Search Results (682)

Background/Objectives: Children develop the ability to construct meaning from language long before they learn to read. These foundational language processes support learning across academic contexts and form the basis for later reading and writing. However, many students, particularly those with Developmental Language Disorder (DLD), enter school with weaknesses in oral academic language that limit their ability to understand and express increasingly complex classroom discourse. Despite the central role of narrative and expository language in early instruction, explicit and systematic intervention targeting both discourse genres remains uncommon in the early grades. The purpose of this randomized controlled trial was to examine the immediate and maintained effects of a structured, small-group oral language intervention targeting both narrative and expository discourse for early elementary-age students with and without DLD. Methods: Participants (N = 80) were kindergarten through second-grade students identified as having DLD or significantly weak narrative language performance and were randomly assigned to an intervention condition or business-as-usual control. Narrative outcomes were collected for all participants at pretest, posttest, and a two-month follow-up, and expository outcomes were collected at posttest. Results: Results indicated statistically significant intervention effects for narrative language at posttest, with gains maintained at follow-up. Treatment effects were not moderated by language status, and subgroup analyses demonstrated large effects for students with DLD. Regression analyses indicated a non-significant intervention effect on expository outcomes. Conclusions: Findings provide experimental evidence that explicit, contextualized narrative and expository language instruction delivered in brief small-group sessions can produce meaningful and durable improvements in narrative language for young children, including those with DLD. Full article

This study examines how pre-service teachers construct pedagogical knowledge to promote equity in school settings through reflection and research from an intersectional gender perspective. Situated within current debates on gender, interculturality, and social justice in teacher education, the study explores how pre-service teachers develop critical awareness of inequality and envision transformative practices. Using a qualitative design, three reflective workshops were conducted with students from Early Childhood and Elementary Education programs in Chilean universities. Thematic analysis identified nine principal codes, which were later organized into four analytical domains: knowledge construction, interculturality and inclusion, gender practices, and intersectional meanings. Results show that participants conceive teaching as a political and ethical practice linked to community engagement, democratic coexistence, and affective responsibility. They also challenge traditional gender roles by proposing co-care and collective well-being as foundations for equitable education. Furthermore, intercultural and situated pedagogies emerge as key strategies for connecting theory with practice and validating diversity within the classroom. Participants demonstrate emerging forms of intersectional and gender awareness, questioning the feminization of teaching and proposing notions of co-care and collective well-being that transcend binary gender norms. They also value intercultural and contextual pedagogies, emphasizing empathy, recognition of diversity, and the validation of students’ origins and trajectories. Full article

There is a gap in knowledge regarding the school food environment in small-sized municipalities. Thus, this study aims to analyze the anthropometric status of schoolchildren and the school and community food environments in a small Brazilian municipality. This is a cross-sectional, exploratory, and ecological study conducted in elementary schools and food retail outlets in Jerônimo Monteiro, Espírito Santo, Brazil. Anthropometric indicators were assessed using the students’ weight and height. The school food environment was analyzed by evaluating the National School Feeding Program (PNAE) menu using the IQ-COSAN index, classifying foods brought in lunchboxes and sold at schools according to the Brazilian Dietary Guidelines, and auditing food retailers outside schools using the ESAO-S and ESAO-R instruments. Food establishments were categorized according to the Locais-Nova classification and scored using the Healthy Food Store Index (HFSI) and Healthy Meal Restaurant Index (HMRI). The study included 2 schools and 266 schoolchildren (5–11 years), of whom 33.1% had excess weight. The PNAE menu was classified as “needing improvement,” and 81% of schoolchildren’s lunchboxes contained processed/ultra-processed foods. In the external food environment around schools, low levels of access to healthy foods and predominance of ultra-processed food sales were observed. Full article

This study examines how justice-oriented modeling lessons promote elementary students’ capacity to mathematize complex situations, develop civic empathy, and take action to address inequities and injustices in their communities. Through qualitative methods using multiple data sources including teacher interviews, lesson transcripts, student work, and classroom artifacts we share cases of modeling tasks that use mathematics as an empowerment tool to address empathy, representation, access, fairness and taking action. Findings illustrated critical moment-to-moment instructional decisions teachers made to elicit students’ justice-oriented reasoning. The modeling tasks involved addressing food waste in the school cafeteria, creating an inclusive play area, diversifying the school library collections, and choosing items for a sensory space to positively impact students’ individual and community well-being. Implications for teachers and teacher educators will be discussed. Full article

