Search Results (3,544)

Existing observation instruments to measure differentiated instruction often lack insight into the degree to which teachers’ decisions match the actual needs of their students, and neglect the importance of preparation and evaluation. This article describes the psychometric evaluation of a comprehensive instrument (Assessing Differentiation in All Phases of Teaching; ADAPT) that does not suffer from these shortcomings. To assess its quality, 41 raters used it to score videos of lessons and interviews of 86 primary school teachers. A 5-dimensional item-response model showed good fit and high internal consistency, and a decision study was conducted to determine the reliability and agreement coefficients for different numbers of raters. For the intended low-stakes use, a single rater would be enough to provide a reliable estimate of a teacher’s overall score. Finally, rater experiences showed that ADAPT has high practical value due to the comprehensive manual and detailed score descriptions and examples. The instrument can therefore not only be used for research purposes, but can also serve as a valuable resource for teachers and teacher educators in practice. Full article

This study aims to identify the most significant characteristics of non-university teaching staff within the general system in Spain who participate in non-traditional tasks outside the school and the classroom within the educational field. An exploratory study was conducted on a sample of 6512 teachers in Spain, using a 13-item Likert-scale questionnaire structured into three scopes (Technical–Political, Scientific–Academic, and Teacher Training). The results identify three distinct profiles of teachers who participate in tasks away from the classroom and the educational institution, according to the educational level at which they work. In the case of Early Childhood Education teachers who participate most in such tasks, the most significant variables are gender, holding a management position, type of school, and Continuous Teacher Training (CTT). For Primary Education teachers, the most important variables are teaching experience, holding a management position, and CTT. Finally, for Secondary Education teachers who participate most in these tasks, the most significant variables across all three scopes are teaching experience, holding a management position, and CTT. Although the proportion of teachers who report dedicating time to tasks outside the classroom and the school is small, a deeper understanding of the characteristics of those who do such activities for the consideration and design of strategies, plans, and policies, targeted by educational level, in order to increase or improve the degree of teacher participation in the three scopes under investigation. Full article

Objective: This study focuses on selected potential determinants of self-harm in adolescents of two age groups. The considered factors are depression, sex, and parental cohabitation. The aim of the study is to reveal the association between the mentioned factors and self-harm in younger and older adolescents. A secondary goal is to identify the prevalence of self-harm in two age groups. Self-harm is defined as the repeated occurrence of its physical forms. Methods: In the non-experimental research study, the respondents (N = 1285) were primary and secondary school pupils from Slovakia and made up two age cohorts (12–15 and 16–18 y). A battery of questionnaires consisted of the CDI, Self-Harm Inventory and a demographic questionnaire. Procedures of statistical analysis including the logistic regression were applied for data processing. Results: Depression as a risk factor for physical forms of self-harm was recognised in both age cohorts. In terms of sex as a predictor (girls), it proved to be a strong determinant of development of self-harm in the younger group. Conclusions: The results demonstrate the relevance of the need for a separate study of self-harm in boys and girls, as well as in the context of developmental peculiarities in adolescence. Full article

Background: School-age children with cochlear implants (CIs) navigate academic and social settings by adopting varied communication strategies. Understanding these preferences and their determinants is essential for inclusive education and equitable public health. Evidence from multilingual contexts remains limited. Objective: The aim of this study was to investigate the communication preferences among school-age children with CI and the influence of social adaptability, home language, and CI duration. Methods: A cross-sectional study was conducted with 32 CI user school-age children (mean age = 13.4 years) at Sharjah City for Humanitarian Services. A structured questionnaire assessed communication mode, adaptability, comfort, and effectiveness. Quantitative associations were tested with Chi-square or Fisher’s exact tests; Pearson’s correlation examined links with CI duration. Qualitative responses were thematically analysed. Results: Most school-age children with CI preferred bimodal communication (spoken and sign). The primary spoken language used in the household was associated with communication preferences across settings (p ≤ 0.031). Gender differences appeared in family communication (p = 0.036). Longer CI duration correlated with greater spoken-language comfort (r = 0.32; p = 0.038). Self-reported adaptability was high but not significantly associated with preferences. Conclusions: School-age children with CI in multilingual environments predominantly adopt bimodal communication, shaped by sociocultural and linguistic contexts. Recognising bimodal use as normative supports bilingual education, family-centred care and public health strategies promoting equity and participation. Full article

