Type Of School Research Articles

Assessing Cognitive and Perceptual Abilities in Imaginative and Mainstream Elementary Schools: A Case Comparison

This study investigates the impact of imaginative pedagogy on the cognitive and perceptual abilities of elementary school students aged 7-8, using a case comparison approach. Focusing on a Waldorf school as a case for imaginative education and a mainstream Greek school, the research examines abilities including Spatial, Linguistic, Kinesthetic, Naturalistic, Mathematical and Musical. The study utilized a mixed method consisting of playful assessment activities and classroom observations to evaluate these abilities comprehensively. The findings reveal that students in the Waldorf school demonstrate significant advantages in the Spatial, Linguistic, Kinesthetic and Naturalistic areas, attributed to the school's imaginative teaching methods. More specifically, imaginative pedagogy is shown to resonate well with competences related to physical activities, language processing, understanding of the natural world, and visual-spatial reasoning. In contrast, there are no significant differences in Math-Logic and Musical abilities between the two school types, despite the traditional emphasis on language and mathematics in mainstream Greek schools. The study highlights the potential benefits of imaginative pedagogy for holistic cognitive development, suggesting its applicability in mainstream education.

The Role of Organizational Commitment in Mediating the Influence of Work Motivation on Teacher Performance in State Vocational High Schools in Kendari City

This research analyzes the mediating role of organizational commitment in mediating the influence of work motivation on the performance of state vocational school teachers in Kendari City. Using quantitative methods with an explanatory research approach, this study involved 196 respondents from 7 state vocational schools in Kendari City, selected through purposive sampling. The results show that work motivation positively and significantly affects organizational commitment (path coefficient 0.510, p-value 0.000) and teacher performance (path coefficient 0.486, p-value 0.000). Organizational commitment has a significant effect on teacher performance (path coefficient 0.362, p-value 0.000). Mediation analysis confirms work motivation influences teacher performance through organizational commitment (path coefficient 0.184, p-value 0.000). In conclusion, work motivation is important for increasing a teacher's organizational commitment and improving teacher performance. The Southeast Sulawesi Provincial Government, in this case the education department, is advised to carry out regular monitoring of teacher performance and the effectiveness of training programs that have been implemented. This evaluation is important to ensure that the program meets the needs of teachers and students. It is recommended that further research use longitudinal studies and be carried out by comparing the influence of work motivation in various types of schools (for example, private versus public) or comparing vocational schools versus high schools. to gain greater insight into the dynamics of motivation in the education sector.

Examining Finnish teachers’ professional agency in the professional community in curriculum reform / Análisis de la agencia profesional de los docentes finlandeses en la comunidad profesional en la reforma curricular

Reforming curriculum is potentially a powerful tool for school development. Harnessing this potential calls for teacher engagement with colleagues for active professional learning, i.e., teachers’ professional agency. However, promoting teachers’ ownership and active involvement in curriculum-making provides a challenge for all levels of policy interpretation. Furthermore, variation in how teachers perceive a curriculum reform, its impact in schools and their agency within the reform are likely to occur. Yet, we still know little about this variation. We address this gap identified in prior literature by examining the individual variation and relationships within and between teachers’ sense of professional agency, perceptions of the large-scale curriculum reform impact and perceptions of overall success of the reform on a national level in the Finnish context. Teachers ( N = 1,531) from 74 schools in Finland participated in the study. Relationships between variables were examined using t-tests and ANOVAs, and latent profile analysis was used to identify professional agency profiles. The results showed that perceptions of reform impact, reform overall success and professional agency varied partly according to gender, school size, school type and teaching experience. Four profiles were identified: High sense of professional agency, Reduced collective efficacy, Active help seekers and Commitment to mutual agreement. High perceived school impact and overall reform success were linked to strong professional agency. The findings imply that development work in the context of curriculum reform can be facilitated by agentic learning in the professional community.

