Search Results (10)

Effective classification and progress monitoring are central to inclusive education, ensuring that students with learning challenges receive timely and appropriate support. However, both international research and Qatari educators’ experiences reveal inconsistencies, limited resources, and a persistent gap between policy and practice. This qualitative study explored the perspectives of 20 stakeholders, including teachers, school leaders, coordinators, and policymakers. Thematic analysis conducted using ATLAS.ti 25 produced six main themes: inconsistent classification; staff and resource shortages; family resistance and collaboration; policy and accommodation gaps; fragmented monitoring; and innovative, inclusive practices. Participants described over-reliance on external diagnostic reports, inconsistent eligibility criteria, limited access to specialists, overcrowded classrooms, and insufficient early screening. Disconnected tools and the lack of a centralized data system hindered monitoring. Despite these barriers, educators showed adaptability through classroom-based interventions, behavioral support, and the emerging use of digital and AI tools. Stake-holders emphasized the need for a unified national framework, systematic early screening, expanded accommodations, integrated Education Management Information System (EMIS) records, and continuous professional development with parent involvement. Findings highlight that classification and monitoring depend on governance, capacity, and data culture, underscoring the need for coordinated policy and practice to achieve equitable, sustainable inclusion in Qatar. Full article

Background: Undergraduate nursing students (UNSs) often enter clinical training just as they are still mastering the emotional labor of the profession. In Nepal, where teaching hierarchies discourage upward dialogue and hospitals routinely struggle with overcrowding, supply shortages, and outward nurse migration, these learners confront a distinct, under-documented burden of psychological distress. Objective: This study examines how UNSs interpret, negotiate, and cope with the mental health challenges that arise at the intersection of cultural deference, resource scarcity, and migration-fueled uncertainty. Methods: A qualitative design employing reflexive thematic analysis (RTA), guided by the Reflexive Thematic Analysis Reporting Guidelines (RTARG), was used. Fifteen second-, third-, and fourth-year Bachelor of Science in Nursing students at a major urban tertiary institution in Nepal were purposively recruited via on-campus digital flyers and brief in-class announcements that directed students (by QR code) to a secure sign-up form. Participants then completed semi-structured interviews; audio files were transcribed verbatim and iteratively analyzed through an inductive, reflexive coding process to ensure methodological rigor. Results: Four themes portray a continuum from silenced struggle to systemic constraint. First, Shrouded Voices, Quiet Connections captures how students confide only in trusted peers, fearing that formal disclosure could be perceived as weakness or incompetence. Second, Performing Resilience: Masking Authentic Struggles describes the institutional narratives of “strong nurses” that drive students to suppress anxiety, adopting scripted positivity to satisfy assessment expectations. Third, Power, Hierarchy, and the Weight of Tradition reveals that strict authority gradients inhibit questions in classrooms and clinical placements, leaving stress unvoiced and unaddressed. Finally, Overshadowed by Systemic Realities shows how chronic understaffing, equipment shortages, and patient poverty compel students to prioritize patients’ hardships, normalizing self-neglect. Conclusions: Psychological distress among Nepalese UNSs is not an individual failing but a product of structural silence and resource poverty. Educators and policymakers must move beyond resilience-only rhetoric toward concrete reforms that dismantle punitive hierarchies, create confidential support avenues, and embed collaborative pedagogy. Institutional accountability—through regulated workloads, faculty-endorsed wellbeing forums, and systematic mentoring—can shift mental health care from a private struggle to a shared professional responsibility. Multi-site studies across low- and middle-income countries are now essential for testing such system-level interventions and building a globally resilient, compassionate nursing workforce. Full article

This study explores teachers’ understanding and implementation of inclusive education in a rural mainstream secondary school in Limpopo Province, South Africa. Grounded in the inclusive pedagogy framework, the research employed a qualitative approach, combining classroom observations and semi-structured interviews with three purposively selected teachers. Findings revealed a significant disconnect between teachers’ conceptual support for inclusion and their classroom practices, which remained largely traditional and undifferentiated. Teachers expressed narrow or fragmented understandings of inclusion, often equating it solely with disability integration, and cited systemic barriers such as overcrowding, rigid curricula, and inadequate training as key challenges. Despite emotional discomfort and pedagogical insecurity, participants demonstrated a willingness to adopt inclusive strategies if provided with contextualised professional development and systemic support. The study underscores the need for strengthened pre-service and in-service teacher training, curriculum flexibility, and resource provision to bridge the policy-practice gap in rural inclusive education. Recommendations include collaborative learning communities, stakeholder engagement, and further research to advance equitable implementation. Full article

