Search Results (80)

Background/Objectives: This study aimed to explore perceived changes in the eating behavior of children with overweight and obesity following a nutritional intervention, considering the perspectives of children and their families participating in a specialized health promotion program. Methods: This qualitative study included five children aged 7 to 12 years and four family members enrolled in the ProSaúde Kids Program in southern Brazil. The study comprised three stages: initial semi-structured interviews; nine interactive nutritional workshops conducted from July to November 2024 with active family participation; and final interviews after the intervention. Recordings were transcribed and analyzed in ATLAS.TI^® using the collective subject discourse approach, guided by Bronfenbrenner’s Ecological Systems Theory. Results: The intervention was associated with reported changes in perceptions and eating practices. Families described greater involvement of children in food decisions, perceived reductions in consumption of ultra-processed foods, and reported reorganization of eating routines. Children expressed increased critical awareness of food-related media content and greater appreciation of body diversity. Improvements in the quality of homemade school snacks suggested meaningful family engagement, even in the absence of direct school involvement. Conclusions: The workshops were described as encouraging reflection and supporting changes in attitudes and practices. Overall, the findings indicate potential positive shifts in eating behavior, greater awareness of food choices, and enhanced family participation in the behavior-change process. Full article

This study co-designed and developed multimodal educational games in collaboration with parents and teachers to engage girls in STEM from early childhood onward. Recent studies examine the supportive and complementary role of digital educational technology, such as multimodal games, in engaging girls in STEM education during primary and secondary schooling. Different skills, such as computational thinking, mathematical and scientific skills, can be developed via simulations, models, narrative-rich videos, and digital games. However, there is limited research on how parents and teachers perceive how multimodal games can engage children, especially girls in STEM, in early years learning environments, both at home and in formal educational classroom play-based learning contexts. Employing a multi-case study approach, the study conducted focus group discussions (N = 10) with 15 parents and 15 teachers of children from birth to 8 years of age. The theoretical framework underpinning Bronfenbrenner’s socioecological lens guided the thematic data analysis, particularly acknowledging theoretical ideas that a young girl’s natural learning environment comprises parents, siblings, peers, and early childhood professionals (e.g., educators) who play an essential role in the development of a child’s early STEM engagement. Findings indicate the essential role of the pedagogue (both parents and educators), with multimodal technologies (games) acting as the third teacher, being critical in scaffolding girls’ early STEM education by capitalising on multimodal learning environments. Implications pertain to designing hands-on, multimodal games that enable children to engage seamlessly with science and mathematics concepts through a variety of design features, including problem-solving, doing, constructing, role-play, and gamification. Full article

Social factors profoundly shape the bereavement process for individuals who have lost someone to a drug-related death. In this study, we integrate qualitative (n = 19), quantitative (n = 5), and mixed-methods (n = 2) results from a large research project on drug-related bereavement and utilise Bronfenbrenner and Morris’s bioecological model as an analytical framework. The results of the project demonstrate that bereavement following a drug-related death is deeply rooted in social context, and they highlight that the process of grieving a drug-related death requires the navigation of complex personal, familial, and societal challenges. Sociocultural understandings of addiction and societal stigma must be addressed to create a more supportive environment for bereaved individuals. A more cohesive and responsive support system can be developed by understanding and acting at all levels of Bronfenbrenner and Morris’s model, encompassing individual competencies, organisational structures, broader social environments, and systemic policies. Focusing on a family and compassionate community approach, our research promotes an inclusive and empathetic societal response to these multifaceted losses. Furthermore, the importance of enhanced professional competencies, interdisciplinary collaboration, and the implementation of organisational change is emphasised in order to meet the needs of those affected by a drug-related death. Ultimately, social work can play a pivotal role in this context. Full article

The present study proposes to identify information from health, educational and sports science studies that used Bronfenbrenner’s theory of human development to verify the complex relationship between factors associated with physical activity (PA) and sedentary behavior (SB) in children and adolescents. The scoping review will be developed across seven databases (PubMed, Scopus, SPORTDiscus, Web of Science, PsycINFO, ERIC, and Scielo). The inclusion criteria were formulated based on the PCC (Population, Concept, Context) framework: (a) children and adolescents (5–17 years); (b) studies on PA and/or SB that used Bronfenbrenner’s theory; (c) any context. Only peer-reviewed journal articles published in English, Spanish, or Portuguese will be included; grey literature will not be included. Finally, two reviewers will screen studies using Rayyan. A standardized charting form will be used to extract data on study characteristics and the factors mapped considering Bronfenbrenner’s theory components. This study is expected to show how Bronfenbrenner’s theory has been applied to explain PA and SB in children and adolescents, as well as to map the methodological tools used in this area, identifying gaps and providing a clear framework for future research on the complex and multilevel determinants of PA and SB in children and adolescents. Full article

