The role of school-based interventions in mitigating polyvictimization: Evidence from a national sample of Tunisian secondary schools.

New nurse faculty often face challenges with role clarity and cultural integration during the transition from clinical practice to academia, underscoring the need for effective onboarding. A public, urban school of nursing piloted a competency-based education (CBE) onboarding program designed to support novice faculty. The program incorporated asynchronous modules, mentorship, and CBE-aligned assessments, fostering organizational culture through role clarity and community-building. Although the sample size limited statistical significance, trends indicated improved teaching confidence and modest gains in sense of belonging and mentor support. Findings suggest that CBE-based onboarding may enhance faculty transition and cultural integration, warranting larger scale evaluation.

Motor competence on children's internalizing problems: The serial mediating effect of peer victimization and social support.

Effective instructional leadership is crucial for improving student achievement, yet its implementation varies significantly across contexts, particularly in managing instructional programs. This sequential explanatory mixed-methods study examines how urban-rural context shapes principals' instructional leadership in Ethiopia's Gedeo Zone, where Grade 12 national examination pass rates have declined from 18.5 percent to 0.2 percent, consistently falling below national averages. Survey data from 180 teachers reveal a significant disparity: urban principals demonstrate stronger instructional managing program, including supervising teaching, coordinating curriculum, and monitoring progress, compared to rural counterparts (p=.022). Critically, the expected relationship between principals' instructional leadership and teachers' classroom practices holds in urban schools (ρ=.337, p=.001) but disappears in rural schools (ρ=.160, p=.147), signaling systemic breakdown. Qualitative data from nine principals and 54 teachers across focus group reveal the mechanisms behind quantitative findings: rural principals face a triad of interconnected barriers, including overwhelming administrative burdens, severe resource scarcity, and a profoundly demoralized, unstable teaching force, which render conventional instructional leadership impossible. Confronted with these constraints, effective rural principals strategically redirect their energy toward promoting school climate through shared struggle, familial support, and symbolic community recognition. This contextually intelligent adaptation sustains teacher commitment where technical solutions fail. Findings demand fundamental policy reorientation: support systems must validate climate-focused leadership and dismantle structural barriers rather than imposing standardized blueprints ill-suited to rural realities.

ABSTRACT This study explored teachers’ perceptions of culturally responsive personalised learning (CRPL), a pedagogical approach which draws on practices associated with personalised learning and culturally responsive teaching to integrate students’ contexts into teaching. CRPL emphasises adapting teaching to meet students’ individual needs, fostering student engagement and agency, and promoting equity and inclusion in education. Drawing from a nationally representative survey of 1,087 K-12 public school teachers in the United States, this study examines educators’ perceptions of and reported practices related to CRPL and the role of educational technology in its implementation, and how these attitudes and reported practices vary by school and teacher background characteristics. Findings reveal a gap between teachers’ reported value of CRPL and its frequency of implementation, with differences observed based on experience, school context, and access to resources. Educators in urban schools and schools serving more racially or ethnically diverse student populations were more likely to value and apply CRPL, while experienced teachers reported lower engagement with such practices. These findings may underscore the need for targeted professional development, supportive policies, and equitable resource distribution to foster CRPL adoption.

ABSTRACT This study explores a divergence in discourses about, and institutional approaches to, digital technology use in public and private K-12 schools in the United States. Offering a critical thematic analysis of the technology mission statements published on the websites of urban Waldorf schools and neighboring public schools in six U.S. cities during the Covid-19 pandemic, we show how public schools described digital technologies as essential to students’ learning, wellbeing, and career readiness while neighboring Waldorf schools eschewed the same technologies and positioned themselves as a sanctuary from screens. Bridging perspectives from critical scholarship on educational technology, disconnection studies, and the sociology of education and parenting, this article suggests that a “disconnection divide” has emerged in U.S. education during and in the wake of the pandemic. Whereas the digital divide refers to unequal access to and experience with technology, the disconnection divide, here, refers to unequal levels of opportunity, woven into the institutions of everyday life, to avoid technology use. As digital technologies become more powerful, persuasive, and integrated into education and everyday life, the disconnection divide may have implications for students’ data privacy, technology use practices, and educational outcomes.