Public school teachers' perceptions of internet gaming problems among students: current status and challenges

Objectives This study aimed to identify and understand the challenges faced by public school teachers regarding issues related to Internet gaming.Methods An electronic questionnaire was administered to 400 public school teachers in the Saitama Prefecture from September to November 2021. A total of 352 valid responses were obtained. The survey content included teachers' knowledge of gaming disorders, whether their students experienced gaming-related problems, difficulties perceived by teachers, how they discovered the problems, how they dealt with them, the challenges they faced in dealing with the problems, and desired support. Data were analyzed based on the teachers' roles, responsibilities, type of school, and knowledge of gaming difficulties. Fisher's exact probability tests were used to determine significance, and adjusted standardized residuals were used to assess the differences between groups.Results Nearly 63.1% of the teachers already had knowledge of gaming disorders, and 49.4% acknowledged the existence of students with gaming problems. The most common reasons for discovering problems were disrupted daily rhythm (51.7%) and increased tardiness and early dismissal (34.7%). The main actions taken to address gaming problems were "consultation and information sharing with families" (48.6%) and "individual guidance by teachers" (34.1%). Approximately half of the teachers indicated that they regularly experienced difficulties in activities related to prevention, early detection, student support, and interaction with parents. Specific challenges included limited guidance and involvement with families (61.4%) and the inability to intervene and provide effective support (62.5%). Teachers' support included programs for addiction recovery (56.8%), awareness programs for parents (56.0%), and staff training to increase the understanding of gaming disorders (50.5%). The responses varied according to teacher role and school type, indicating that implementation rates and difficulties were higher in middle schools.Conclusion We found that teachers tended to view internet gaming problems as family problems and provide complementary support for home education. Teachers also found it difficult to deal with students with gaming problems. Depending on the teacher's role in the school and the type of school, requests for support varied. Elementary and special-needs schools needed teaching materials that could be used for classroom and school-wide instruction and guidance for concerned students and their parents; junior high schools needed a consultation system with school counselors and other professionals and cooperation with healthcare; and high schools needed measures and support, including social support.

SARS-CoV-2 Infection in School Settings, Okinawa Prefecture, Japan, 2021-2022.

During the COVID-19 pandemic, widespread school closures were implemented globally based on the assumption that transmission among children in the school environment is common. However, evidence regarding secondary infection rates by school type and level of contact is lacking. Our study estimated the frequency of SARS-CoV-2 infection in school settings by examining the positivity rate according to school type and level of contact by using data from a large-scale school-based PCR project conducted in Okinawa, Japan, during 2021-2022. Our results indicate that, despite detection of numerous positive cases, the average number of secondary infections remained relatively low at ≈0.5 cases across all types of schools. Considering the profound effects of prolonged closures on educational access, balancing public health benefits against potential long-term effects on children is crucial.

Bullying victimization in schools in the United Arab Emirates: a cross-sectional study

BackgroundDespite the implementation of antibullying policies, schools in the United Arab Emirates (UAE) witnessed an increase in bullying prevalence. The aim of our study was to assess bullying victimization in schools in the UAE, types of bullying, and factors and outcomes related to bullying behavior.MethodsA cross-sectional survey was conducted in randomly selected private and public schools in Al Ain City. A structured, self-administered questionnaire was used to collect data from students in grades 6–8 (Ages 10–15). We adapted the US CDC ‘Bully Survey’ for cultural relevance in the UAE through feedback from focus group meetings with teachers. Data analysis, conducted using R software, involved stratified analysis by school type and utilized Chi-Squared and Fisher’s exact tests to identify factors associated with school bullying.ResultsThe study sample consisted of 723 students of whom 68% were males, and 58% were Emirati nationals. The overall prevalence of bullying victimization in schools was 37%, with 40% in private schools and 35% in public schools. Cyberbullying was more prevalent in private schools (37%). Physical bullying was reported by 20% and verbal bullying by 12%, with a higher prevalence of physical bullying in private schools (24%) and among males (23%). The study’s findings showed significant emotional and academic impacts of bullying, including feelings of sadness and learning difficulties, contributing to a rise in school absenteeism.ConclusionsThe study reveals widespread bullying victimization in UAE schools, mainly in classrooms, with group exclusion and verbal abuse as key forms. It underscores bullying’s psychological impact and the greater awareness of parents compared to teachers. The effective intervention strategies should not only involve students, teachers, and school staff, but also actively engage parents by fostering stronger communication channels between schools and families, and providing parents with resources and training to recognize and address bullying. These strategies should aim to create a cohesive network involving the entire school community, thus fostering a safer and more inclusive environment for students. The findings stress the need for inclusive antibullying programs involving the entire school community to foster a safer environment.

Research on assessing and enhancing indoor thermal and air conditions within typical elementary school classrooms in southern China

The thermal design of buildings in hot summer and cold winter regions must meet the requirements of thermal insulation in summer and heat preservation in winter. As a vital component of national compulsory education, primary schools must create a good indoor thermal environment for classrooms, which is particularly important for students. Due to the lack of construction standards and limited research on Chinese regions with hot summers and cold winters, policymakers have no comprehensive and efficient approach to creating optimal indoor thermal conditions in primary school classrooms. Therefore, based on the climate conditions of hot summer and cold winter areas, this study conducted field surveys in primary and secondary schools in hot summer and cold winter areas, summarized and analyzed the current situation of the surveyed classrooms and users' subjective evaluation of the indoor thermal environment of classrooms, and summarized the current hot summer and cold winter conditions. Problems in classrooms in primary and secondary schools in the region are clarified, and the research direction of construction strategies is clarified. The study found that most of the school hours in summer and winter were in a poor indoor thermal environment without refrigeration equipment. This study adjusted the school leaving time to 17:20 in summer and 17:00 in winter by adjusting the school leaving time to reduce the time of adverse thermal environment.

Adolescents’ impairment due to climate anxiety is associated with self-efficacy and behavioral engagement: a cross-sectional analysis in Quebec (Canada)

BackgroundThe current understanding of climate anxiety among adolescents is sparse. This study identifies the characteristics of adolescents living in Quebec (Canada) who experience impairments induced by climate anxiety, who have feelings of self-efficacy and who adopt pro-environment behaviors. It also characterizes the association between climate anxiety, feelings of self-efficacy, and environmental actions.MethodsWe used a cross-sectional design to analyze data from the COMPASS study on adolescent health. Participants (n = 45 362) from 113 schools in Quebec (Canada) answered questions about climate anxiety, self-efficacy, behavioral engagement, and several indicators of well-being. Data were analyzed using ordered logistic regressions adjusted for potential confounders (age, gender, school type, material deprivation, etc.).Results9% of adolescents reported that thinking about climate change made it difficult to sleep at least sometimes. 6% of adolescents reported that thinking about climate change interfered with their ability to get work or assignments done at least sometimes. Only 34% believed they could do something to address the problem, and 43% tried to reduce their behaviors that contribute to climate change at least sometimes. Adolescents who were boys or who were less anxious experienced less impairment and were less involved in the fight against climate change. Adolescents from less affluent families experienced more difficulty sleeping and interference with work but were not more engaged. Those with stronger school connectedness experienced less impairment and were more often involved in the fight against climate change. Adolescents who felt they could do something about climate change were more likely to try to reduce behaviors that contribute to climate change.ConclusionThe findings are useful to identify and support vulnerable groups that are more likely to experience impairment due to climate anxiety. The feeling of climate self-efficacy was not well developed among some groups of adolescents. Improving adolescents’ beliefs in their capacity to help address climate change may be a key strategy to promote pro-environmental actions. As the threat of climate change increases, it will be important to follow the evolution of climate anxiety and engagement among adolescents.

Summer School in Computational Physiology: A Collaborative Course in Modeling Excitable Tissues

ABSTRACT Computational modeling of physiology is a multiscale, multidisciplinary field requiring a diverse set of skills and backgrounds. The Simula Summer School in Computational Physiology aims to teach graduate students from around the world practical methods for multiscale modeling of excitable tissues (specifically, the heart and brain). This joint summer school is collaboratively based on the complementary expertise and shared educational goals of three institutions: Simula Research Laboratory, the University of Oslo, and the University of California San Diego. The summer school’s core goal is to promote successful research collaboration among the host institutions and to train excellent computational researchers. Keys to the success of this type of school include sustainable funding, close mentorship, and innovative, adaptive teaching tools. Using a combination of lectures, hands-on programming modules, and real-world projects in small groups with experienced scientific mentors, this unique program is an immersive way for young scientists to develop skills and network with future peers from around the world.

