexual and gender minority youths developed Providing LGBTQ+ Adolescents with Nurturance, Trustworthiness, and Safety (PLANTS), a web-based intervention to train school staff on how to support, affirm, and protect sexual and gender minority youths. This paper describes the design of the PLANTS pilot trial primarily aimed at assessing its acceptability, usability, appropriateness, and feasibility. We hypothesize PLANTS will have high acceptability, usability, appropriateness, and feasibility as rated by the school staff. Secondary objectives focus on implementation, safety, and pre-post changes in high school staff outcomes, including self-efficacy and skills (eg, active-empathic listening and bullying intervention). Exploratory objectives focus on the impact of PLANTS on student health outcomes. In a 2-arm cluster randomized controlled trial, high schools in Massachusetts are allocated to PLANTS or an active comparator group (publicly available sexual and gender minority youths resources or training). High school staff complete pretest and posttest surveys containing validated scales. Primary outcomes are validated measures of acceptability, usability, appropriateness, and feasibility of the intervention completed by staff during posttest surveys. To test our primary hypotheses for each outcome, we will calculate means and 95% CIs and P values using 1-sample 2-sided t tests against a priori thresholds or benchmarks of success. Secondary outcomes include staff's active-empathetic listening skills, self-efficacy for working with sexual and gender minority youths, bystander intervention behaviors for bullying and cyberbullying, and self-efficacy for PLANTS' change objectives completed during pretest and posttest staff surveys. Staff can also complete a posttest interview guided by the Information-Motivation-Behavior model and Consolidated Framework for Implementation Research. Exploratory outcomes include student-level data collected via the 2021 and 2023 MetroWest Adolescent Health Surveys, a health behavior surveillance system in 30 Massachusetts schools. School enrollment began in May 2023 and participant enrollment began in June 2023. Data collection is expected to be completed by February 2024. This pilot trial will yield important information about the PLANTS intervention and provide necessary information to conduct a fully powered trial of the efficacy of PLANTS for reducing the deleterious health inequities experienced by sexual and gender minority youths. ClinicalTrials.gov NCT05897827; https://clinicaltrials.gov/study/NCT05897827. DERR1-10.2196/55210.

Analysing Factors Inhibiting Teacher Leadership Initiatives in Lesotho Secondary Schools Sepiriti Sepiriti

Some secondary school principals are complaining about teachers’ reluctance to participate in any activities beyond classroom teaching. To understand this phenomenon, the study attempts to explore the inhibiting factors that hinder teachers in selected secondary schools in the Maseru district from supporting and engaging in teacher leadership (TL) activities. This qualitative inquiry is underpinned by the critical theory (CT), which among others aims at revealing the core factors that contributed to teachers’ lack of enthusiasm in performing various TL related activities. Also, to suggest strategies that could pioneer a change in teachers’ attitudes towards participation in school leadership beyond teaching. The study generated data from ten (10) purposively selected secondary school teachers. Using the thematic analysis method, despite participating teachers being able to conceptualise TL, they cited that, factors including; unmanageable teaching loads, inadequate induction, and use of top-down leadership approaches inhibited TL initiatives. To mitigate the abovementioned factors, participants suggested the creation of a supportive school environment, teacher training and recognition.

Primary-school-aged children inspire their peers and families to eat more vegetables in the KiiDSAY project: a qualitative descriptive study