School-based social and emotional learning (SEL) programs have the potential to meaningfully foster healthy development. NaliniKIDS is a school-based program designed to focus on promoting SEL and school connectedness by bridging physical and mental health through exercises, a book series, and schoolwide activities. This mixed-method study explored the effects of NaliniKIDS on students’ mental health and school climate and the teachers’ perspectives regarding the implementation in a racially diverse, urban, Title I public elementary school. Quantitative data comprised of student (N = 253) and parent (N = 29) self-reports at pre- and post-test; qualitative data were collected via two focus groups with teachers (N = 10 participants). Survey results showed small increase in prosocial behavior among students after NaliniKIDS implementation. Focus groups highlighted the importance of training, protecting time and resources, and adapting the program to students’ background to maximize its implementation and relevance. NaliniKIDS may be a promising SEL program that facilitates the integration of physical and emotional health. The findings emphasize the health benefits of investments and policies focused on school-based programs that are integrated in the school. The successful implementation of SEL programs such as NaliniKIDS may significantly promote elementary student physical and mental health. Full article

Coping serves as a protective function in students’ responses to school bullying. Previous studies have proposed several models to explain how victims cope with school bullying, but most of these frameworks were developed in Western contexts. Grounded in these frameworks, this qualitative study explores how victims cope with different developmental stages of school bullying within the Chinese cultural context. Using grounded theory and constant comparative analysis, we analyzed retrospective self-reports from 67 Chinese university students who described bullying experiences from elementary to high school. The analysis identified four key coping categories: emotional response, endurance and avoidance, cognitive reconstruction, and action-oriented resistance. Based on these coping strategies, we developed a Victims’ Coping Strategies Model structured along two axes: engagement–disengagement and a cognitive–emotional to cognitive–behavioral continuum. By capturing the complex interplay of internal and external strategies influenced by Chinese sociocultural norms, the model demonstrates the developmental and context-dependent nature beyond static classifications of coping strategies. The findings contribute to cultural and developmental understandings of victim responses and inform practical implications for intervention. Full article

Despite consensus in the mathematics education literature regarding the mutually dependent components of math proficiency, as well as the importance of their development, most elementary-aged students in the United States demonstrate a lack of proficiency in math according to national assessment data. Whole number knowledge, which includes skills in computation and word-problem solving, is understood to be a critical foundation for the development of later math skills. This study used a multiple-baseline experimental design to evaluate the impacts of an evidence-based mathematics intervention, Accelerating Mathematics Performance with Practice Strategies (AMPPS), on third- through fifth-grade students’ skills with complex computation, as well as on their word-problem-solving performance. Furthermore, we evaluated effects on students’ math self-concept. Five students identified to have difficulties in math received AMPPS in a one-on-one, in-person format. The results of the study were mixed. For example, when using visual analyses as our primary analytic method, these analyses did not show robust intervention effects on students’ computation skills but did show at least some improvement for most students’ word-problem-solving skills. Additionally, supplemental analyses comparing student growth to national and school-based norms suggested that all participants seemed to benefit from the intervention, but these analyses were not intended to examine experimental causality. Despite study limitations and a lower than optimal number of AMPPS sessions (dosage) provided to students, the present study offers several directions for future research, as well as possible implications for practitioners regarding intervention selection, intensity, and evaluation. The findings will also be discussed in the context of conducting systematic replication studies, which are essential for understanding the generality of a given phenomenon (e.g., an effect of a school-based intervention) across a wide range of situations and conditions. Full article

Self-management plays an important role for students transitioning from elementary to secondary school, and yet many enter junior high lacking this ability. Although the problem is well known, there are limited theoretical models to inform adequate intervention. We tested the Socially Empowered Learning Framework (SELF) as a model for instructional design, asking if contexts associated with increased social empowerment create conditions for acquiring ability in self-management. We proposed that when social empowerment is established across a group there will be a positive association with individual levels of self-management within the group. To test this, we used a two-wave correlational pretest–posttest design with international data from 691 students. Findings from linear regression analyses support our hypothesis. Specifically, we found that social empowerment and self-management were significantly positively associated, with the greatest effect seen in students with low levels of self-management early in the year. Implications for theory and practice are discussed with recommendations for teacher effectiveness and student success. Full article

Math anxiety, or a student’s lack of confidence in learning mathematics, is one of the emotional dimensions with the greatest impact on mathematics education. Sociological factors such as sex and age, demographic aspects like cultural characteristics, and emotional variables such as general anxiety have been identified as significantly influencing math anxiety. This study conducts quantitative, descriptive, correlational, and regression analyses of the influence of sex, age, and general anxiety on math anxiety in a sample of 185 Spanish elementary students. It also examines whether the effects of age and general anxiety on math anxiety differ by sex. For this purpose, students’ responses to a quantitative questionnaire are analyzed. The instrument combines two validated scales: (i) STAIC T-Anxiety, measuring general anxiety, and (ii) AMAS, measuring math anxiety. Results show that students exhibit moderate average math anxiety, which is not significantly affected by sex. However, significant correlations between math anxiety, age, and general anxiety were found, independent of sex. The study highlights the need to design corrective measures for math anxiety and suggests lines for future research. Full article