ABSTRACT While research has identified a link between leadership diversity and various school outcomes, the demographic makeup of the US principal workforce has only marginally shifted over the last decade. Meanwhile, student diversity has increased, resulting in a representation gap. This study is grounded in Representative Bureaucracy Theory, examining conditions that stifle districts from attaining a diverse workforce and identifying transformations to close the gap. It utilizes a mixed methods approach by examining descriptive statistics to evaluate existing leadership representation gaps while also conducting content analysis of archival documents from six U.S. urban school districts. Findings underscore that causes are systemic and embedded in structure and culture, such as a lack of culturally responsive recruitment criteria and strategic plans without commitment to diversity. We offer several implications, including strengthening pipelines, expanding preparation programs, setting diversity goals, and building inclusive cultures.

This qualitative case study aims to explore how three Chinese primary school teachers understand, identify and provide for gifted students in ordinary classroom contexts. Drawing on semi-structured interviews with teachers from rural Shandong, an urban public school in Northeast China and an urban school context in Shanghai, the article examines gifted provision as a situated practice shaped by classroom routines, assessment pressure, family resources, school culture and teacher agency. The study uses thematic analysis to compare teachers' accounts of giftedness, identification, differentiation, institutional support and constraints. The findings show that teachers recognize high potential through everyday signs such as rapid comprehension, accurate responses, independence, advanced preparation, wide reading, curiosity, knowledge transfer and subject-specific engagement. However, public recognition of giftedness remains narrowed by examination performance, ranking and visible classroom achievement. Differentiated instruction is valued in principle but is usually enacted informally through questioning, peer sharing, occasional extension, role assignment, after-class suggestions and teacher encouragement rather than through systematic curriculum adaptation. Across the three cases, teachers' professional agency is bound by common pacing, large or mixed-ability classes, workload, safety responsibilities, parental expectations, monitoring, limited training and weak policy guidance. The article argues that the absence of school-based gifted provision is not neutral, because it shifts enrichment opportunities onto families and therefore reproduces uneven access. Building on a comparison with previous case-study work in Madrid, the article recommends a modest, inclusive and sustainable model of gifted support that frames challenge as educational fairness rather than elitism.

ABSTRACT Despite policy commitments to inclusive and student-centered education, public primary schooling in Bangladesh remains shaped by centralized curricula, examination pressures, and deficit-oriented views. In this educational framework, the focus is on students’ deficits rather than their strengths. Guided by the funds of knowledge (FoK) framework, this qualitative study explores how primary school teachers identify students’ home- and community-based knowledge, how they perceive it, and how they view the potential of FoK-informed pedagogy. Semi-structured interviews were conducted with 10 government primary school teachers from rural and urban schools across four districts, and data were analyzed thematically. Findings show that students bring diverse FoK, including caregiving, cooking, agricultural work, craftsmanship, creative and performing arts, and physical skills developed through everyday family and community participation. Teachers primarily learned about these resources through classroom discussion, observation, limited home visits, and mothers’ assemblies. Although teachers viewed FoK as highly beneficial for enhancing engagement, confidence, and learning, its classroom enactment was constrained by rigid curricula, exam-oriented accountability, time pressures, and deficit-oriented institutional practices. The study highlights a gap between teachers’ recognition of students’ strengths and their pedagogical use, shaped largely by structural and policy conditions.