BackgroundWhile vegetable intakes in Australia remain sub-optimal across all age groups, children are rarely consulted about their ideas on how to increase consumption. Qualitative research involving children provides an opportunity to consider their views. The aim of the Kids initiative inspires Dietary Success in Adults and Youth (KiiDSAY) project was to explore the views of school-aged children, who had participated in a school-based nutrition education program, about inspiring their peers and families to eat more vegetables.MethodsA total of 26 children (15 boys) aged 10–12 years from four primary schools in New South Wales, Australia, participated in seven focus group interviews. Purposeful sampling was used to recruit participants. The study involved open-ended semi-structured questions conducted via Zoom that were audio-recorded, transcribed verbatim and analysed using thematic analysis with deductive and inductive coding in NVivo.ResultsFour major themes emerged: (i) taste; (ii) family environment; (iii) healthy eating; and (iv) change makers; with subthemes that were embedded within Social Cognitive Theory and Ecological Model of Health Behaviour theoretical frameworks.ConclusionsChildren’s inputs hold great potential for informing future interventions, particularly when designing or refining school-based nutrition programs. Children offered suggestions on how to inspire increased vegetable consumption among their peers and families that could be taken into consideration for future research and practice. These included: cooking activities in the home and school settings using recipes that creatively hide/mask/enhance the flavour of vegetables, involving positive role models and supportive school environments. Additionally, children recommended a sequential approach to the delivery of recipes starting from fruit-based and transitioning to vegetable-based recipes. Given the challenges faced in increasing children’s vegetable consumption, particular focus on future research in this area is warranted.Trial registrationFEAST Trial registered 14th December 2020 with the Australian and New Zealand Clinical Trials Registry (ACTRN12620001347954).

The Extent Implementation of Modern Technology and the Educational Imperatives for Teachers in Abu Dhabi

Purpose: The purpose of this study was to explore the extent to which modern technology is put into practice within schools in Abu Dhabi and to assess the corresponding need for teachers to embrace it.
  
 Methodology/design/approach: A descriptive research methodology was employed in accordance with the research's nature. The researchers developed a questionnaire consisting of 15 items to gauge the current level of technology utilization by teachers in schools. Additionally, an open-ended question was included to glean insights into the perceived significance of teachers' technology-related requirements in the educational context. The responses from a sample of 800 teachers were collected and analyzed, yielding data on the frequency and percentages of technological needs deemed essential by educators.
  
 Results and conclusion:  The study's findings indicated a moderate level of technology adoption among teachers, with no statistically significant differences noted based on gender and teaching experience. Furthermore, analysis of the open-ended question revealed 15 crucial technological requisites that educators identified as indispensable for effective classroom instruction, emphasizing the importance of comprehensive training in the implementation of these tools.
  
 Recommendations: The study recommends to develop targeted training programs, establish supportive school environments, promote active technology utilization with oversight, and provide instructional guides to assist teachers in integrating modern applications into education.

Exploring the feasibility of using Participatory Action Research (PAR) as a mechanism for school culture change to improve mental health

ABSTRACT Adolescence is a key time to prevent or reduce poor mental health outcomes. Supportive school environments play an important role in this, and the concept of health-promoting schools have been supported globally. Participatory action research (PAR) combines theory, practice, action, and reflection by developing practical solutions to address concerns and issues within communities. Running four PAR groups across three secondary schools, we explored the feasibility of using the approach as a mechanism for bringing about culture change and improving mental health. We undertook interviews and focus groups with students (n = 24), school staff (n = 11), facilitators (n = 3), and parents/carers (n = 2). Findings are organised under five key headings: 1) Establishing PAR groups, and the PAR cycle; 2) PAR group impact; 3) Facilitators of PAR success; 4) Barriers to PAR success; 5) Future recommendations. This study demonstrated the feasibility of PAR as a tool to improve school culture. Students participating in PAR were engaged, passionate, and motivated to influence and transform school culture to improve mental health. Future research should aim to trial the PAR approach on a larger scale, to determine whether the barriers and facilitators of PAR success identified here are relevant and transferable to schools in other contexts, and to measure the impact of such initiatives on mental health outcomes.