Multilingual learners (MLs) in U.S. schools continue to face systemic inequities shaped by monoglossic instructional ideologies and a deficit orientation towards their linguistic and cultural resources. Translanguaging pedagogy has emerged as a promising response, but it remains underexplored in STEM contexts. This study presents a systematic meta-synthesis of 20 U.S.-based empirical studies examining how translanguaging has been conceptualized and enacted in K–12 STEM classrooms with MLs, using an interpretive approach. The review identified four overarching themes. First, research and practice gaps reveal contextual, conceptual, and disciplinary limitations, particularly a lack of translanguaging work in math, early elementary settings, and English-dominant classrooms. Second, translanguaging was conceptualized as a syncretic and disciplinary practice, challenging rigid boundaries between languages, discourses, and modes while positioning MLs’ full repertoires as generative of disciplinary knowledge. Third, students and teachers were positioned as local agents of knowledge and practice. MLs were framed as designers of disciplinary meaning while teachers acted as collaborators and local policymakers. Fourth, the review identified persisting challenges, including language separation ideologies, narrow interpretations of translanguaging, and policy constraints. This synthesis contributes an interdisciplinary, equity-oriented framework bringing second language acquisition and STEM education, centering MLs as legitimate epistemic participants in STEM. Full article

Background/Objectives: Suicidal ideation and non-suicidal self-injury (NSSI) among elementary school students represent critical public health concerns that require develop-mentally appropriate, evidence-informed school-based interventions. This study con-ducted a retrospective comparative analysis of two school-based approaches—Sandplay Therapy with Suicidal Ideation and Self-Injury-Focused Engagement (SPT-SAFE) and a School-based Dialectical Behavior Therapy-informed Brief Intervention (DBT-BI)—for elementary school students presenting with suicidal ideation and NSSI. The objective was to describe pre–post-changes in key outcomes within each intervention and to explore whether outcome trajectories differed between the two approaches in a non-randomized, real-world school-based setting. Methods: This retrospective study analyzed archival clinical records from 109 elementary school students (SPT-SAFE: N = 59; DBT-BI: N = 50) who received services at a school-based suicide prevention center in South Korea between 2022 and 2024. Seven validated outcome measures assessed suicidal ideation, NSSI frequency, depression, anxiety, aggression, impulsiveness, and self-concept at pre- and post-intervention. Pre–post-changes and exploratory between-group differences were examined using 2 × 2 mixed-design ANOVAs (Group × Time interaction), with baseline-adjusted ANCOVAs conducted as complementary analyses. Suicidal ideation was operationalized using the SIQ-JR total score, and NSSI was operationalized using the FASM summed frequency index. Results: Both interventions were associated with significant reductions in suicidal ideation (F = 29.98, p < 0.001, partial η² = 0.219) and NSSI frequency (F = 15.95, p < 0.001, partial η² = 0.130), with large within-group effect sizes and no significant Group × Time interactions. Accordingly, between-group differences were limited and should be interpreted as exploratory rather than comparative–effectiveness evidence. Modest between-group differences favoring DBT-BI were observed for self-concept outcomes (F = 4.14, p = 0.044, partial η² = 0.037; d = −0.39). Conclusions: These findings suggest that both interventions were associated with pre–post-improvements in suicidal ideation and NSSI frequency within a school-based clinical context. Full article

Background: Smoking remains a major global public health challenge. As smoking often begins in early adolescence, early preventive programs are essential, yet research focusing exclusively on elementary school students is limited. This study measured smoking prevalence, smoking-related knowledge and attitudes, and the impact of a school-based intervention on these outcomes among 12–13-year-old students in Larissa, Greece. Methods: A total of 769 students participated (response rate: 75%). Knowledge, attitudes, and smoking prevalence were assessed at baseline. The intervention group (n = 316) was exposed to audiovisual and printed materials, and both groups were followed up at three- and twelve months post-intervention. Multivariable linear mixed-effects models and generalized estimating equations were used to evaluate intervention effects. Results: Baseline characteristics were balanced between groups. A statistically significant stage × group interaction was observed, indicating improvements in smoking-related knowledge and attitudes (p < 0.001) and a reduced likelihood of smoking initiation (p = 0.011) in the intervention group. Conclusions: This school-based intervention demonstrated significant improvements in knowledge and attitudes toward smoking and reduced the likelihood of smoking initiation. These findings support integrating early prevention programs into school curricula as a potentially effective approach to improving smoking-related outcomes. Full article