Children with disabilities and inclusive education in general schools: pricipals’ attitudes

Abstract Background As inclusive education is being implemented nationwide in Lithuania, various attitudes towards education of children with disabilities in general schools are observed. We aimed to assess the attitudes of heads of general schools towards the provision of education to children with disabilities in general education schools of Lithuania. Methods Heads of all schools in the Lithuanian capital and its surrounding municipalities implementing general education programmes were invited to take part in this study. 115 persons agreed to participate and completed the questionnaire in spring of 2024. The distribution of the respondents by their answers to the questions about the attitudes towards the provision of inclusive education was compared according to gender, age, education level, work experience, school location (municipality), language of education, type of school, subordination, number of pupils, teachers, teaching assistants and pupils with disabilities. Results The most frequently indicated barriers for inclusive education provision were the lack of specialists, compensatory measures, methodological tools, adaptation of the physical environment, and high number of pupils (87.8%, 84.3%, 78.8% and 76.6% respectively). Attitudes of the respondents were similar in most of the cases when compared according to socio-demographic factors (p more than 0.05). Negative attitudes towards the possibilities for provision of inclusive education were more common among respondents from schools with fewer pupils and higher relative number of teachers, positive attitudes - among those from schools located in municipalities with lower number of residents and schools with more teaching assistants (p less than 0.05). Conclusions While attitudes of heads of general schools towards the provision of inclusive education for children with disabilities are similar in most of the cases, negative attitudes are more common among those from schools with fewer pupils and more teachers. Key messages • While attitudes of heads of general schools towards the inclusive education are similar in most of the cases, negative attitudes are more common among those from smaller schools. • Higher number of teaching assistants and smaller municipalities were associated with positive attitudes towards inclusive education of children with disabilies in general schools.

Social inequalities in the mental well-being of adolescents in Barcelona (2016-2021)

Abstract Crises have the potential to affect mental well-being (MWB), especially at vital stages of personal development such as adolescence. The objective of this study was to investigate the 2016-21 trends of social inequalities in the MWB of adolescents in Barcelona, stratifying by sex. Sequential, cross-sectional study based on the FRESC survey, held by the ASPB, representative of 8th and 10th grade adolescents (13-16 years old) schooled in Barcelona, in 2016 (N = 2,154) and 2021 (N = 2,299). MWB was examined using the validated WEMWBS, scoring from 14 (lowest) to 70 (highest) MWB. A temporal trend analysis of inequalities in MWB was carried out using the student socioeconomic status (SES) (low/average/high), measured with the validated FAS. For each group, the effect size of the WEMWBS means was measured with Cohen’s D. Linear regressions were performed, adjusting for academic grade, student country of origin, type of school and school index of vulnerable students. Adjusted β coefficients (aβ) and their statistical significance (p<.05) were estimated. In 2016, boys had higher MWB mean scores than girls (54.0 vs 50.8) (p<.01). In 2021, sex differences persisted, but with lower scores (51.7 vs 47.0) (p<.01) and still with a moderate effect size (0.52 in 2021 vs 0.40 in 2016). In multivariate regression models, boys in low SES showed the greatest MWB decrease in 2016 (low vs high SES: aβ= -3.44; p<.01). A significant temporal trend 2016-2021 of MWB worsening was observed in all groups, except for boys in low SES. The greatest deterioration in MWB was observed in girls, similarly in different SES (low SES: aβ= -3.52; p<.01). Boys in low SES showed the worst MWB in 2016 whereas all SES categories of girls had a significant trend of deterioration in MWB (2016-21). The latter could be attributed, among other factors, to a differential effect of the COVID-19 pandemic. These results underline the importance of addressing inequalities in the MWB, particularly among adolescent girls. Key messages • This study reveals a deterioration in mental well-being temporal trends (2016-2021) among adolescents in Barcelona, especially in girls. • Findings emphasize the need to address social inequalities for improving mental well-being outcomes in adolescent populations.

Investigation of the Knowledge Level of Hospital Managers About Strategic Management Tools and Their Use

Objectives: Effective and efficient implementation of all elements of strategic management is important for health organizations to achieve their future goals. This study aims to examine the knowledge levels of hospital managers about strategic management tools, their usage of these tools, and the priorities and needs in tool selection. Materials and Methods: The population of the study is the managers working in private hospitals in Antalya Province. 90 managers constitute the sample of the study. The data were collected by face-to-face questionnaire method. The questionnaire includes sociodemographic characteristics form and statements to measure the level of knowledge and use of strategic management tools. Mann Whitney U and Kruskal-Wallis tests were applied to examine the differences between groups, and Spearman Correlation Analysis was applied to examine the relationships between variables. SPSS.25 Package Program was used to analyze the data obtained. Statistical significance was accepted at 0.05 level. Results: 59% of the participants were female, 63% had a bachelor's degree, and the majority (41%) were middle managers. Those who did not receive managerial training and strategic management training were the majority (54% and 71%, respectively). When the knowledge level of the managers about strategic management tools was analyzed, mission and vision (98.9%) received the highest score, and value chain analysis (73.3%) received the lowest score. It was observed that the priorities of the administrators in the selection of strategic management tools were different between the groups according to gender, level of education, and type of school graduated from. In addition, statistically significant relationships were found between the priorities in the selection of strategic management tools and age, professional experience and years of working in the organization. Conclusion: Managers have limited knowledge and use of strategic management tools and there are differences in the selection of strategic management tools according to their sociodemographic status.