Stretching Boundaries: Unraveling Teachers’ Challenges and Strategies in Cultivating Self-Compassion

Background: Teaching is inherently a highly stressful profession, which can significantly affect teachers’ well-being. Although self-compassion research has predominantly centered on mental health in the medical professions, there is a notable gap in empirical knowledge concerning self-compassion within the educational field. Considering the limited qualitative research available on teachers’ perceptions of self-compassion, this study represents a pioneering endeavor. Methods: This study employed a qualitative-phenomenological methodology and included 34 teachers from Israel. Semi-structured interviews provided an in-depth exploration of self-compassion, revealing participants’ experiences, challenges, and coping strategies. Results: Three pivotal themes were uncovered. “Bridging the Compassion Gap: From Others to Self” reflects teachers’ challenges in extending compassion to themselves. “Challenging Complacency: Silent Reflection and Self-Prioritization” illustrates self-compassion practices involving reflection, self-prioritization, and mindfulness. “Resilience Buffers: Positivity, Patience, and Acceptance” captures the role of self-compassion in managing stress, fostering positivity, and enhancing resilience. Conclusion: This study highlights the complex nature of selfcompassion among teachers, addressing challenges such as the novel concept of “compassion dissonance” and promoting reflective resilience. To support teachers, tailored interventions should bridge the gap between self-compassion for oneself and others. Incorporating self-compassion practices into teacher education and fostering supportive school environments are crucial steps forward.

How the Magic City Acceptance Academy’s School Environment Creates Conditions to Promote Community

Recent literature confirms that bullying, harassment, and violence continues in public schools against LGBTQ youth and students who are perceived as other due to status of race, class, or ability. The purpose of this study was to explore how the Magic City Acceptance Academy’s (MCAA) school environment creates conditions to promote community. MCAA is a charter school recently opened near Birmingham, Alabama. Principal findings are based on interviews with key school and community leaders, multiple school observations, and a review of key documents. The study uncovered processes and emphases used to cultivate an affirming school environment for students. Themes suggested that physical space, student supports and resources, evidence of affirmation, and specific student-oriented policies, serve as key factors that support overall student well-being in this innovative school environment. This article presents findings from an initial phase of a more comprehensive, case study analysis. We conclude that a welcoming and supportive school environment may contribute to the protective factor of school connectedness. We present implications for practice that may apply to educators as well as mental and community health professionals, among others. Recommendations for future research are also presented.

A Qualitative Investigation of Academic Success: Insights from High School Achievers

High School examinations present a significant hurdle for students, and achieving top performance requires a multifaceted approach. The proliferation of the internet has democratized access to knowledge, empowering individuals to pursue self-directed learning opportunities. This study sought to identify the common attributes of high-achieving students with the goal of inspiring and guiding underperforming students to emulate these successful behaviours and elevate their own academic performance. Employing a qualitative research methodology, the study utilized purposeful sampling to select seven (n=7) high performing students from Daga Central School. Thematic analysis revealed eleven shared attributes that contribute to academic success: a strong reading habit, focused engagement during classroom instruction, effective time management skills, meticulous organization of study materials, consistent review of learned materials, strategic use of information and communication technologies (ICT) to enhance learning, a supportive school environment, the presence of an inspiring role model, and a close-knit support system comprised of parents and teachers. These findings highlight that academic achievement transcends individual study habits; it is also highly influenced by external factors such as conducive learning environment, positive influence from educators, mentors, peers, and families. The study also discusses the implications of these findings for students, educators and other stakeholders in the educational landscape.

SOSIALISASI STOP BULLYING DI SD KRISTEN URIMESING B3

SOSIALISASI STOP BULLYING DI SD KRISTEN URIMESING B3

Patterns of Relationships Between College Teachers’ Leadership Competence and Work Engagement in Selected Private Higher Education Institutions in Davao Region: The Mediating Impact of School as Professional Learning Community

This study explores the correlation between leadership competence and work engagement among college teachers in Davao region's private higher education institutions. Adopting a mediation model, it investigates the influence of the school as a professional learning community on this relationship. Through a quantitative nonexperimental descriptive-correlational approach, 105 college teachers who were selected using cluster sampling technique from selected private higher education institutions participated in the survey. The findings reveal high levels of leadership competence, work engagement, and perception of the school as a professional learning community among the college teachers. It was also found that there are significant positive correlations among leadership competence, school as a professional learning community, and work engagement. Furthermore, the study identifies the school as a professional learning community as a significant mediating factor, partially explaining the correlation between leadership competence and work engagement. These results underline the importance of fostering a supportive and collaborative school environment to enhance leadership competence and teacher engagement in Davao region's private higher education institutions. This study sheds light on the crucial role of school as a professional learning community, offering insights for educational policymakers and administrators seeking to champion leadership competence and work engagement of college teachers in the 21st century. 