Background:Previous research has noted barriers to recognizing sport-related concussions (SRC) among rural populations and secondary schools without access to an athletic trainer (AT). These populations have lower emergency care utilization for concussions and are less likely to report concussions, respectively. Because most SRC-based epidemiological studies use health records or AT-driven databases, rural communities with limited healthcare access are underrepresented. This study aimed to estimate clinical incidence of concussion among high school football athletes in rural communities with healthcare barriers.Hypothesis:The clinical incidence of concussion will be lower in rural schools and schools without AT access.Methods:A prospective cohort design was used to evaluate the clinical incidence of SRC among 10 Alabama high school football teams (four urban, six rural) over two consecutive competitive seasons. Inclusion criteria for SRC were (1) occurring during participation in a football activity (e.g., practice, competition, conditioning, weightlifting, etc.) and (2) diagnosed by a licensed healthcare professional (i.e. AT/physician). A weekly SRC count was recorded at each school, coordinated by a research liaison using community-engaged methods. Distributions of SRC were examined by count per team-season and time in season (e.g., preseason, regular season). One-season SRC risk was calculated as the sum of concussed athletes divided by the sum of participating athletes across all seasons. Subsequent clinical incidence ratios (RR) were calculated by rurality and AT access.Results:There were 32 concussions reported across 1,001 athlete-seasons, resulting in an overall one-season SRC risk of 3.2% (95%CI: 2.1-4.3%). Sixteen SRCs (50.0%) occurred in team-seasons from rural high schools (one-season risk=3.2%; 95%CI: 1.6-4.7%). Sixteen SRCs (50.0%) occurred in team-seasons from urban high schools (one-season risk=3.2%; 95%CI: 1.7-4.8%). The resultant risk-ratio was not statistically significant (RR=0.99; 95%CI: 0.50-1.96). Overall, 24 SRCs (75.0%) occurred in team-seasons from high schools with an AT presence (one-season risk=4.4%; 95%CI: 2.7-6.1%). Eight SRCs (25.0%) occurred in team-seasons from high schools without an AT presence (one-season risk=1.8%; 95%CI: 0.6-3.0%). AT presence was associated with SRC risk, with a higher reported incidence found in schools with an AT (RR=2.49; 95%CI: 1.13-5.49; large effect size).Conclusion:An estimated concussion risk of 3.2% translates to 3-4 of every 100 football athletes will report a SRC per season. However, risk varied widely, with one-fifth of teams reporting none and others reporting 9-10 per 100 athletes. Findings signify the need for AT services in rural communities with healthcare barriers, particularly since AT presence may help encourage SRC reporting.

The importance of accurately understanding school-aged children (7-12 years) and implementing efforts to safeguard and promote their physical and psychological health is widely recognized. Changes in family structure, including the rise of single-child households, may influence children's eating behaviors; however, evidence from Iran is limited. The present study aimed to determine and compare eating behaviors among children (aged 7-12 years) from single-child and multi-child families. To assess eating behaviors among elementary school children in Khalkhal City, 318 boys and girls from urban and rural primary schools were selected using cluster random sampling. Demographic questionnaire, Physical Activity Questionnaire for Older Children (PAQ-C), and Children's Eating Behavior Inventory (CEBI) were applied. SPSS software (IBM SPSS Statistics, Armonk, USA) was used for data analysis. The mean age was 9.55 ± 1.77 years in the single-child group and 9.71 ± 1.70 years in the multi-child group, with no statistically significant difference between groups (P = 0.42). The mean global CEBI score was significantly higher in the multi-child group compared to the single-child group (113.91 ± 6.76 vs. 105.47 ± 8.31; P < 0.001). Similarly, the mean scores of skill (35.30 ± 3.33 vs. 32.29 ± 4.57), compliance (52.85 ± 3.85 vs. 49.45 ± 4.57), and preferences (25.75 ± 3.15 vs. 23.72 ± 3.62) were significantly higher in the multi-child group (all P < 0.001). Multivariable logistic regression analysis demonstrated that multi-child participants had significantly higher odds of being in the "normal or good" category compared to single children. For skill, the fully adjusted model showed an OR of 19.49 (95% CI: 2.25-168.80; P = 0.007). For compliance, the adjusted OR was 19.23 (95% CI: 5.43-68.05; P < 0.001). For preferences, the adjusted OR was 2.77 (95% CI: 1.64-4.69; P < 0.001). We found that having siblings was associated with more scores across all measured domains, including skills, compliance, and preferences. These differences remained even after controlling for confounders.

BackgroundVisual-motor integration (VMI) is a key developmental skill that supports children’s daily classroom tasks and academic readiness. This study examined the associations between VMI components, pencil grip patterns, and holistic academic performance among Malaysian primary school children.Materials and MethodsA total of 148 children (mean age = 9.94 ± 1.78 years) from three urban schools in Kuala Lumpur were assessed. VMI, visual perception, and motor coordination were measured using the Beery-Buktenica Developmental Test of Visual-Motor Integration (Beery-VMI). Pencil grip patterns were classified into five types using standardized photographs taken during the Beery-VMI assessment. Academic mastery in Malay Language, English, Science, and Mathematics was obtained from the Classroom-Based Assessment (CBA) system, which reflects holistic and continuous teacher-based evaluations.ResultsBeery-VMI raw scores were significantly associated with CBA academic performance across all four core subjects, with the strongest correlations observed for Science (ρ = 0.332, p < 0.001) and Mathematics (ρ = 0.284, p < 0.001). Beery-VMI standard scores remained significantly associated only with Science (ρ = 0.305, p < 0.001) and Mathematics (ρ = 0.219, p = 0.008). This pattern suggests that raw scores reflect both VMI performance and age-related developmental factors relevant to academic performance, whereas standard scores provide age-adjusted estimates. Age significantly predicted VMI standard scores, accounting for 14% of the variance (R² = 0.140), with older children in this sample showing lower age-adjusted scores. Pencil grip differences were significant for VMI raw scores (χ² = 9.74, p = 0.045), with the lateral quadrupod grip demonstrating the highest performance.ConclusionVMI was associated with academic mastery, especially in Science and Mathematics. Raw scores may reflect shared development, while standardized scores suggest a more specific age-independent link between VMI and academic performance. Pencil grip patterns showed limited association with VMI outcomes and may not strongly indicate visual-motor performance.