Self-determination and self-advocacy are critical components of quality of life, and the instruction of these skills continues to emerge as an important outcome for Disabled people, specifically people with intellectual disability (ID). The purpose of this scoping review examined the perspectives of adults with ID and the experienced barriers when self-advocating, making choices, and goal setting. This scoping review searched multiple databases for empirical research, which collected the perspective of people with intellectual disability and what they identified as barriers to self-advocacy. Results included 30 articles with an international perspective available within the English language. The authors utilized Bronfenbrenner’s process–person–context–time (PPCT) model to identify how these barriers are experienced in various relationships and environments and throughout time. The barriers identified fell into the various aspects of the PPCT model. Understanding these barriers provides insights into ways to begin to dismantle them, and this review details recommendations for research, policy, and practices. Full article

This paper presents the rationale and design of a study of growth and development in young track and field athletes: the EXcellence and PERformance in Track and field (EXPERT) study, and details the methodologies used. Background: Longitudinal research examining individual-environment interactions in youth athletic development is scarce for track and field. Objectives: The EXPERT study investigates how individual (anthropometry, maturation, motivation) and environmental (family, coach, club) characteristics influence developmental trajectories in youth track and field athletes. Methods: A mixed-longitudinal design will follow 400 athletes (200♂, 200♀; aged 10–14 years) from 40 Portuguese clubs across five cohorts assessed biannually over three years. Guided by Bronfenbrenner’s bioecological model, assessments encompass individual, performance, health, and environmental domains. Data quality control will consist of rigorous training of all research team members, implementation of standardized protocols, a pilot study, and an in-field reliability study. Multilevel growth models will examine trajectories and predictor effects of predictors. Conclusions: EXPERT will provide evidence to optimize training and support holistic youth athlete development. Full article

Background/Objectives: First-year, first-generation college students who are also second-generation immigrants often face significant mental health challenges as they navigate both higher education and early adulthood. This study explored how mental health challenges are shaped by their intersecting identities and framed their experiences using Bronfenbrenner’s socio-ecological model. Methods: This study was conducted in the office of first-generation success at a 4-year R1 university, adopting a qualitative research approach and a small stories research design. A purposive sampling technique was implemented to sample first-year, first-generation students and second-generation immigrants. Two focus group discussions were conducted, each with groups comprising 11 participants (n = 22). The participants were between 18 and 19 years old. The data were analyzed using a thematic approach, with trustworthiness ensured through the establishment of credibility, dependability, confirmability, and transferability. Results: Two themes emerged: “Finding self” and “Balancing Competing Demands” within the first-year, first-generation population. Additionally, stress was identified in the second-generation immigrant group under the theme of “Cultural Expectations”. Conclusions: Framing the stories within the socio-ecological model illustrates the multi-layered mental health burden of this population group, particularly within the socio-political climate shaped by heightened immigration policy, restrictive enforcement practices, and public discourse surrounding immigrant communities. Recognizing their mental health as integral to their overall health and academic success highlights the need to broaden scholarly and clinical understanding of individuals and compounding contextual variables that may be related to adverse emotional states. Full article

Five years after the COVID-19 pandemic, namely, the biggest disruption to education in the last century, this article provides insights into the consequences it holds for teachers’ well-being, their (non)preparedness for and support needed in any such future disruptions in Slovenia. By utilising the Job Demands–Resources Model, insights are provided concerning job demands (stress) and job resources (support) on different levels (individual, micro, meso, macro, chrono) of Bronfenbrenner’s ecological systems theory. The importance of complementing large-scale, representative, quantitative data (from the Responses to Educational Disruption Survey (REDS)) with qualitative data obtained from two focus groups comprising eight teachers in total is demonstrated to gain a comprehensive understanding of teachers’ well-being during educational disruptions. This study confirms that the intertwining of different levels in Bronfenbrenner’s socio-ecological system explains job demands (sources of stress) and job resources (support for teacher well-being) during the COVID-19 pandemic. The majority of stressors at the time of the pandemic were identified on the micro level, whereas sources of support were primarily located on the individual and meso (school) levels. For any future educational disruptions, however, the most significant sources of support for teachers’ well-being are expected on the macro level (system and society). Full article

Background: The COVID-19 pandemic uniquely challenged non-formal education (NFE), a sector reliant on interpersonal engagement, by forcing a rapid shift to remote work. This study examines how managerial leadership styles, technological self-efficacy (TSE), and attitudes toward remote work intersect among NFE coordinators in Israel’s Arab society, a minority community facing distinct cultural and systemic challenges. Aim: Focusing on school-based social-community education coordinators (SCECs) and community-based non-formal education coordinators (NFECs), the study investigates how leadership and organizational context shaped their adaptation to crisis. Method: The study employed a cross-sectional survey design, with data collected from 132 coordinators and 47 youth department directors between June and October 2021 using validated questionnaires. Pearson correlations, moderated mediation analysis, and ANOVA were used to analyze the data. Findings: The results revealed positive correlations between transformational leadership style (TLS), TSE, job satisfaction, and positive attitudes toward remote work. Critically, the analysis uncovered a context-dependent mechanism: TSE fully mediated the relationship between TLS and attitudes toward remote work, but this effect was significant only for community-based NFECs, not for school-based SCECs. Additionally, SCECs reported higher satisfaction and TSE than NFECs, who perceived more laissez-faire leadership. Contributions: Drawing on Bronfenbrenner’s ecological systems theory, the findings underscore that leadership’s effectiveness in crises is not one-size-fits-all; its impact is channeled through different mechanisms depending on the organizational ecosystem. The study highlights the pivotal roles of adaptive leadership and TSE in sustaining resilient NFE in minority communities. Theoretical and practical implications point to the need for culturally responsive, context-sensitive leadership development and targeted technology training to foster equitable learning environments. Full article

The integration of immigrant and refugee youth in Norway entails navigating linguistic, cultural, and social challenges that can hinder educational attainment, wellbeing, and future opportunities. Community-based mentoring has emerged as a promising strategy to support immigrant youth in their adaptation processes. This study explores how immigrant youth participants in the Vinn Vinn project experienced and perceived the role of mentoring in their social integration and overall wellbeing in three municipalities. The project, initiated by the Human Rights Academy in collaboration with Save the Children Norway, paired young immigrants (aged 16–23) with volunteer mentors who shared similar cultural and linguistic backgrounds. Drawing on twenty two semi-structured interviews and complemented by targeted observations of programme activities, the findings demonstrate that mentoring facilitated social belonging, improved language and cultural competence, reduced loneliness, and provided both emotional and practical support. Anchored in Bronfenbrenner’s ecological systems theory, the study highlights how mentoring created opportunities for positive interactions across micro- and meso-level systems, bridging individual needs with wider community and institutional structures. The article contributes to the scholarship on immigrant youth integration by showing how culturally responsive, community-based mentoring can complement formal welfare services and enhance wellbeing among young immigrants in Norway. Full article

This study reviews the role of Child-Friendly Green Spaces (CFGS) in supporting children’s psychological, physical, and educational recovery following natural disasters. The main research question guiding this review is the following: how do CFGS contribute to holistic child well-being and resilience in disaster-affected contexts, and what barriers and strategies influence their effective integration into recovery frameworks? Employing a rigorous literature review methodology, we synthesized interdisciplinary evidence from environmental psychology, urban planning, public health, and education, encompassing studies published between 2000 and 2024. Findings demonstrate that CFGS significantly reduce trauma-related symptoms such as anxiety, depression, and post-traumatic stress, promotes physical health through active play, and foster educational engagement by improving concentration, attendance, and informal learning opportunities. Furthermore, CFGS contribute directly to multiple Sustainable Development Goals, particularly SDG 3 (Good Health and Well-being), SDG 4 (Quality Education), and SDG 11 (Sustainable Cities and Communities). Despite these advantages, CFGS are often overlooked in formal disaster recovery planning due to prioritization of immediate relief, financial and logistical challenges, and socio-cultural factors. To address these challenges, this study proposes a participatory, culturally sensitive framework for CFGS implementation, which integrates inclusive design, multi-sector collaboration, and ongoing monitoring and evaluation. Grounded in theoretical perspectives such as the Biophilia Hypothesis, Bronfenbrenner’s Ecological Systems Theory, and restorative environments, CFGS are reframed as critical infrastructures for children’s holistic recovery and resilience. The findings underscore the urgent need to embed CFGS within disaster recovery and urban planning policies to promote child-centered, sustainable community development. Full article

This qualitative study investigates the impact of multigrade classroom arrangements on learners with disabilities in the Harry Gwala District of KwaZulu-Natal, South Africa. Drawing on Bronfenbrenner’s Ecological Systems Theory, the research explores how systemic factors, from classroom-level practices to broader policy environments, shape inclusive education in rural multigrade settings. Data were collected through semi-structured interviews and focus group discussions with twenty teachers and ten principals. Thematic analysis revealed five key themes: instructional challenges, emotional and professional strain on teachers, systemic resource limitations, leadership constraints, and long-term developmental implications for learners with disabilities. Participants reported that multigrade settings hinder differentiated instruction, leading to frustration and disengagement among learners with disabilities. Teachers expressed emotional exhaustion and a lack of training tailored to inclusive multigrade contexts. Principals highlighted chronic resource shortages and unclear policy directives, which limited their ability to support inclusive practices. Despite these challenges, some school principals demonstrated strong commitment and agency, suggesting that leadership can be a catalyst for change even in under-resourced environments. The study contributes to the literature by disentangling the lived experiences of teachers from policy interpretations and by foregrounding the voices of those navigating inclusive education in complex rural settings. It recommends structural reforms, including context-sensitive teacher training, improved resource allocation, and leadership development. These findings align with international commitments such as Article 24 of the UNCRPD and offer practical insights for policymakers, teachers, and researchers committed to advancing equity in education. Full article

Despite advances toward disability inclusion, high-quality sex and relationship education (SRE) is often inaccessible for disabled communities. Confounding this issue, each individual’s experience of SRE is shaped by aspects within their environment, such as societal contexts, cultural factors, policy frameworks at the national and local levels, and the attitudes of parents and educators. This informal review of the literature synthesizes historical and contemporary literature—focusing primarily on individuals with intellectual disabilities and autism—to explore the multifaceted barriers and opportunities for effective SRE. We have situated the literature within Bronfenbrenner’s ecological systems theory to illuminate how interactions among and within the environment shape individual experiences with SRE. The literature outlines several barriers to successful SRE programs for the disabled community, including pervasive misconceptions about the sexual and relational needs of disabled individuals, inadequate training for educators, and limited empirical evidence underpinning best practices. Our paper underscores the need for comprehensive, evidence-based curricula that align with the desires of the disabled community, are accessible to people with disabilities and their communities, and employ a variety of instructional methods to support learning across the life course, beginning in adolescence. We conclude by outlining future directions for research and practical solutions for curriculum development, emphasizing the importance of addressing these multi-layered challenges to enhance SRE for disabled people and their communities. Approaching and conceptualizing the literature within a systems framework and through our shared perspectives and experiences is noteworthy, as our review provides a descriptive and unique lens to understanding SRE influences on people with disabilities nationally and internationally. Full article

Based on questionnaire data and in-depth interviews with newly arrived students (NAS) from mainland China, this study investigates the construction of their social networks and the mechanisms through which they access social support in the context of migration. Drawing on Berry’s acculturation theory, Bronfenbrenner’s ecological systems theory, and Bourdieu’s concept of social capital, this study provides a theoretically grounded analysis of how NAS balance cultural distance and social needs. The findings reveal that NAS do not form social connections uniformly; rather, they strategically allocate social resources according to the degree of homophily and the strength of social ties. Specifically, weak ties with mainland peers—characterized by high cultural homophily—primarily offer emotional support; strong ties with local Hong Kong peers—marked by low homophily but high interaction frequency—mainly serve instrumental needs such as academic assistance and daily companionship; while strong ties with Hong Kong peers of mainland background combine both emotional and instrumental support, functioning as a core relational bridge in the NAS’s adaptation process. These three types of relationships form a complementary structure within NAS’s social networks. Reliability and validity tests further confirmed that four items (social satisfaction, peer attitude, sense of belonging, integration/adaptation) provide a coherent measure of social integration. The study suggests that NAS’s social practices are not merely about “integration” or “alienation,” but rather represent a dynamic strategy of balancing relational costs, cultural distance, and practical needs in the operation of social capital and characterised by dynamic negotiation and contextual adjustment. Full article

The COVID-19 pandemic and its associated lockdowns had widespread psycho-social implications globally. However, the unique experiences of young adults in under-researched rural communities, such as Lonely Park in South Africa’s North West Province, remain poorly documented. This study explores the psycho-social well-being of young adults aged 18–24 in the Lonely Park community during the national COVID-19 lockdown from 23 March 2020 to 30 April 2020, with a particular focus on their emotional, psychological, and social experiences. Using a qualitative, phenomenological design rooted in Bronfenbrenner’s Ecological Systems Theory (EST), data were collected from 14 purposively sampled participants through two focus group discussions. Thematic analysis was conducted following Braun and Clarke’s six-phase framework. Ethical clearance was obtained from the Health Research Ethics Committee, and participants provided informed consent. Two main themes emerged, (1) psychological and (2) social well-being. Six sub-themes were identified: (1) negative emotions linked to lockdown, (2) fear of COVID-19 and its consequences, (3) rumination and anxiety, (4) disruption of social and educational routines, (5) coping strategies, and (6) structural limitations of healthcare and support systems. Participants experienced intense fear, boredom, isolation, and a sense of helplessness. Yet, coping mechanisms such as communication, spirituality, exercise, and adherence to public health regulations provided resilience. Some reported depression and financial strain due to job loss and school disruptions. The findings highlight the complex interplay of psychological, emotional, and social stressors in rural young adults during the pandemic. Policymakers and mental health practitioners must prioritise targeted psycho-social interventions for youth in under-resourced rural settings. A call is made for culturally responsive mental health programmes that incorporate local voices, especially in rural African contexts. Full article