Role of Islamic Education Teachers in Shaping Students' Religious Character in the Digital Era: A Case Study of SDN 1 Kondangsari, Cirebon

This qualitative study explores the multifaceted role of Islamic Education (PAI) teachers in shaping students' religious character amid the digital era's challenges at SDN 1 Kondangsari, Cirebon. Employing a case study approach within a Field Research design, the research integrates semi-structured interviews, non-participant observations, and document analysis, analyzed through Miles and Huberman's interactive model to ensure a comprehensive understanding. The findings reveal that PAI teachers are facilitators, mentors, environmental providers, communicators, role models, evaluators, innovators, moral and political agents, cognitive agents, and managers in cultivating students' resilient, religious character. They adeptly utilize digital tools, instill Islamic practices through habituation, and embody exemplary conduct, equipping students to navigate modern society's intricacies. The study underscores the importance of integrating traditional religious teachings with digital advancements and calls for further research to assess these pedagogical strategies' broader applicability and long-term impact. The research highlights the critical need for continuous innovation in teaching approaches to bridge the gap between faith and technology, contributing to the field of religious education and societal development. The implications of this study underscore the necessity for comprehensive teacher training programs, supportive school environments, and collaborative efforts involving educators, parents, and the community in character-building initiatives.

SOSIALISASI MEMBANGUN JIWA DAN RAGA: PENCEGAHAN PERUNDUNGAN DUNIA MAYA DI LINGKUNGAN SEKOLAH

Cyberbullying is a serious threat to students in the era of information technology that continues to develop. This socialization activity was developed by involving the active role of schools, teachers and students which focused on understanding the risks of cyberbullying and strengthening students' social skills. Through participatory methods which include presentation of educational material, discussions and questions and answers. The results of this activity showed a significant increase in students' understanding and their willingness to actively participate in preventing cyberbullying. The aim of this outreach activity is to create a safe, inclusive and supportive school environment, and to increase students' knowledge, understanding and awareness regarding online bullying in order to avoid cyberbullying as both perpetrators and victims.

KAI STEAM SUJUNGIA GAMTOS MOKSLUS IR VISUOMENINĮ UGDYMĄ

STEAM (Science, Technology, Engineering, Arts, Mathematics) is emerging as an important link in modern education, seamlessly integrating different disciplines and fostering creativity and critical thinking. STEAM is particularly useful for children aged 5-8, whose genuine interest and curiosity actively engage them in learning this educational approach. It not only enriches students, but also inspires teachers to use innovative approaches to teaching different subjects. Science education is increasingly becoming an integral part of STEAM, in line with Lithuania's education strategy "Lithuania 2030". Successful STEAM education depends on a supportive school environment, effective leadership and teacher competences. This educational concept is in line with the objectives of the Strategy for Progress, with its emphasis on personalised learning and the formation of an innovative society. In the study, the integration of STEAM subjects allowed pupils to explore the links between disciplines and to apply theoretical knowledge in practice. The results revealed successful learning: students acquired knowledge about medieval castles and developed creativity, problem-solving, teamwork and critical thinking skills by designing and building castles in groups. Keywords: primary education, STEAM education, educational activities, knowledge and skills