Background/Objectives: The COVID-19 pandemic profoundly disrupted the daily lives of children with neurodevelopmental disorders, particularly Autism Spectrum Disorder (ASD) and Attention-Deficit/Hyperactivity Disorder (ADHD). Lockdowns, therapy interruptions, and reduced access to educational and healthcare services significantly affected developmental progress and family functioning. This pilot study aimed to assess the long-term impact of the pandemic on children with ASD and ADHD in Northern Greece and to explore consequences for their families in the post-pandemic period. Methods: Parents or legal guardians of 72 children (ages 2–17 years) with confirmed diagnoses of ASD (n = 57) or ADHD (n = 15) participated. A structured 25-item questionnaire captured information on developmental, psychological, and social functioning, family well-being, therapy disruption, screen use, and access to online support. Data were collected across urban, semi-urban, and rural areas of Northern Greece over six months. Descriptive and inferential analyses were performed. Results: Most participants were boys (77.8%) and in primary school (73.6%). Common co-occurring conditions included learning difficulties (33.3%), anxiety (8.3%), and epilepsy (6.9%). Nearly half of families (45.8%) reported therapy reductions exceeding 70%, while 29.2% accessed online therapy, often with limited perceived effectiveness. New behavioral symptoms emerged in 45.8% of children, including irritability, anxiety, and emotional instability. Parental psychological distress was reported by 29.2% of caregivers. Screen time increased in over 90% of cases, and 87.5% of parents perceived the pandemic as negatively affecting their child. Financial strain was noted by 37.5% of families. Conclusions: The findings highlight the significant developmental, psychological, and social consequences of the COVID-19 pandemic for children with ASD and ADHD and their families. Service disruptions, unmet therapeutic needs, and increased caregiver burden emphasize the urgency of sustainable, flexible care models. Strengthening telehealth, integrating community-based interventions, and enhancing educational accommodations are essential for resilience in the post-pandemic era. Full article

Previous research shows that better socio-emotional skills are associated with students’ behavioral adjustment and positive learning outcomes; however, the protective role of socio-emotional skills regarding academic learning during global crises has not been studied sufficiently. This research aims to evaluate longitudinal changes in students’ socio-emotional skills and learning outcomes during the implementation of a universal prevention program Promoting Mental Health at Schools (PROMEHS). The research coincided with lockdown due to the COVID-19 pandemic, therefore allowing an assessment of the protective role of socio-emotional learning even in the face of adverse circumstances. In total, 3166 students (aged 7–17 years) from Latvia and Portugal participated in the research, and a survey of their respective teachers was used to collect data. The SSIS-SEL teacher form and a three-item learning outcomes measure addressing academic motivation, engagement, and performance were applied in the study. It was found that growth in socio-emotional skills has a positive effect on academic outcomes, while a decline in socio-emotional learning has a detrimental effect on academic outcomes. This applies to both experimental and control groups, both genders, all educational levels, and both countries. Additionally, the increase in socio-emotional skills predicted better academic outcomes in upper secondary schools than in primary and lower secondary schools. Full article

Background/Objectives: Cervical intraepithelial neoplasia grade 3 and worse (CIN3+) is a robust surrogate for cervical cancer risk. In Norway, organized cervical screening starts at 25 years of age (25–69 years). Norway introduced school-based HPV vaccination with the quadrivalent vaccine for 12-year-old girls in 2009 (birth cohorts ≥ 1997) with high 3-dose completion, and a catch-up program with the bivalent vaccine for women born 1991–1996 in 2016–2019 with lower uptake. We assessed whether increasing birth-cohort vaccination coverage (defined as ≥1 dose) was followed by reductions in CIN3+ at the age of entry to organized screening (25–29 years). Methods: We conducted a retrospective, population-based time-series of women aged 25–29 years in Troms and Finnmark screened in 2010–2024. CIN3+ was counted per unique woman and expressed per 1000 screened women per year. Cohort-level vaccination exposure was proxied by birth-year eligibility and national coverage (≥1 dose) by calendar year. Temporal trends were assessed using segmented linear regression (2010–2017; 2017–2024). Results: Among 42,253 screening tests, 865 women had CIN3+. CIN3+ rates were stable in 2010–2016 (≈15–24 per 1000), peaked in 2017–2018 (≈26–28 per 1000), and declined to 6.6 per 1000 in 2024 (~75% reduction from the peak). The 2010–2017 trend was not significant (p = 0.244), whereas 2017–2024 showed a significant annual decline (slope −3.04 per 1000 per year; p = 7.4 × 10⁻⁵). The decline coincided with an increase in the vaccinated share of the age group from an estimated 12% in 2017 to 78% in 2024. Cervical cancer was rare throughout and absent in 2024, and the 2023 transition to primary HPV testing did not interrupt the downward trend. Conclusions: As vaccinated birth cohorts—especially those vaccinated before sexual debut—entered organized screening at age 25, CIN3+ in women aged 25–29 years fell markedly. Estimates are based on coverage defined as ≥1 dose; future linkage to individual dose data and HPV type–specific CIN3+ is warranted. Full article