ESPRIT study, analysis of the results of the pre-intervention survey in upper secondary schools

Abstract Background Sexually transmitted infections are a major public health problem, and their number is increasing in Italy. However, affective sexuality education is not yet part of the curricula. Therefore, a project entitled ESPRIT was launched, involving 3 regions (Friuli-Venezia Giulia, Lazio and Sicily), the IRCSS ‘Burlo Garofolo’ and the Istituto Superiore di Sanità, and implemented with the technical and financial support of the Ministry of Health - CCM. Methods A multicenter prospective intervention study was designed involving public upper secondary school students (grade 10-11). All target groups completed a KAP (knowledge, attitude, practice) questionnaire before and after participation in the educational intervention to measure its effectiveness. The questionnaires from the first phase were collected between January and April 2024, and the results were analyzed using R statistical software. Results The analysis of the overall results (463 students in total; female 58%, male 39%, other 2%; FVG 49%, Lazio 25%, Sicily 26%) showed that the group of upper secondary school students, targeted by peer education answered the knowledge part correctly by 56.6±13.8% on average. Applying the Kruskal-Wallis test showed that the percentage was significantly higher for females than males (p-value=0.005) and for licei students compared to technical and vocational schools (p-value=0.000). In terms of to attitudes, only 17% of students talked at length about sexually transmitted infections, and in 86.6% of cases, the interlocutors were friends or peers. Conclusions The results of the first phase show differences between the sexes and between the different types of educational institutions. The current level of knowledge still leaves much room for intervention and improvement. Analyzing the results of the follow-up phase will allow us to understand the effectiveness of the peer education intervention. Key messages • Adolescents’ knowledge of sexually transmitted infections needs to be improved. • Gender and the type of school attended affect the level of knowledge.

Barriers to Delivering Concussion Education: Identifying Opportunities for Change Through the Capability, Opportunity, Motivation, Behavior (COM-B) Model.

This study aimed to describe barriers athletic trainers (ATs) face to implementing expert recommendations for improving athletes' concussion care-seeking behavior. We distributed an electronic survey through the National Athletic Trainers' Association to 9,997 ATs working in secondary schools or collegiate institutions and received 365 complete responses. We quantitatively measured their barriers using a validated survey based on the Capability, Opportunity, Motivation, Behavior (COM-B) behavior system containing six Likert-type items with a scale of 0 to 10 (labeled Strongly Disagree-Strongly Agree). We performed three analyses: (a) descriptive analysis of COM-B responses, (b) separate ordinal regression analyses to determine if gender, years certified, percent of employment hours spent at their school, or setting (e.g., secondary school or college/university) predict COM-B responses, and (c) group comparisons within types of secondary schools and collegiate institutions. Athletic trainers reported the highest barriers in the opportunity-related constructs followed by capability-related and motivation-related constructs. Practicing in a secondary school, rather than college/university, setting predicted stronger barriers in psychological capability, social opportunity, physical opportunity, and automatic motivation. Athletic trainers at National Collegiate Athletic Association (NCAA) affiliated colleges/universities had higher physical and psychological capability, compared to ATs at non-NCAA-affiliated colleges/universities. Athletic trainers feel motivated and capable of employing practices to improve athlete care-seeking after a concussion, but they face barriers. Organizations should support ATs by providing opportunities to deliver concussion education. Secondary schools and non-NCAA institutions may benefit from resources to reduce barriers to providing concussion education, like toolkits to help deliver concussion education and protected time to providing this education.