Since children spend a significant portion of their developmental years in educational settings, the environmental quality of these institutions—specifically, the extent to which they expose their occupants to green space and heat stress—is a critical determinant of well-being and academic performance. This study assesses the green environmental quality of 121 educational institutions (kindergartens, and elementary and secondary schools) in Debrecen, Hungary. The main objective of the research is to identify educational institutions that require immediate intervention to address their lack of green spaces, improve the green environment, and mitigate the urban heat island (UHI) effect. A further aim of the study is to understand how different urban planning practices over the past century have led to the current situation. Therefore, we utilized high-resolution geospatial data (specifically, WorldView-2 imagery) to classify schoolyard vegetation; Landsat data to derive Land Surface Temperature (LST); and the Hoover index to quantify institutions’ spatial concentration. We developed a composite indicator to categorize green environmental quality and heat stress exposure. Our results reveal deep spatial and institutional inequalities. 47.5% of students attend institutions with low environmental quality. While kindergartens typically offer green-rich environments, secondary schools with significant student populations—which are primarily concentrated in the dense historical downtown—are trapped in “grey” zones possessing poor environmental quality. Furthermore, we identify a “green paradox” in socialist housing estates: despite abundant surrounding greenery, schools here record high LST values due to the heat-trapping morphology of vertical concrete structures. The study also highlights institutional maladaptation, such as converting schoolyards into parking lots and using rubber pavements for safety reasons, which contributes to the deterioration of environmental quality. We conclude that current urban planning and school architecture must shift paradigms, treating schoolyards as integral components of the public green infrastructure network through climate-adaptive design. In addition, stakeholders should develop the green environment of educational institutions comprehensively, taking into account both on-site and surrounding green spaces. Full article

This study explores the perspectives of monolingual English-speaking parents whose children are enrolled in elementary (Grades 1–5) French immersion (FI) in New Brunswick, Canada, where FI students learn mathematics in French. Using poetic inquiry within a feminist postmodern framework, we analyzed interview data from three parents to examine how they conceptualize the relationship between language and mathematics, and how these conceptualizations shape the ways they support their children’s mathematics learning. The resulting research poems reveal tensions in participants’ views of mathematics and language. For example, mathematics was at times positioned as detachable from language, although language was simultaneously described as a potential barrier to mathematical success. In turn, parental involvement was characterized by support toward monitoring linguistic markers, relearning pedagogical methods, and rehearsing procedures. By centring parents’ perspectives, this study contributes to research on multilingual mathematics education by illustrating how parental conceptualizations may play a role in shaping mathematics practices across home and school spaces. Methodologically, the study suggests that research poetry has analytic potential for surfacing tensions in parental sense-making that may remain overlooked in more conventional qualitative analyses. This study points to a need for resources and communication practices that support dialogue between schools and families about the relationship between language and mathematics in FI contexts. Full article

(1) Background: Eating disorder risk factors in children are early maturation, body dissatisfaction, dieting, stress and physical inactivity. The COVID-19 pandemic has further exacerbated these factors due to isolation, online classes and reduced physical activity, all of which have increased children’s risk of developing eating disorders. The aim of the research was to examine the frequency of eating disorders among school-aged children in the Republic of Serbia during the COVID-19 pandemic, as well as the association of these disorders with socio-demographic characteristics, lifestyle habits, and levels of depression, anxiety and stress. (2) Methods: The research was conducted as a descriptive cross-sectional study on a sample of students from the fifth grade of elementary school to the fourth year of secondary school. The research was conducted from May to August in 2023. using the EAT-26 questionnaire. Before the research, the approval of the ethics committee of the Jagodina Health Center (No. 1238/28.04.2023.) was obtained, where the research was conducted. (3) Results: The results show that 5.8% of students exhibited eating disorder symptoms during the COVID-19 pandemic (EAT-26 ≥ 20). Statistically significant differences were observed in girls with an eating disorder, who had a significantly lower body weight compared to the others (p < 0.05). Students with symptoms of depression, anxiety and stress showed eating disorders significantly more often. Also, elementary school students and boys with an eating disorder visited a nutritionist and played sports more often. (4) Conclusions: Research has shown that during the COVID-19 pandemic, a smaller percentage of students showed symptoms of eating disorders, with girls being more sensitive. Disorders were significantly associated with the presence of depression, anxiety and stress. The obtained results indicate the importance of monitoring children’s psychological and nutritional health, as well as the need for preventive and intervention measures in crisis conditions. Full article