This study explored the psychological characteristics of homeroom teachers’ reflective practice with a focus on student mental health, addressing a gap in empirical research. This study conducted semi-structured interviews with seventeen Chinese homeroom teachers and applied thematic analysis to examine how reflective practice supported mental health education. It also evaluated this practice from the perspective of multi-tiered systems of support (MTSS). The findings reveal the cognitive, emotional, motivational, and behavioral characteristics of homeroom teachers’ reflective practice. Cognitive characteristics centered on three aspects—the focus of reflection, the thinking process, and the formation or transformation of cognition—with student mental health being a primary concern. Emotional elements were less explicitly mentioned but were embedded in teachers’ narratives. Motivational characteristics comprised autonomy and physical–mental states, supporting or impeding reflection. Behaviorally, homeroom teachers engaged in silent, written, and dialogic forms of reflection, with silent reflection being common yet often undervalued. The study also indicated that homeroom teachers’ work in mental health education mainly involves MTSS Tier 1 and Tier 2, with insufficient collaboration with other professionals and characteristics distinct from traditional MTSS practices. Overall, the study highlights the multifaceted nature of reflective practice and its implications for enhancing school-based mental health education. Full article

Bullying and cyberbullying constitute urgent public health challenges, contributing to significant psychological, social, and developmental harms among youth worldwide. While schools have traditionally served as the primary context for prevention, these efforts are often limited in scope, duration, and systemic integration. Healthcare and public health professionals are uniquely positioned to contribute to early identification, prevention, and resilience-building, but their roles are not consistently integrated into bullying prevention frameworks. This systematic review, conducted in accordance with PRISMA 2020 guidelines, synthesized 12 empirical studies published between 2013 and 2023 that examined healthcare- and public health–led interventions addressing bullying and cyberbullying among children and adolescents. Using a narrative synthesis mapped onto the SHIELD framework (Strengths, Healing, Interventions, Empowerment, Learning, Development), six themes emerged: (1) screening and early identification protocols, (2) family and community involvement, (3) variable focus on mental health and well-being, (4) multi-component, school-based interventions, (5) cognitive-behavioral and solution-focused interventions, and (6) online and digital interventions. Findings highlight the potential of health professionals to deliver trauma-informed, empowerment-based, and culturally responsive approaches that extend beyond traditional educational settings. Recommendations emphasize cross-sector collaboration, integration of digital tools, and equity-centered practices to strengthen prevention, intervention, and resilience-building. This review underscores the critical role of healthcare and public health professionals in creating safer, more supportive environments for youth. Full article

Background: Beverage intake is a consequential yet underappreciated driver of health in Mediterranean settings. Comparative evidence for Spain and Italy based on harmonised measures is scarce. This study addresses that gap by profiling beverage portfolios and their sociodemographic correlates in parallel adult samples from both countries. Methods: We conducted a cross-sectional analysis of adults in Spain (n = 483) and Italy (n = 403) using aligned, validated instruments (NutSo-HH; NutSo-HH-Ita). Outcomes were water (Wtr), sugar-sweetened soft drinks (Sfd), juice (Juc), energy drinks (End), coffee (Cff), alcohol (Alc), and episodes of intoxication (Gtd). Associations were assessed via non-parametric tests, multivariable linear models, and an EBIC-selected Gaussian graphical model (GGM). Main results: Italians reported higher Alc and Gtd; Spaniards reported higher Sfd and Juc. Wtr was comparable across countries, and Cff differences were marginal. Age and sex emerged as the most consistent correlates (older age and male sex with higher Alc; younger age with higher Sfd), whereas education and income were not stable determinants. The GGM suggested behavioural clustering of Sfd–Juc–End, with weak partial correlations for other beverages after adjustment. Implications: Distinct country profiles imply differentiated priorities. In Spain, interventions could prioritise reducing sugar-sweetened beverage intake among younger adults through age-targeted primary care counselling, mandatory water (and unsweetened milk) availability in schools, tiered excise taxes on sugar-sweetened drinks, and restrictions on child- and youth-directed marketing of high-sugar beverages. In Italy, primary care and community health services could routinely screen adults for risky alcohol use and deliver brief, culturally attuned advice that promotes lower-risk patterns of wine consumption during meals. Given the cross-sectional design, self-report measures, and non-probabilistic sampling, findings should be interpreted as context-sensitive markers rather than causal determinants; nevertheless, they highlight concrete prevention approaches and regulatory levers for each country’s beverage-related health risks. Full article