Polycyclic aromatic hydrocarbons (PAHs) are major carcinogenic pollutants in urban air, and inhalation exposure poses health risks, particularly for primary school children aged 6-14 years in school environments. Traditional deterministic models for incremental lifetime cancer risk (ILCR) assessment often fail to adequately quantify variability and epistemic uncertainty in exposure parameters. This study develops a multi-layered probabilistic framework that progresses from deterministic calculations through one-dimensional Monte Carlo and sensitivity-guided two-dimensional Monte Carlo to a hierarchical (second-order) two-dimensional Monte Carlo simulation. The hierarchical approach samples hyper-parameters of the input distributions (means, standard deviations, and modes) in the outer loop, while exposure variables are sampled in the inner loop using Latin hypercube sampling. Applied to PAH and BaPeq concentrations measured indoors and outdoors during heating and non-heating seasons, the framework yielded mean total ILCR values of 1.42 × 10-6 for children and 1.18 × 10-6 for adults. The hierarchical 2D MC produced 95% confidence intervals on the 95th percentiles of [9.17 × 10-7, 5.67 × 10-6] for children and [6.48 × 10-7, 5.57 × 10-6] for adults, with outdoor heating identified as the dominant exposure pathway. Although the air sampling campaign was conducted in 2011-2012, the data remain representative for evaluating seasonal and microenvironmental variability of PAHs in urban school settings in the region, as PAH levels are predominantly driven by persistent combustion sources. This framework provides more comprehensive uncertainty quantification for complex environmental exposure scenarios.

Rabies is a fatal zoonotic disease causing an estimated 59000 annual human deaths globally and approximately 523 in Kenya, with children disproportionately affected. Despite evidence that school-based educational interventions effectively increase rabies awareness and prevention among children, its implementation in Kenya is limited. This study aimed at utilizing an education programme to increase rabies awareness among primary school learners and evaluate their knowledge uptake. A quasi-experimental study was conducted among 210 learners from four primary schools (two urban, two rural). Pre-tested questionnaires assessed rabies awareness before and after rabies training sessions. Differences between urban and rural schools were assessed using χ2 tests, while Wilcoxon signed-rank test was used for pre- and post-training scores. Post-training, overall knowledge scores improved from 6.14 to 7.61(p<0.001), with significant increase in learners' knowledge on rabies transmission, zoonosis, and the importance of annual dog vaccination. Attitudes and perceptions improved from 3.23 to 4.03 (p<0.001), particularly health-seeking behaviour and reporting post dog bite. In conclusion, school-based rabies education significantly improved learners' awareness. Being the first report of such intervention in Kenya, it could serve as a model for other zoonoses.

This study examines how the Pancasila Student Profile (P-5) is implemented through Indonesia's Merdeka Curriculum in Surabaya's primary and secondary schools, contributing to the achievement of SDG 4 (Quality Education). Using a qualitative design, data were collected from 25 schools between January and May 2024 through questionnaires, interviews, observations, and document analysis. Thematic analysis revealed substantial variation in P-5 implementation across schools, influenced by educational level, socioeconomic background, territorial context, and funding sources. Primary schools emphasized character formation, junior high schools focused on creativity and entrepreneurship, while senior high schools integrated technological innovation and digital literacy. Wealthier schools implemented resource-intensive projects, whereas disadvantaged ones relied on local and recycled materials. Major challenges included insufficient teacher training, resource limitations, and uneven parental involvement. However, schools mitigated these issues through workshops, inclusive communication, flexible scheduling, and community collaboration. Differences in engagement among teachers, students, and parents highlighted the need for participatory approaches and sustained professional support. The findings demonstrate that P-5 implementation embodies both innovation and inequality, revealing the Merdeka Curriculum's adaptability to local contexts while underscoring systemic gaps in capacity and equity. Strengthening teacher competence and stakeholder collaboration is essential for realizing sustainable, inclusive education in Indonesia. • Schools implement P5 to strengthen the Pancasila Student Profile. • Implementation faces resource, training, and assessment challenges. • Schools adopt varied strategies to sustain P5 activities. • P5 supports character building aligned with SDG 4 goals. • Findings offer guidance for improving P5 practices in urban schools.

This study examined the longitudinal association between Chinese adolescents' perceptions of three dimensions of both parents' psychological control (i.e., relational induction, social comparison shaming, and harsh control) and their psychological well-being, indicated by life satisfaction and affective distress. We also explored the mediating roles of adolescents' basic psychological needs satisfaction and frustration, as well as adolescent gender differences in the associations. Three-wave data were collected from 895 adolescents (52.07% girls, Mean age = 13.42 ± 1.26 years at baseline) in three urban secondary schools located in Jiujiang, Jiangxi Province and Chongqing, China. Structural equation modelling analyses showed that adolescents' perceptions of both parents' harsh control were associated with lower life satisfaction and higher affective distress over time, indirectly through the mediation of needs (dis)satisfaction. Parents' social comparison shame as perceived by adolescents was significantly associated with their lower life satisfaction (but not higher affective distress) directly. In contrast, perceived paternal relational induction was directly linked with higher life satisfaction and lower affective distress, while perceived maternal relational induction was indirectly associated with lower life satisfaction and higher affective distress through the mediation of needs frustration. No significant gender differences were identified among adolescents. The findings highlight potential distinctions between individual PC dimensions and between psychological need (dis)satisfaction and frustration.

Intimate partner violence among Spanish adolescents and its relationship with family and social support

School greenness and children's academic achievement and well-being: A population-wide study from Norway.

Rural school nursing is inherently different from suburban or urban school nursing. This article describes the processes involved in becoming a Special Interest Group and identifying the specific needs of rural school nurses. We developed an online group focused on rural school nursing, provided a network of school nurses who experience similar contexts for mutual support and learning, and identified priorities for scholarship in the setting of rural and frontier school nursing. Rural school nursing was defined; additionally, characteristics of rural school nurse practice and unique challenges in this setting were identified. Solution-focused discussions provided professional development for rural school nurses, prioritizing the issues that were the greatest challenges. Topics included resource mapping, orientation to the role, mentoring needs, and training unlicensed personnel in the context of limited resources. The online focus group has since become an official Special Interest Group of the National Associatoin of School Nurses.

The integration of Information and Communication Technologies (ICT) in basic education, driven by uniform policies, often overlooks the heterogeneity of school contexts and how different infrastructures mediate teacher technology appropriation. A critical gap remains concerning how distinct infrastructural configurations shape appropriation processes and adaptive strategies in contexts of material inequality. We conducted an exploratory qualitative comparative study with 25 teachers across three urban schools from Pernambuco state educational system, Brazil, representing distinct infrastructural configurations. A framework analysis was used for structured comparison, generating a provisional typology of three qualitatively distinct techno-pedagogical ecosystems: Survival, Limited Adequacy, and Competition. Results suggest a functional inversion where stable connectivity was perceived by teachers as a more critical conversion factor than equipment quantity. In these ecosystems, infrastructure appears to operate as an active mediator that shapes, but does not determine, pedagogical possibilities. Teachers develop diverse adaptive strategies, including techno-pedagogical bricolage, temporal orchestration, and selective technology appropriation, that complicate simple dichotomies between uncritical adoption and resistance. The discursive appropriation of Artificial Intelligence (AI) manifests differently across these contexts: in contexts of greater adequacy, teachers articulated pragmatic ambivalence (the simultaneous recognition of potentialities and risks alongside functional experimentation) whereas in contexts of scarcity, discourses of technological optimism with limited explicit engagement with risks predominated; these contrasting patterns may also reflect differences in professional development exposure and group discourse norms. Digital citizenship education remains fragmented across all three settings, further highlighting the qualitatively unequal pedagogical possibilities associated with different infrastructural configurations. These provisional findings point toward the need for differentiated public policies that move beyond uniform solutions and recognize teacher agency without romanticizing structural precarity.