Despite several studies on learner-to-teacher workplace violence and harassment, the problem persists in some South African schools. Learner-to-teacher violence and harassment is a form of workplace violence and harassment, as schools are workplaces for teachers. Learner-to-teacher violence and harassment is therefore an important occupational health and safety issue for teachers. Employers are obliged to provide a safe working environment for teachers to enable quality teaching and learning in schools. The purpose of this interpretative phenomenological study was to explore and describe the lived experiences of high school teachers who have been targets of workplace violence and harassment perpetrated by learners at selected schools in Limpopo Province of South Africa. Many teachers were willing to share their lived experiences but, due to data saturation, only eleven participated after being selected through purposive sampling from seven high schools under a chosen sub-district. The research ethics of voluntary participation, informed consent, ethical clearance, and gatekeeper permission were observed. Data were collected through semi-structured interviews using an interview guide. The interviews were audio-taped, and field notes were also taken. Voice recordings were transcribed verbatim and analysed using interpretative phenomenological analysis into themes and sub-themes. The findings were confirmed by an independent coder to achieve trustworthiness. Teachers experienced physical workplace violence and harassment, verbal workplace violence and harassment, and nonverbal workplace violence and harassment from learners. Learner-to-teacher workplace violence and harassment affects teachers emotionally, and in turn, affects the quality of teaching and learning in schools. Some teachers propose the involvement of a community policing forum, the strengthening of schools’ governing bodies, and reducing overcrowding in classrooms as possible solutions to deal with learner-to-teacher workplace violence and harassment. Full article

Looking through the lens of ecological system theory, this paper used a mixed-method approach, based on 20 interviews and 208 Early Childhood Education (ECE) teacher questionnaires, to elaborate the position of ECE in Pakistan. The study indicates that ECE is between a rock and a hard place in Khyber Pakhtunkhwa, Pakistan. The findings further show that ECE is provided by less qualified and inexperienced teachers, who give less attention to the physical and psychological needs of the students. The classrooms are overcrowded and lack relevant teaching–learning materials. Moreover, the single-teacher policy and overcrowded classrooms hinder students’ motivation, the delivery of quality education and the development of good behaviors. These challenges are also the main causes of students’ dropouts. This paper increases people’s understanding of ECE and its challenges in Pakistan. For ECE development, the paper recommends separating ECE from primary schools and giving it a budget to purchase adequate and relevant resources. Full article

Many schools in Sweden lack a proper indoor environment due to, e.g., poor thermal-envelope properties, overcrowded classes, poor visual appearance and insufficient ventilation. This study aims to explore the integration of a large number of indoor green plants into classrooms’ environments. This case study consists of three parts: measurements of the indoor environment including a final energy model, a questionnaire to the pupils with questions about their well-being and qualitative interviews with teachers. The case was two classrooms in a secondary education facility in central Sweden with an average annual temperature of 3 °C and a long and dark winter period with snow. The results showed 10% lower CO₂ and slightly higher and more stable temperatures due to the green plants. Worries about climate change and war among the pupils decreased after several months with the plants and worry about infectious disease increased. The teachers experienced fresher air from the plants and used the plant stands for a flexible classroom design. The conclusion is that indoor plants have the potential to contribute to a better indoor environment, but due to the high number of uncontrolled variables (including the effect of COVID-19) in measurements of real-life conditions, more studies are needed. Full article

Nigeria is a country with a rapidly growing youthful population and the availability of good quality education for all is a key priority in the sustainable development of the country. An important element of this is the need to improve access to high-quality primary education in rural areas. A key indicator for progress on this is the provision of adequate classroom space for the more than 20 million learners in Nigerian public schools because overpopulated classrooms are known to have a strong negative impact on the performance of both pupils and their teachers. However, it can be challenging to rapidly monitor this indicator for the over 60 thousand primary schools, especially in rural areas. In this research, we used satellite Earth Observation (EO) and Nigerian government data to determine the size of available teaching spaces and evaluate the degree of overcrowding in a sample of 1900 randomly selected rural primary schools across 19 Nigerian states spanning all regions of the country. Our analysis shows that 81.4% of the schools examined were overcrowded according to the minimum standard threshold for school size of at least 1.2 m² of classroom space per pupil defined by the Federal Government of Nigeria. Such overcrowding can be expected to have a negative impact on educational performance, on achieving universal basic education and UN Sustainable Development Goal (SDG) 4 (Quality Education), and it can lead to poverty. While measuring floor area can be performed manually on site, collecting, and reporting such data for the number of rural primary schools in a large and populous country such as Nigeria is a serious, time-consuming administrative task with considerable potential for errors and data gaps. Satellite EO data are readily available including for remote areas, are reproducible and are easy to update over time. This paper provides a proof-of-concept example of how such EO data can contribute to addressing this socio-economic dimension of the SDGs framework. Full article

There is strong evidence associating the indoor environment with transmission of SARS-CoV-2, the virus that causes COVID-19. SARS-CoV-2 can spread by exposure to droplets and very fine aerosol particles from respiratory fluids that are released by infected persons. Layered mitigation strategies, including but not limited to maintaining physical distancing, adequate ventilation, universal masking, avoiding overcrowding, and vaccination, have shown to be effective in reducing the spread of SARS-CoV-2 within the indoor environment. Here, we examine the effect of mitigation strategies on reducing the risk of exposure to simulated respiratory aerosol particles within a classroom-style meeting room. To quantify exposure of uninfected individuals (Recipients), surrogate respiratory aerosol particles were generated by a breathing simulator with a headform (Source) that mimicked breath exhalations. Recipients, represented by three breathing simulators with manikin headforms, were placed in a meeting room and affixed with optical particle counters to measure 0.3–3 µm aerosol particles. Universal masking of all breathing simulators with a 3-ply cotton mask reduced aerosol exposure by 50% or more compared to scenarios with simulators unmasked. While evaluating the effect of Source placement, Recipients had the highest exposure at 0.9 m in a face-to-face orientation. Ventilation reduced exposure by approximately 5% per unit increase in air change per hour (ACH), irrespective of whether increases in ACH were by the HVAC system or portable HEPA air cleaners. The results demonstrate that mitigation strategies, such as universal masking and increasing ventilation, reduce personal exposure to respiratory aerosols within a meeting room. While universal masking remains a key component of a layered mitigation strategy of exposure reduction, increasing ventilation via system HVAC or portable HEPA air cleaners further reduces exposure. Full article

The COVID-19 pandemic has brought several limitations regarding physical distancing in order to reduce the interactions among large groups that could have prolonged close contact. For health reasons, such physical distancing requirements should be guaranteed in private and public spaces. In Spain, occupancy is restricted by law but, in practice, certain spaces may become overcrowded, existing law infringements in places that rely on occupancy estimations that are not accurate enough. For instance, although the number of passengers who enter a public transportation service is known, it is difficult to determine the actual occupancy of such a vehicle, since it is commonly unknown when and where passengers descend. Despite a number of counting systems existing, they are either prone to counting errors in overcrowded scenarios or require the active involvement of the people to be counted (e.g., going through a lathe or tapping a card when entering or exiting a monitored area) or of a person who manages the entering/exit process. This paper presents a novel IoT occupancy system that allows estimating in real time the people occupancy level of public spaces such as buildings, classrooms, businesses or moving transportation vehicles. The proposed system is based on autonomous wireless devices that, after powering them on, do not need active actions from the passengers/users and require a minimum amount of infrastructure. The system does not collect any personal information to ensure user privacy and includes a decentralized traceability subsystem based on blockchain, which guarantees the availability, security and immutability of the collected information. Such data will be shared among smart city stakeholders to ensure public safety and then deliver transparent decision-making based on data-driven analysis and planning. Full article

There is a growing national trend in which children and adolescents are funneled out of the public school system and into the juvenile and criminal justice systems—where students are treated as criminals in the schools themselves and are expected to fall into this pattern rather than even attempt to seek opportunities to fulfill the ever elusive “American Dream”. There is a blatant injustice happening in our schools, places that ironically should be considered safe havens, places for knowledge, and means of escape for children who have already been failed by the system and sequestered to under-resourced, overcrowded, and over-surveilled inner cities. Focusing on the damage the public education system has caused and the ways in which policies and practices have effectively made the school-to-prison pipeline a likely trajectory for many Black and Latinx students, we hope to convey the urgency of this crisis and expose the ways in which our youth are stifled, repeatedly, by this form of systematic injustice. We will describe models of restorative justice practices—both within and beyond the classroom—and hope to convey how no matter how well intentioned, they are not adequate solutions to a phenomenon tied to neoliberal ideologies. Thus, we ultimately aim to exemplify how a feminist approach to education would radically restructure the system as we know it, truly creating a path out of this crisis. Full article