The school-age period is a crucial time for the integrated development of cognitive and motor functions. Literature highlights that physical activity enhances executive functions, including visuospatial working memory (VSWM). In light of this evidence, this study investigated the effects of a school-based coordinative motor intervention on VSWM and gross motor skills in primary school children. An experimental research trial was conducted involving 184 children aged 9–10 years (mean age = 9.5 years, SD = 0.50 years), with 51.1% girls, divided into an experimental group (EG; n = 110), and a control group (CG; n = 74). Randomisation was performed at the class level via sealed envelope extraction by an independent researcher, ensuring allocation concealment. Outcome assessors were blinded to group assignment. VMWM was assessed using BVS-Corsi-2, and gross motor skills were evaluated via the TGMD-3. The EG showed significant improvements in VSWM (Corsi Forward: p < 0.001, d = 1.12; Corsi Backward: p < 0.001, d = 1.40) and gross motor skills, including Total Gross Motor: p < 0.001, d = 1.58, as well as in locomotion (p < 0.001, d = 2.11) and ball skills score (p < 0.001, d = 1.34). These findings strongly endorse incorporating cognitively demanding physical activities into standard school programmes to support children’s overall development and demonstrate the practicality of implementing such programmes within existing educational settings. Full article

Indoor air quality (IAQ) and thermal comfort influence the health and cognitive performance of school occupants. This study investigated carbon dioxide (CO₂), nitrogen dioxide (NO₂), thermal comfort, and ventilation rates (VRs) in eight naturally ventilated (NV) primary school classrooms in Ireland during October 2024, combining environmental monitoring with teacher surveys. Mean CO₂ concentrations ranged from 796 ppm to 2469 ppm, exceeding national guidelines in seven of the eight classrooms. NO₂ levels ranged from 3.4 µg/m³ to 7.2 µg/m³, with indoor/outdoor ratios increasing with VRs and influenced by window orientation and road proximity. Indoor temperatures remained within recommended limits, while relative humidity ranged from 53% to 78% mirroring CO₂ trends and exceeding guideline levels in classrooms with lower VRs and temperatures. Occupied VRs ranged from 1.2 L/p/s to 4.1 L/p/s with window opening behaviours, reliant on teachers’ perceptions of thermal comfort, accounting for 84% to 96% of VRs. Ventilation in NV classrooms is often insufficient, yet increasing VRs can compromise thermal comfort and increase ingress of outdoor pollutants and noise. The findings highlight the ineffectiveness of current school ventilation standards, which rely heavily on user operation. Integrating occupant-led strategies, including scheduled purging, awareness campaigns, and pre-emptive air quality alerting, into policy offers practical, immediate pathways to improving IAQ, fostering healthy, sustainable learning environments. Full article

This study was driven by two primary objectives. The first objective focused on exploring the relationship between transformational and transactional leadership practices and teachers’ perceptions of their principals’ effectiveness. The second aimed to evaluate the adequacy of leadership training programs in Cyprus, with particular emphasis on how well these programs foster transformational leadership skills. To effectively address these goals, the research employed an explanatory sequential mixed methods design. For the quantitative phase, the Multifactor Leadership Questionnaire was administered to 630 teachers from 28 schools across all districts. Confirmatory Factor Analyses indicated that the Transformational and Transactional leadership dimensions could be represented by a higher-order factor. Subsequently, Structural Equation Modeling revealed a positive association between Transformational/Transactional leadership and principal effectiveness, whereas Passive-avoidant leadership showed a small negative association. For the qualitative phase, semi-structured interviews were conducted with five principals exhibiting different levels of adoption of transformational practices. Thematic analysis revealed shortcomings in current training programs, including a lack of substantive focus on preparing principals to become transformational school leaders. Overall, the study highlights the importance of transformational school leadership practices in shaping teachers’ perceptions of their principal effectiveness and emphasizes the need to revise principal training programs by incorporating transformational content. Full article

Background/Objectives: Pediatric migraine disrupts school performance and daily functioning. Concerns about medication overuse and limited efficacy highlight the need for non-pharmacologic treatments. The Nerivio remote electrical neuromodulation (REN) device, which is FDA-cleared for ages 8 and above, was evaluated in this study to assess real-world perceptions among patients in a pediatric neurology clinic. Methods: Patients aged 10–18 years who had used both acute medications and Nerivio completed two structured questionnaires, one reflecting on experiences with acute medication and one reflecting on experiences with acute REN treatment, assessing school and daily functioning, headache control, medication use, satisfaction, and preference. Descriptive statistics summarized the responses. Results: Twenty-four patients participated (91.7% female, mostly aged 13–18 years). