This study examines the COVID-19 experiences of K-12 school campus directors, especially in terms of building and grounds, transportation, and food services from the Midwestern United States. The COVID-19 pandemic has changed to online education mode and implemented safety protocols to ensure equitable access to K-12 education. School directors play a crucial role in United States’s school administration. The researchers used a mixed method research design and purposive sampling. The sample included 9 school-grounds directors, 34 food service directors, and 31 transportation directors. A 5-point Likert-type questionnaire was prepared by the researchers to collect the relevant data for the study. The data were analyzed using descriptive statistics and thematic analysis. While revealing their experiences, various school directors mentioned that key challenges are reliable sources of information for them to work, inequities in resource allocation, finance allocation, and lack of professional training. The survey highlighted the need for several resources, including federal and state funding, teacher professional development programs, and community partnerships that support K-12 education. School directors addressed challenges regarding transportation, buildings, grounds, and food services during COVID-19. The study revealed the need for systemic policy changes and communication resources to create resilient and adaptive learning environments for K-12 education. Eventually, the study recommended that policymakers and educational leaders bring changes to K-12 infrastructure to withstand crises like COVID-19.

There is a growing consensus that we must look beyond IQ to understand the mechanisms of talent development. Grounded in the Actiotope Model of Giftedness, this study adopts a resource-based approach and examines the incremental and interactive contributions of educational and learning capital to STEM achievement beyond IQ. Data were collected from 318 German secondary school students (grades 6-10; Mage = 12.08; 50.3% male) using domain-specific measures of educational and learning capital, a nonverbal matrix intelligence test, and STEM grades. Robust regression and mediation analyses showed that learning capital significantly predicted STEM achievement beyond general intelligence, whereas educational capital exerted no direct effect. Instead, the relationship between educational capital and achievement was fully mediated by learning capital. Moreover, the interaction term of educational and learning capital predicted achievement. A further interaction indicated that the positive effect of learning capital on STEM achievement was stronger for students with higher intelligence, consistent with an intelligence utilization (Matthew) effect. These findings support a systemic interpretation of achievement in which intelligence reflects prior resource utilization and functions as a catalyst, while current learning resources constitute the proximal determinants of STEM performance.

ABSTRACT Street youth face and overcome multiple challenges. While these challenges are well-documented, also in systematic reviews, the resources facilitating street youth resilience to these challenges have not been synthesized. To close this gap, we conducted a systematic scoping review of studies reporting street youth experiences of resources that enabled them to effectively cope with street-related challenges. Scoping the literature involved a systematic search of 10 databases for qualitative or mixed methods studies that investigated the resilience of street youth aged 10 to 35. Twenty-five articles (from 3464 original records) were included, and we used a narrative approach (basic content analysis) to identify the systemic resources that street youth experienced as resilience-supporting. Guided by a multisystemic resilience approach, we found that personal resources (primarily agency and psychological ruggedness) and informal social resources (mostly other street peers) dominated accounts of street youth resilience. In contrast, very few studies reported cultural, institutional or physical environment resources, or combinations of resources, that went beyond psychosocial ones. In the absence of enabling institutional and physical environment supports, the narrow focus on psychosocial resources is unlikely to advance interventions and policy decisions that can optimize street youth resilience.

Educators face high levels of work-related stress, which may elevate their risk of anxiety and depression. Guided by the Conservation of Resources (COR) framework, this study examined two protective resources—individual resources (regulatory and cognitive flexibility, reflecting adaptive behavioral, cognitive, and regulatory strategies) and community resources (school climate, reflecting school norms, values, and relationships)—and their role in mental health outcomes. A sample of 1,219 Israeli secondary school educators (85.6% female, mean age = 44 years) completed an online survey assessing school-related stress exposure, flexibility, school climate, and symptoms of anxiety/depression. Hierarchical linear modeling (HLM) revealed that greater stress exposure predicted elevated anxiety (b = 0.10, p < .001) and depression (b = 1.26, p < .001) symptoms. Conversely, higher regulatory flexibility was associated with reduced anxiety (b = − 0.12, p < .001) and depression (b = − 0.67, p < .001), and higher cognitive flexibility similarly predicted fewer anxiety (b = − 0.25, p < .001) and depression (b = − 2.44, p < .001) symptoms. At the school level, a positive school climate correlated with fewer symptoms of anxiety (b = − 0.37, p < .01) and depression (b = − 2.65, p < .01). These findings align with the COR framework, emphasizing how systemic (school climate) and individual (flexibility) resources independently buffer against mental health challenges. Interventions targeting school-level climate improvements (e.g., fostering cooperative norms) and individual-level flexibility training (e.g., adaptive coping strategies) could enhance educator well-being.

Multiple long-term conditions (MLTCs) are rising, especially among people experiencing socioeconomic deprivation, who develop MLTCs earlier and face barriers to self-management. Primary healthcare professionals (HCPs) are central to supporting self-management but face systemic challenges, resource inequalities, and emotional strain. Understanding their perspectives is vital to developing effective solutions. To explore how HCPs in general practices in deprived areas support people to self-manage MLTCs, and the barriers to, and facilitators of, providing best levels of care. This was a qualitative study with GPs, general practice nurses, advanced nurse practitioners, and allied health professionals working in socioeconomically deprived areas of two cities in England. Online semi-structured interviews were conducted with 18 HCPs from 17 general practices. Transcripts were analysed inductively, underpinned by elements of reflexive thematic analysis and grounded-theory methodology. A socioecological framework was applied retrospectively to situate HCP experiences within wider socioecological discourses. Four themes were identified: 1) individual factors influencing self-management, such as motivation and health literacy; 2) the role of social connections and community-based support; 3) enhancing primary care through continuity, longer appointments, and culturally sensitive, person-centred care; and 4) the impact of policy and inequitable funding on care provision. Key facilitators included accessible information, community signposting, and support navigating healthcare systems. HCPs adapt care to meet patient needs but face systemic barriers, including underfunding and limited resources. Strengthening trust, cultural competence, and continuity of care, alongside policy and funding reform, is essential for delivering effective self-management support.

This paper provides a historical analysis of English Language Teaching (ELT) in Libya, following its development from the early Grammar Translation Method (GTM) to the official endorsement of Communicative Language Teaching (CLT) and the political ban (1986).The paper explores the significant gap that exists between these communicative curriculum requirements and the actual teaching environment, discovering that older approaches, most notably GTM, remain extensively used.Because of this shortcoming, students are unable to attain authentic communicative performance.This methodological stalemate is attributed to several significant, interconnected restrictions.These include systemic resources constraints (for example, 31% of schools lack language laboratories), institutional shortcomings (a highly centralized, top-down administration structure), and significant deficiencies in pedagogical content knowledge (PCK) and teacher professional development (CPD).Additionally, deep-rooted cultural opposition that places a higher value on instructor authority and memorization hinders implementation, which is consistent with GTM's methodology and occasionally causes students to see communicative activities as little more than amusement.Systemic improvements are necessary for the national reform measures intended for the 2020-2026 timeframe to be successful.Recommendations include requiring that the university syllabus adhere to reform criteria, prioritizing targeted CPD, possibly using Action Research models, to develop the required PCK, and switching to a bottom-up approach to increase teacher autonomy.To encourage independent learning, other strategies are also recommended, such as extensive reading (ER).

Background Preserving health outcomes in vulnerable and crisis-prone environments remains a significant challenge due to systemic weaknesses, limited resources, and recurrent emergencies. This study evaluates the ReBUILD for Resilience program in Sierra Leone, an intervention aimed at strengthening health systems and fostering community engagement through co-created radio discussions. Methods The intervention was implemented in the Moyamba and Kailahun districts, focusing on improving health literacy, empowering communities, and addressing local health priorities. Stakeholders, including community members, health workers, and local authorities, collaboratively developed and disseminated culturally relevant radio content. Data were collected through qualitative methods, including interviews and focus group discussions, and analysed to identify key themes related to stakeholder involvement, implementation processes, and perceived impacts. Results Four main themes were identified: stakeholder motivations, perceived objectives, planning and implementation processes, and program impacts. Stakeholders were driven by a sense of community responsibility and the need to bridge health knowledge gaps. The radio discussions were perceived as effective in raising awareness and facilitating communication between communities and health authorities. Successful implementation was attributed to collaborative planning and the use of local languages. While stakeholders noted perceived benefits such as improved health literacy and behaviour changes, these outcomes were not directly assessed in the study. Challenges included logistical and financial constraints, highlighting the need for sustainable funding strategies. Conclusions The ReBUILD for Resilience program demonstrates the transformative potential of co-produced health interventions in fragile and shock-prone settings. Community ownership, cultural relevance, and stakeholder participation were critical to its success. This study contributes to the growing evidence on participatory approaches to strengthening health systems and underscores the need for innovative strategies to ensure the sustainability of such interventions in resource-constrained environments.

This study examines the challenges of entrepreneurial leadership within Zanzibar’s Local Government Authorities (LGAs), focusing on the strategic potential of relationship-oriented leadership in overcoming institutional constraints. Using a mixed-methods design, it integrates quantitative and qualitative data from six LGAs involving 300 participants, 210 through questionnaires, 30 via Key Informant Interviews (KIIs), and 60 in Focus Group Discussions (FGDs). Quantitative findings reveal a moderate application of relational leadership behaviors, particularly adaptability, communication, and ethical governance, while entrepreneurial traits such as innovation, risk-taking, and developmental support remain underutilized. Qualitative insights corroborate these results, identifying systemic barriers, centralized decision-making, bureaucratic rigidity, and limited resources as factors restricting proactive leadership. Interpreted through relational, entrepreneurial, and transformational leadership theories within the discourse on public sector reform, the study finds relational leadership culturally embedded and institutionally feasible, whereas entrepreneurial and transformational approaches remain aspirational without structural change. To address this gap, a hybrid leadership model suited to constrained governance contexts is proposed, emphasizing decentralization, leadership capacity building, and innovation-friendly organizational cultures. Overall, the study contributes to leadership scholarship and offers practical insights for improving leadership effectiveness and service delivery in developing country public sectors.

Moral disengagement refers to the cognitive strategies individuals use to justify unethical actions, enabling them to override personal or institutional norms without experiencing self-sanction. While widely studied in student misconduct and Western academic settings, limited empirical attention has been paid to how academic professionals in low-resource, non-Western contexts disengage morally in their professional roles. This mixed-methods study investigates the prevalence, mechanisms, and contextual drivers of moral disengagement among faculty in Nepalese universities. Survey data from 212 faculty members, measured using the Moral Disengagement in Academia Scale (MDAS), indicate high levels of disengagement. Specifically, 68% reported diffusion of responsibility, 61% demonstrated moral justification, and 57% expressed attribution of blame as frequent patterns of disengagement. Complementary interviews with 30 faculty and administrators further provide deeper insights into the underlying dynamics of these disengagement patterns. Complementary interviews with 30 faculty and administrators provide deeper insights into how collectivist cultural norms, institutional ambiguity, and survival-driven pressures normalize misconduct and offer ethical rationalizations. The study seeks to identify dominant mechanisms of disengagement, explore the institutional, cultural, and psychological factors that facilitate or inhibit these processes, and understand how academics rationalize unethical behaviors within environments marked by systemic ambiguity, collectivist values, and limited resources. Findings suggest that in contexts characterized by weak ethical oversight, politicized governance, and vague professional standards, moral disengagement becomes an adaptive mechanism. The study extends Bandura’s theoretical framework and offers implications for ethics policy, leadership development, and governance reform in South Asian higher education.

