Search Results (43)

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

This review explores pain neuroscience education (PNE) in the context of opioid dependence among Caucasian and African American populations, addressing disparities and sociocultural influences in the opioid epidemic. Von Bertalanffy’s general systems theory and Bronfenbrenner’s ecological systems theory comprise the underlying theoretical frameworks behind the review, emphasizing the importance of biopsychosocial perspectives of chronic pain and ecological systems on individual development. Within these frameworks, the study objective is to summarize relevant and contemporary literature among African American and Caucasian populations regarding opioid dependency, neuroplasticity in chronic pain, and PNE. Peer-reviewed articles published within the last 10 years were reviewed for relevance. Limitations include a lack of research on the intersection of ethnicity and PNE, a lack of studies investigating interdisciplinary input regarding PNE, and a focus on only two ethnic groups. This narrative review finds that African Americans face systemic barriers to effective treatment for pain and opioid use disorder (OUD), while Caucasians are more likely to be overprescribed with higher rates of OUD. From a systems and ecological perspective, maladaptive neuroplasticity in chronic pain (biologic subsystem) intersects with ethnic disparities in prescribing access and pain beliefs (psychosocial subsystem) to influence opioid use and the chronic pain experience. PNE shows promise as an adjunct to traditional physical therapy in reducing nociplastic pain, potentially affecting opioid dependency. Future research should incorporate readiness-to-change models, generational and ethnocultural perspectives, and neuroimaging with PNE to optimize the delivery of PNE to individuals of different backgrounds. Full article

Background: Caregivers in urban settings often face unique challenges in providing nurturing care. This qualitative study explores the complex realities of caregiving among mothers and grandmothers in urban poor neighbourhoods of Bangalore, South India. Grounded in Bronfenbrenner’s ecological systems theory, this is the first study in urban India that examines how caregivers’ perceptions, along with individual and systemic factors, shape caregiving practices in this setting. Methods: In-depth interviews (IDIs) were conducted with 22 mothers and grandmothers of 4–6-year-old children from the urban MAASTHI cohort in Bangalore, South India. Topic guides were developed, pre-tested, and piloted. IDIs were conducted in local languages (Kannada and Hindi). Transcripts were coded using NVivo 12 plus and analyzed via a thematic analysis approach using Bronfenbrenner’s ecological systems framework to organize themes. Findings: At the microsystem level, caregivers engaged with children through storytelling and play, though competing demands like household chores often constrained these interactions. Disciplining techniques varied, and the absence of fathers placed additional burdens on mothers. The mesosystem revealed the critical role of extended family in providing support. At the exosystem level, unsafe neighbourhoods limited children’s opportunities for outdoor play. The macrosystem highlighted how religious values provided moral frameworks for parenting and the presence of stigma against single mothers. The chronosystem explored declining social support over time and challenges. Conclusions: These findings emphasize that caregiving inequities are not isolated but structurally embedded, demanding interventions that address sociocultural, economic, and spatial barriers to equitable support for caregivers, particularly those in disadvantaged settings. It calls for context-sensitive interventions, including community-based parenting programmes including maternal well-being, strengthening community and public support systems, improving safe play spaces, and longitudinal research. By amplifying marginalized caregivers’ voices, this research highlights the need for policies that support nurturing care in low-resource settings to break intergenerational cycles of disadvantage. Full article

Teachers with mental illness are vulnerable to work-related triggers that can lead to relapse, affecting their mental health and ability to recover, stay employed, and deliver quality education. This empirical study explored such triggers among public school teachers in Limpopo Province, South Africa. Using Bronfenbrenner’s Ecological Systems Theory, a qualitative phenomenological design was adopted. Semi-structured face-to-face interviews were conducted with 14 participants that were purposively selected across four hospitals. Data were audio-recorded, transcribed verbatim, and analyzed using Tesch’s eight-step open-coding method. Findings revealed being gossiped about by colleagues, excessive workload, limited leadership and parental support, classroom management challenges, high performance expectations without support, and inadequate teacher mental health policies in schools. These triggers can lead to frequent absenteeism and poor teaching outcomes. They will further increase the risk of medication resistance and long-term cognitive decline due to progressive structural brain damage as a result of multiple relapses. The study highlights the urgent need for multi-stakeholder collaboration, including clinicians, academic institutions, union representatives, and the Department of Basic Education, to co-develop effective, context-sensitive strategies to mitigate work-related triggers of mental illness relapse. These strategies are not only essential for enabling long-term workforce participation but also advancing sustainable mental health and well-being. Full article

Infant motor development has traditionally been studied through child-centered frameworks that often overlook the vital role parents play in shaping early outcomes. This paper provides a renewed ecological approach, foregrounding parental perspectives—knowledge, beliefs, attitudes, theories, and expectations—and examining how they directly and indirectly guide infants’ motor trajectories. Drawing on cross-cultural evidence, we illustrate how differences in parental priorities and caregiving behaviors can either accelerate or delay the emergence of crucial motor skills. We also highlight the reciprocal relationship between parent and child: while parental views shape caregiving practices, children’s developing abilities and behaviors can, in turn, alter their parents’ perspectives. Building on existing theories, including Bronfenbrenner’s ecological systems theory and dynamic systems theory, our integrated model situates the parent–child dyad within broader socioeconomic, cultural, and environmental contexts. This model shows the dynamic, ever-evolving interplay between parents and children and demonstrates the importance of aligning parental cognition with targeted interventions to optimize motor development. By examining how cultural norms, individual experiences, and contextual factors converge, this paper offers both a theoretical framework and practical implications for supporting infants’ growth. This paper will inform future research by encouraging parent-focused developmental studies and guiding practitioners to design culturally informed interventions in the field of motor development. Full article

Background: Developing young people’s technical and Information and Communication Technology skills is an SDG 4 target (4.4.), while the use of online educational material is a promoted tool to implement SDGs-related measures. Methodology: This is a case study exploring the complex role of ICT in teaching social sciences at a higher education institution using quantitative and qualitative research methods. Employing Urie Bronfenbrenner’s ecological systems theory, the research investigates how digital tools impact students’ academic performance across three courses with varying levels of ICT integration. The study evaluates students’ digital skills, compares the effectiveness of ICT-based and traditional teaching methods, and analyses how these methods influence the students’ comprehension and performance of the subject matter. Results: The findings revealed that while certain ICT skills and competencies enhance students’ academic performance, students value ICT tools differently depending on the course’s subject matter and their own digital competencies. The research also highlights the importance of teachers’ ability to blend ICT and non-ICT activities effectively to enhance students’ understanding. Conclusions: The study contributes to the ongoing discourse on ICT in education, emphasising the need for a more nuanced, multi-layered approach to understanding the intersection between technology and education, particularly in non-technical fields like social sciences. Full article

This study aims to explore the professional learning and development needs of Special Educational Needs Coordinators (SENCOs) as strategic leaders in primary schools in Ireland. With the SENCO role lacking formal recognition in Irish policy, this research is important to identify the support structures necessary to enhance their effectiveness in leading inclusive education. Employing a mixed-methods sequential explanatory design, theoretically framed by Bronfenbrenner’s Ecological Systems Theory and Wenger’s Community of Practice model, the study first surveyed 371 SENCOs to assess their professional learning experiences and needs. This was followed by semi-structured interviews with nine school leaders, including SENCOs, SENCO principals, and principals, to gather in-depth insights into the role’s dynamics. The Department of Education’s school database was used to contact participants. Data analysis utilised descriptive statistics for the survey and reflexive thematic analysis for the interview data. Key findings indicate a significant demand for formal SENCO-specific professional learning programmes, with a focus on leadership, evidence-informed practices, and community engagement. The study concludes that professional learning for SENCOs should be structured around transformative social learning models and should include postgraduate courses and communities of practice. The research calls for policy development to formally recognise the SENCO role, and provide a coherent framework for their professional learning and development to ensure inclusive educational practices are effectively led and implemented in Irish schools. Full article

The impostor phenomenon, characterized by self-doubt and an external attribution of success, significantly impacts daycare center directors, influencing their leadership effectiveness and childcare quality. This qualitative study aims to explore how the impostor phenomenon manifests among Korean daycare center directors within an ecological framework. Semi-structured interviews were conducted with 15 Korean daycare center directors using grounded theory methods. Analysis identified the phenomenon across cognitive, emotional, and behavioral dimensions, revealing both negative self-perceptions and strategic, perfectionism-related behaviors consistent with previous research. This study proposes a contextual model based on Bronfenbrenner’s ecological systems theory, illustrating interactions at macrosystem, exosystem, mesosystem, microsystem, and chronosystem levels, with a detailed paradigm model further explaining microsystem and chronosystem interactions. These findings contribute to clarifying and contextualizing the impostor phenomenon, particularly highlighting situational influences and strategic manifestations. This research provides a foundation for future studies in South Korean contexts and practical insights for developing targeted leadership support programs for daycare center directors. Full article

In the last decade, a growing number of schools have begun implementing dual language education (DLE), and studies have shown evidence of the benefits of DLE for elementary education students. However, existing research syntheses do not focus on DLE in the early years (pre-Kindergarten and Kindergarten), considering young bilingual children’s development and learning characteristics. In this paper, a novel conceptual framework is used to explore the extant literature on DLE in the early years moving beyond Bronfenbrenner’s ecological systems theory to consider additional characteristics relating to bilingual children’s development and learning. A systematic literature review was conducted following a rigorous procedure, resulting in nine studies that met the inclusion criteria. Information about each study was coded and analyzed. The results describe the studies’ sample characteristics, research design, and findings organized by students’ academic skills (i.e., language, literacy, and mathematics), dual language classroom practices, and parents’ perceptions of DLE. This paper highlights current knowledge of DLE programs in the early years, identifies gaps, and offers recommendations for future research, policy, and practice. Full article

Social identity in adolescence refers to the way young people define themselves in relation to the social groups they belong to, such as their peers, family, cultural or ethnic communities, gender, and sometimes subcultures. All of these areas of a person’s identity are also influenced by the different contexts and the social discourses and expectations that are experienced. Social and emotional skills, competencies, or capacities are internal assets that can be learned and are linked to prosocial behavior and positive social identities. Developing strong social and emotional capabilities is particularly pertinent for young adolescents due to the convergence of developmental effects as they begin to form their sense of personal identity and shift to having a greater sense of independence. This paper presents the findings from a systematic literature review using PRISMA reporting guidelines of studies conducted between 2014 and 2024 that examined the links between social and emotional competencies and a young adolescent’s social identity formation. Four education-focused databases were searched for peer-reviewed articles published in English. Results were mapped against CASEL’s social and emotional skill sets. Very limited literature was found (n = 6) that explicitly addressed young adolescent identity formation and the need for social and emotional skills; however, key findings show that young adolescents utilize all five of CASEL’s social and emotional skill sets to support the development of their social identity. Bronfenbrenner’s bioecological theory is applied to the findings to consider the systemic influences. Questions for future research are also proposed. Full article

This article focuses on the impact of trauma experienced by individuals, families and groups, and neighborhoods in Rochester and Syracuse, New York. Using the levels of analysis put forward in Bronfenbrenner’s ecological systems theory (i.e., individual, family, and community), we argue that trauma operates at each of those levels. This mixed-methods study reviews the findings of seven previously published studies (with data collection ranging from 2000 to 2019), each of which addresses trauma among low-income residents. Specific methods include secondary analyses of births, qualitative interviews of persons who delivered a baby within the past two years, a community survey of residents living in high-crime areas, and secondary birth data to document the impact of socio-ecological risk factors on the trauma of birthing persons, their children, and their partners. Individuals and families living in high-risk neighborhoods (e.g., where residents experience frequent gun shots, racially disproportionate incarceration, and poverty) had more negative health outcomes including posttraumatic stress disorder, intrauterine growth restriction, and depression. Interventions focused on community-based practices that address individual, family, and community-level trauma must also address the multiple risk factors for trauma located in the environmental and social stressors. Full article

Background: Cancer prevention is a crucial public health strategy, with 30–50% of cancers being preventable through early screening and lifestyle modifications. However, people with intellectual disabilities (PWID) face significant barriers to cancer prevention services, leading to delayed diagnoses and poorer outcomes. Family caregivers play a key role in bridging the healthcare access gaps for PWID, but there is limited research exploring their perspectives on cancer prevention. This study examined the needs, challenges, and strategies family caregivers employ in cancer prevention for PWID, framed within Bronfenbrenner’s ecological systems theory. Methods: A mixed methods sequential explanatory design was used. Quantitative data were collected through a structured questionnaire from 41 caregivers of PWID, followed by qualitative semi-structured interviews with 15 caregivers to explore the quantitative findings further. Data were analysed using descriptive statistics, chi-square tests, and thematic content analysis. Results: The study revealed that 75.6% of caregivers had not received information about cancer prevention for PWID, and 63.4% did not regularly coordinate cancer screenings. Barriers identified included a lack of accessible information, logistical challenges, and emotional strain. However, 80.5% of caregivers expressed a need for additional training to support their roles in cancer prevention. Qualitative findings highlighted four key themes: promoting a healthy lifestyle, access to healthcare services, health literacy, and psychosocial support. Conclusions: The findings emphasise the need for tailored cancer prevention strategies and educational resources for caregivers of PWID. Addressing these gaps requires systemic changes in healthcare practices, better coordination of services, and enhanced support for caregivers to reduce the barriers to cancer prevention for PWID. Full article

This study explores the multifaceted factors influencing career decisions among individuals with disabilities (IWDs) in the Gulf region, emphasizing the interplay between health and cultural/religious contexts. To examine these complex influences, this review adopts Bronfenbrenner’s Ecological Systems Theory as a guiding framework. This theoretical lens facilitates an in-depth analysis of how personal attributes, religious and cultural beliefs, disability-specific challenges, systemic and environmental barriers, gender-related issues, social networks, transition and teachers’ attitudes, work environment, and government policies interact across multiple levels to shape career choices for IWDs in the Gulf region. Cultural and religious beliefs critically shape both the perceptions and opportunities available to IWDs, reflecting the broader macrosystem influences. By applying this multi-layered approach, this review highlights the need to integrate religious and spiritual considerations into support frameworks to enhance the mental and physical well-being of IWDs as they navigate their career paths. The findings suggest actionable implications for policymakers and practitioners dedicated to improving inclusion and equity in the workforce for individuals with disabilities. Full article

Migrant adolescents face unique emotional and relational challenges that can hinder their well-being and development. While prior research has identified many of these challenges, there is limited work exploring migrant adolescents’ perspectives on their needs. This study aims to bridge that gap by adopting a participatory approach to investigate the emotional and relational needs of migrant adolescents in Spain and the solutions they propose to address them. Using Bronfenbrenner’s Ecological Systems Theory as the theoretical framework, we conducted qualitative participatory research with migrant adolescents. They identified their emotional and relational needs, which were categorised into six thematic areas distributed across the ecological levels. The themes include supporting their families, receiving recognition and emotional support from relatives, improving school and societal experiences, learning the host language, gaining empathy from the local population, and regularising their legal status. The key actors identified to help meet their needs include parents, teachers, peers, society, and policymakers. The participants proposed self-directed solutions to these challenges, such as fostering peer relationships and advocating for policy reforms. The findings suggest that migrant adolescents have valuable insights into their emotional and relational needs, emphasising the importance of involving them in shaping interventions that support their inclusion and mental health. Full article

This study explores factors influencing female engagement in STEM (Science, Technology, Engineering, and Mathematics) fields in Mozambique, Nigeria, and Uganda through Urie Bronfenbrenner’s Ecological Systems Theory. The research collected qualitative data from 81 women across these countries through open-ended surveys. Using content analysis, the results demonstrate the critical role of personal interests nurtured by family, showing how direct interactions with family influence STEM engagement at a microsystem level. The mesosystem level reveals the supportive influence of community and school interactions, emphasizing the importance of relationships between different microsystems, such as family–school collaborations, in fostering female participation in STEM. The exosystem level identifies the impact of positive media portrayals and role models, illustrating how external environments indirectly affect perceptions and aspirations in STEM through media and societal influences. The macrosystem level underscores the persistent cultural norms shaping gender roles, reflecting broader societal and cultural values that influence gender diversity in STEM fields, with 63% of respondents in Mozambique, 57% in Nigeria, and 67% in Uganda indicating that societal views on gender roles discouraged participation. Lastly, the chronosystem level captures the temporal changes and progress in gender diversity in STEM, highlighting the need for targeted interventions and policy reforms to address longstanding gender imbalances. Despite progress, significant gender imbalances remain, necessitating targeted interventions and policy reforms. The study proposes a sustainable, collaborative model to foster early interest and sustained participation of females in STEM, emphasizing the importance of seamless cooperation among families, educational institutions, communities, and government bodies. The findings aid in creating supportive environments for sustaining female STEM participation, promoting economic and social development in Sub-Saharan Africa. Full article