Digital Modular Distance Learning of Early Childhood Education Learners: Status and Challenges Amid the Covid-19 Pandemic

Abstract This study was conducted to determine the adequacy of instructional materials and the level of best practices in utilizing digital modular distance learning in identified schools in Midsayap, Cotabato. The study utilized the Mixed – method. There were 70 teachers and parents who served as respondents. The data gathering tools used were the researcher-made questionnaire and interview guide. The findings revealed that in terms of the availability of IMs for teaching EC learners, it was found “less adequate” as responded by the respondents; on the level of best practices in the utilization of IMs, as perceived by the teacher respondents, they have shown best practices on the well – being of the learners, strategies, and methodologies used in teaching and assessments of learning. A significant relationship was found between the profile of the teacher-respondents and the level of practice in the utilization of IMs when grouped according to the type of school and age. Likewise, found a significant difference between the teachers and parents on the availability of IMs in teaching. During the interview for teachers, themes were formulated, such as flexibility struggle, time management, internet accessibility, computer literacy, and communication barriers. For parents, themes were adaptability struggle, time management, and pedagogical methodology. Based on the findings, it is concluded that the teachers must acquire needed IMs in teaching to develop different skills and levels of practice in utilizing IMs. To address the problems encountered, an action plan was formulated for implementation.

Internet addiction: the Czech and Slovak adolescent population

BackgroundAdolescence is often seen as an important period for further personality development. In today's world, it is therefore important to keep track of current trends in adolescents. One of them is addictive behaviour in the context of the online environment. Spending too much time online can have a negative impact on the quality of life of adolescents. It is therefore important to pay increased attention to this phenomenon and to respond adequately to the current situation.MethodsOur study focuses on the prevalence of Internet addiction among Czech and Slovak adolescents. In total, 3,741 respondents participated in the project (N = 2,642 CZ; N = 1,099 SK); their ages ranged from 11 to 19 years (M = 14.38; SD ± 2.27). The research addressed differences among individual types of schools and between sexes in relation to Internet addiction. The research focused on adolescents attending secondary schools (ISCED 2 and 3) between the ages of 11 and 19 in the Czech and Slovak Republics. A questionnaire battery consisting of a sociodemographic questionnaire and the Internet Addiction Test (IAT) questionnaire was used for data collection.ResultsIn relation to the category of Internet use, girls did not score higher than boys either in the Czech group F(1, 2112) = .089, p = .765, or in the Slovak group F(1, 927) < .001 p = .994. There is a significant effect of school type both in the Czech group F(4, 2100) = 11.483, p < .001, and in the Slovak group F(4, 859) = 2.859, p = .023.ConclusionsOur research indicates that some adolescents, particularly boys, face issues with excessive Internet use, affecting social interactions. Further studies in the Czech Republic could explore the link between psychosocial factors and adolescent Internet use. This highlights the need to raise awareness among professionals about Internet addiction in Czech and Slovak adolescents.

Loneliness and Problematic Internet Use in Adolescents: The Mediating Role of Dissociation

Background/Objectives. Problematic Internet uUse (PIU) is a multifaceted syndrome characterized by excessive or poorly controlled preoccupations, urges, or behaviors regarding Internet use leading to significant impairments in daily life and mental health. Previous research has separately related PIU to loneliness and dissociation, both in adults and adolescents. The aim of the present study is to analyze the mutual relationship between PIU, loneliness, and dissociation in an adolescent sample, in particular evaluating the indirect effect of dissociation on the relationship between loneliness and PIU. Methods. A cross-sectional design was used with 243 Italian high school students (69.1% females), from year 9 to 13 (age: M = 17.1, SD = 1.4 years), who participated in the study from January to June 2020. They completed measures of PIU (Generalized Problematic Internet Use Scale-2), loneliness (UCLA Loneliness Scale), and dissociation (Adolescent Dissociative Experiences Scale). Socio-demographic and contextual variables were also collected (i.e., age, gender, type of school, school year, sport practice, hobby engagement, assessment before/during the COVID-19 pandemic). Data were analyzed using regression, Pearson’s correlation, and mediation analysis. Results. Severe PIU was observed in 8.6% of the sample. None of the socio-demographic and contextual variables had a significant effect on PIU. Positive medium-sized correlations were observed between PIU, loneliness, and dissociation. Mediation analyses showed an indirect effect of loneliness on PIU through dissociation. Conclusions. Feelings of loneliness may significantly exacerbate adolescents’ PIU by increasing their dissociative tendency. Understanding this dynamic is crucial for developing targeted interventions to address both loneliness and dissociation in efforts to mitigate PIU among adolescents.

Patterns, Barriers, and Preferences of Treating Migraine Within the School Setting: A Survey Study of Students

Background/Objectives: Migraine affects 10% of adolescents and children. Typical school protocols in the USA require pharmacological medications to be administered by school nurses, often resulting in treatment delays or omissions when migraine attacks occur during school hours. The Remote Electrical Neuromodulation (REN) wearable is an FDA-cleared smartphone-controlled device delivering acute and preventive treatment of migraine attacks in patients aged 8 and above, allowing safe, effective, discreet, and independent usage. Methods: This retrospective study (NCT06180577) evaluates treatment patterns, barriers, and preferences among school-age students. REN users &lt; 18 years old were invited to complete an online survey. Participants signed an assent form, and their parents/legal guardians signed an informed consent form. Results: 332 patients aged 7–17 (15.5 ± 2.1) participated (80.4% female). After being prescribed the REN wearable, the percentage of students who treated their headaches at school increased from 78.3% to 89.8%. Most participants (65.4%) treated with either REN standalone (38.0%) or in combination with medications (27.4%). Common barriers to treatment included the need to leave class for the nurse’s office (64.2%), concerns about standing out (42.2%), and one barrier unique to REN–permission needed to use a smartphone in class (22.9%). The most common reasons given for preferring REN treatment at school are the ability to avoid going to the nurse’s office (42.5%) and to treat discreetly (39.2%). Conclusions: This study underscores the challenges of managing migraine at school while suggesting the importance of the REN wearable as a discreet and independently used first-line treatment for children and adolescents.

Analyzing Perception of Administrators and Teachers on Management of Schools by Values (Kızıltepe Case)

Purpose: The purpose of this study is to analyze the perception of administrators and teachers related to the management of schools according to values in terms of variables of gender, age, seniority, grade, school type, school region and profession type. Design/Methodology/Approach: The research was conducted using mixed method. The population consists of 3338 administrators and teachers working in public and private primary, secondary and high schools in Kızıltepe district of Mardin in the 2021-2022 academic year. The sample of the quantitative part consists of 340 participants determined by simple random sampling technique, while the study group of the qualitative part consists of 10 administrators and 10 teachers selected by maximum diversity technique. The data for the quantitative dimension was collected using the "Management by Values Scale" developed by Yılmaz (2006). To collect the data of the qualitative dimension, a semi-structured interview form developed by the researcher and consisting of six questions was used. T-test was used for the variables of gender, profession type, school region and school type and ANOVA was used for the variables of age, seniority and grade. Tukey Test was used to determine the source of the values which have significant differences. Content analysis was used for qualitative data. Findings: As a result of the analysis of both qualitative and quantitative data, it has been found that the participants have a positive perception about the management of schools according to values. However, no significant difference has been found between the groups according to the variables of gender, age, grade, school type, school region and type of profession. A significant difference has been found between the groups with 1-5 years and 11-15 years of working experience in the seniority variable. Highlights: According to the data obtained from the research and also the literature review, it has been concluded that teachers and administrators have a positive perception that schools are managed according to values. There should be programs to educate managers since there is a substantial need for this based on this research.

Augmented Reality for Exploring Solids: A Study on Improving Pre-Service Teachers

Applications of augmented reality are gradually being integrated into teaching at various levels and types of schools. Augmented reality has the potential to transform the training of future teachers in the context of developing their mathematical knowledge, digital skills, and teaching competencies. The paper focuses on researching the impact of augmented reality on the learning of future primary teachers. The aim was to investigate the impact of AR applications on the development of cognitive and psychomotor skills and on students' motivation to learn. The study had a mixed research design. Using a pedagogical experiment, we investigated the effectiveness of an educational intervention based on the use of applications Augmented Reality in combination with hands on activities in the training of future teachers. The educational intervention was a set of activities that were carried out in a mixed reality environment using the 3D solids construction kit, the Polyedres augmentes and GeoGebra applications. The content of the educational intervention was the exploration of significant elements and properties of solids. We tested students' knowledge and abilities in the following areas: identification of simple solids from a picture; identification of significant elements of solids (vertices, edges and faces); identification of the shapes of faces of solids; nets of solids; simple metric tasks with solids. The study was conducted in 2024 with 152 primary education students as part of geometry courses. In line with the results of previous research in this area, we found that AR has the potential to improve understanding of geometric concepts, increase interactivity and student motivation. Augmented reality opens up new possibilities for exploring solids and their properties, as it allows for transfer between planar and spatial representation of solids and helps to develop spatial imagination.