This article synthesizes meta-analytic evidence on psychologically informed coaching approaches to identify mechanisms driving sustained workplace outcomes. Drawing on Wang et al.'s (2021) comprehensive meta-analysis of 20 studies (n = 957), we examine how cognitive behavioral coaching, solution-focused coaching, positive psychology coaching, and integrative approaches influence goal attainment, self-efficacy, performance, and psychological well-being. Findings demonstrate moderate to large positive effects across outcomes (g = 0.51), with goal attainment showing the strongest impact (g = 1.29) and self-efficacy showing substantial gains (g = 0.59). Integrative approaches combining multiple psychological frameworks generated larger effects (g = 0.71) than single-method interventions (g = 0.45). For practitioners, evidence supports designing coaching that blends cognitive coping strategies, strength-based techniques, and contextual sensitivity to address individual values, organizational dynamics, and systemic resources for sustainable development.

This study delves into understanding the emotional relations that teachers navigated during organizational change in Lasbela, Balochistan. For this study, the qualitative design involved semi-structured interviews with teachers to understand their experiences and understandings of the change being enacted. Thematic analysis provided the participants’ primary emotions under four themes: uncertainty and anxiety, resistance and uncertainty, resilience and coping, and hope for transformation. The cyclical, non-linear, and emotionally charged nature of anxiety and skepticism evolving into resilience and salient hope demonstrates the complexity of the participants’ emotional responses. The resistance noted in the data is better termed professional critique, as it highlighted misalignment leading to professional engagement, not change rejection. The organizational lack of change in the Balochistan context revealed the burden placed on teachers to rely on professional community, cultural, and spiritual frameworks. The study illustrates the emplaced emotionality of change and organizational restructuring in education, built on the absence of transformative equity. Recommendations focus on targeted systemic and emotional investments to support change through inclusive frameworks, teacher agency, context-appropriate professional development, horizontal collegial integration, and systemic resources, as change is best emotionally defended when viable reform is enacted.

Bridging the mental health gap in oncology: A pharmacist-led stepped care model for China.

Indonesia’s education system is undergoing a significant transformation with the introduction of a new curriculum. This shift presents unique challenges for Islamic schools (madrasahs), where school leaders must reconcile national education goals with religious principles, all while navigating systemic constraints and limited resources. This study uses Bourdieu’s theoretical framework to examine how Heads of Curriculum (HoCs) respond to these challenges through their leadership strategies. Employing a qualitative phenomenological approach, the study investigates the lived experiences of six HoCs from different madrasahs through semi-structured interviews. Thematic analysis, grounded in Bourdieu’s concepts of habitus, field, and capital, reveals how internal dispositions and systemic influences shape leadership behaviour. The findings show that the HoCs developed adaptive strategies that reflect key themes: leadership and adaptability, resourcefulness and social capital, balancing Islamic values with reform objectives, and navigating policy disparities. These strategies highlight how habitus, shaped by cultural, professional, and systemic experiences, guides leadership practices that balance tradition with modern reform. Ultimately, the study offers valuable empirical insights into curriculum reform in Islamic education and extends Bourdieu’s framework by integrating cultural and religious contexts, showing how school leaders convert structural limitations into opportunities for institutional growth.