Influence of body mass index on health complains and life satisfaction

PurposeThis research work investigates the influence of children’s weight status on well-being and school context in a sample of Spanish adolescences.MethodsThe Spanish records from the 2013–14 Health Behaviour in School-Aged Children Survey are used, which gathers 9,565 adolescences aged 11, 13 and 15. Studies do not usually address the endogeneity of body mass index when analysing their effect on life satisfaction and health complaints, thus resulting in biased estimates. Considering the endogeneity of body mass index, we use the frequency of alcohol consumption as an instrumental variable in order to obtain consistent estimates of its influence.ResultsThe two-stage least squares estimation shows that children’s body mass index has a significant negative influence on health complaints and it conditions the way children relate to each other at school. Likewise, results report significant influence on children’s subjective well-being and their self-assessment of general health.ConclusionsThe results of this study provide compelling evidence that BMI plays a crucial role in shaping adolescents’ well-being and their interactions with peers at school. These findings underscore the importance of addressing childhood overweight and promoting healthy body mass index levels. Furthermore, the study highlights the need for targeted policy interventions to combat the social stigma associated with being overweight, fostering a more inclusive and supportive school environment for all students.

Reducing Violence Through Chess: Involving Pre-service Teachers in Participatory Action in Schools

In this article, I critically reflect and describe how our Chess Development Project (CDP), initiated by pre-service teachers at a university in South Africa, helped create a safer, non-violent, and more supportive school environment. This participatory action research (PAR) project highlights the idea that higher education institutions should not only add to knowledge production but also contribute to practical improvement in the community. In this project, we introduced one sports code, chess, in a township school to reduce violence. The research question addressed was: To what extent does learner engagement in the CDP by pre-service teachers reduce school violence and bridge the gap between the university and the school? We set out to explore and discuss the potential of using chess as an educational tool for creating awareness, improving knowledge, and changing attitudes towards the challenges the learners face in life. The data collection techniques used were field notes, student assistant notes, interviews, questionnaires, and transcribed recordings of our research team reflections. As the coordinator of the project, I played the role of facilitator between the pre-service teachers and the township school. The findings suggest that this project was transformative. As a collective, the students and I became more aware of the day-to-day challenges that schools and communities face in the township areas in South Africa.

Secondary School Teachers Teaching Strategies Toward Gender-atypical Students

More people need to be aware of how easily gender-atypical youths can be hurt in terms of body, sex, or emotions. Gender-atypical individuals refer explicitly to males with feminine qualities and females with masculine qualities, namely those who deviate from traditional gender expectations and often labeled as sissy or tomboy by society. Since gender-atypical behaviors are deemed to deviate from the mainstream, destabilize the power-based social construct in which male is associated with dominance while the female is related to submissiveness and is associated with homosexuality, Boys who act in ways that are associated with femininity and girls who act in ways that are associated with masculinity are at a high risk of becoming rejected, bullied or victimized. It is of great necessity for the secondary school teachers and relevant organization to take initiatives to develop strategies that specifically support gender-atypical students because primary and secondary schools have previously been more traditional and resistant to social change and students at that age are more likely to reinforce the patriarchal social system and conventional gender norms. To buffer the victimization and distress gender-atypical youngsters encounter in their lives and help them develop into healthy adults with self-love and self-acceptance, secondary school teachers should reform teaching practices and programming decisions to establish a supportive and inclusive school environment and apply what they have learned about gender disparities and gender norms into practice to encourage their students to embrace a positive view on heterogeneity and diversity. Moreover, knowledge about homosexuality should be popularized to abate the negativity of homophobia.

Confronting school violence in Brazil: insights from social psychology for safer educational environments

School violence is a complex issue with significant implications for students, educators, and society as a whole. This article provides a comprehensive overview of the multifaceted nature of school violence in Brazil and proposes a multidimensional approach to address this pressing problem. Drawing upon social psychology and current empirical research, the paper explores the role of individual, interpersonal, and contextual factors in the occurrence of school violence. It highlights the importance of values education, ethical development, and creating safe and supportive school environments. Additionally, the article emphasizes the significance of evidence-based interventions, such as social-emotional learning programs and conflict resolution strategies, in preventing and reducing violence. Collaborative efforts involving educators, policymakers, parents, and the wider community are crucial for the successful implementation of these interventions. By integrating social psychology perspectives and evidence-based strategies, schools can foster a positive and inclusive environment that promotes the well-being and academic success of all students.