Abstract Background Schistosomiasis causes significant morbidity in over 78 countries worldwide, including Ghana. In females, untreated urogenital schistosomiasis can lead to female genital schistosomiasis (FGS), which has a focal prevalence of 11% and 73% in Ghana and poses complex challenges for healthcare professionals. This study assessed the knowledge, attitudes, and practices of healthcare workers (HCWs) regarding FGS in two schistosomiasis-endemic districts. Methods A cross-sectional mixed-method study was conducted in 36 health facilities, involving 252 HCWs from the Lower Manya-Krobo (LMK) and Shai Osudoku districts (SOD). Quantitative data were analyzed using descriptive statistics, t-tests, and multivariable lineal regression (Stata 18). Additionally, 38 purposively selected HCWs were in interviewed, and qualitative data were analyzed thematically (NVivo 20). A joint display analysis was used to integrate findings. Results Significant gaps in FGS-related KAP were identified in both districts. HCWs in LMK had a lower mean knowledge score of 41.4 (95%CI 38.4–44.4) than those in SOD 55.9%, (95%CI 54.2–57.6). Practice scores were similarly low: 31.1% (95%CI 28.5–33.7) in LMK and 33.5% (95%CI 31.4–35.4) in SOD. HCWs reported hesitance to manage FGS due to limited knowledge, lack of training, absence of diagnostic tools, and unavailability of praziquantel. Only 4.8% of HCWs in LMK and 9.5% in SOD reported their facility could diagnose and manage FGS. KAP scores varied significantly by cadre, educational, years of experience, and work settings. Qualitative findings confirmed lack of FGS-specific interventions, including clinical guidelines and facility-level support. Participants recommended in-service training, integration of FGS into routine health education, and improved community sensitization. Conclusion The study reveals substantial gaps in HCWs KAP and preparedness to manage FGS in both districts exacerbated by a lack of systemic support, training, and resources. Addressing these gaps requires integrating FGS in health training curricula; regular in-service training for frontline HCWs; improved diagnostic and treatment capacity; community education; and strengthening district-level supervision. A multi-sectoral approach involving government, academia, civil society, and the private sectors is essential to improving FGS prevention and management in Ghana.

Qatar’s ongoing national development has brought notable advances in education, infrastructure, and gender inclusion. However, Qatari women remain significantly underrepresented in leadership positions across business, academia, and government sectors. This article examines the multifaceted challenges that Qatari women face in achieving and maintaining leadership roles. Using a qualitative approach that involves surveys and in-depth interviews, the study uncovers institutional, cultural, and interpersonal barriers that hinder women’s progress, despite high levels of academic achievement and national policy commitments to gender equality. Drawing on first-person narratives, this article outlines systemic human resources obstacles, patriarchal expectations, the effect of wasta (personal connections), and the emotional toll of navigating traditional gender roles. It concludes with policy recommendations aimed at fostering sustainable gender equity, institutional transformation, and leadership inclusivity. The findings have broad relevance for policymakers, academic institutions, and civil society actors in Qatar and across all other Gulf Cooperation Council countries.

This review examined the existing literatures on the supply chain management strategies highlighting the challenges and providing actionable insights to improving drug distribution efficiency in Nigeria. PubMed, Google scholar, Scopus and Web of science were searched for articles published between 2015 and 2025 using defined keywords such as supply chain, strategies, efficiency, drug and Boolean operators. The inclusion criteria for the review were articles published in English language and studies that focused on challenges and ways of improving drug distribution efficiency in Nigeria. The selection process involved multiple steps by three researchers. A structured data extraction frame work was developed to ensure consistency and accuracy in the review process. Two independent reviewers were involved in the data extraction process to minimize bias and improve accuracy. Any discrepancies were resolved through discussion or consultation with a third reviewer. A thematic analysis was used to identify patterns and trends across the selected studies. This analysis facilitated the identification of recurring themes and also identified the various gaps in the literatures. The key themes were structural and systemic challenges, strategic interventions, human resources and capacity development. Technology and public private partnership programs enhance supply chain management. However, rural disparities, counterfeit drugs and other challenges persist thereby necessitating targeted interventions.

This paper aims to investigate the impact of Supply Chain Manager Capability, Advanced Manufacturing Technology, Sustainable Supply Chain Practices, and Cost Leadership Strategies on Sustainable Performance (SP) of a firm. Additionally, the study seeks to identify the mediating role of Leagile practices in achieving sustainability objectives, particularly in the automotive sector of Pakistan. This study employed a quantitative approach to collect data from executives, managers, and directors working in the automotive supply chain process. A sample size of 254 respondents was selected, and the data were analyzed through Partial Least Squares Structural Equation Modeling (PLS SEM). The results showed that AMT has a positive impact on sustainable performance. In comparison, Leagile strategy plays a mediating role in enhancing supply chain efficiency (SCE), which can lead to sustainable performance of the firm. Moreover, it also proves that SCE is an essential arbitrator, which highlights the need for operational efficiency in transforming strategic supply chain actions into results that are sustainable. Yet, the supply chain manager (SCM) had no direct impact on Leagile methods, and technical and systemic resources are more likely to be dominant here. The research has some practical implications for supply chain executives, especially in developing countries such as Pakistan, where resource limitations and regulatory compliance impose localized policies. Companies can become more adaptable, resilient, and competitive by leveraging advanced technologies, sustainability practices, and cost reductions within a well-defined supply chain infrastructure. In the future, the research provides a good ground to explore sustainable supply chain performance in other sectors

ABSTRACT Introduction The aim of this study was to identify strategies to support the delivery of mental health services for people with intellectual/developmental disabilities via telehealth. This occurred within START (Systemic Therapeutic Assessment, Resources and Treatment), an evidence-based mental health crisis prevention and intervention model. Methods Focus groups and interviews were held with 82 people from START: 47 providers, 16 service recipients, and 19 family caregivers. Analytical memos were used to identify the main ideas. Selective coding ensured interpretation was grounded in participants’ perspectives. Results Telehealth was acceptable and accessible when everyone worked together to prepare for sessions; START providers used specific strategies to engage people over telehealth; and when there was ongoing assessment and monitoring modified for the telehealth environment. Conclusion The Prepare, Engage, and Assess (PEA) Framework may be used to provide mental health services via telehealth for people with intellectual and/or developmental disabilities.

Foetal alcohol spectrum disorder (FASD) remains one of the leading causes of non-genetic intellectual and developmental disabilities globally. Although there is no reliable estimate of the national burden of FASD in South Africa, a recent study reported a prevalence of 310 per 1,000 live births in a community within the Western Cape Province. This study reviews existing literature on the factors that enable and influence alcohol consumption among pregnant women in South Africa. A scoping review was conducted in August 2024. Using PubMed, ScienceDirect, JSTOR, and EBSCOHost, a Boolean search was conducted focussing solely on studies related to alcohol consumption among pregnant women or FASD, carried out in South Africa and published in English between 2020 and 2024. Seventeen studies were identified as relevant to the phenomenon. Some of the key enablers identified include unplanned pregnancies, intimate partner violence, mental health challenges, and socioeconomic hardship. Due to systemic knowledge gaps and limited resources, interventions are frequently delayed, exacerbating the health and socioeconomic outcomes associated with FASD. Effective mitigation strategies require culturally sensitive public health campaigns, enhanced early diagnosis in rural areas, and trauma-informed, non-judgmental healthcare practices.

Problem: Social and Emotional Learning (SEL) is increasingly acknowledged as vital for educational achievement, obstacles such as inadequate resources, poor teacher training, and the necessity for cultural adaptation impede its efficient execution in several educational environments. Purpose: The objective of this literature review is to examine the fundamental elements of Social and Emotional Learning (SEL), its influence on academic achievement and emotional health, and the obstacles encountered in its development and execution within various educational settings. Methods: Methods: The study consolidates information from several studies, including meta-analyses, longitudinal research, and case studies, to evaluate the efficacy of SEL programs in enhancing student outcomes. It examines obstacles to effective implementation and ways for surmounting these hurdles, including improved teacher training and resource distribution. Results: Findings indicate that the five essential abilities of social-emotional learning—self-awareness, self-regulation, social awareness, responsible decision-making, and relationship skills—are vital for improving students’ academic achievement, emotional management, and interpersonal relationships. Research indicates that social-emotional learning enhances executive skills, including attention regulation and persistence, resulting in quantifiable academic improvements. Moreover, SEL promotes emotional well-being by alleviating worry, augmenting empathy, and strengthening resilience. Nonetheless, obstacles such as insufficient finance, teacher readiness, and the necessity for cultural adaptations persist in several schools, particularly in under-resourced districts. Conclusion: Although SEL programs have advantages in enhancing academic achievement and emotional well-being, surmounting implementation obstacles necessitates systemic backing, sufficient resources, and ongoing professional development for educators. Confronting these obstacles is essential for guaranteeing the continuous and efficient incorporation of SEL into educational systems.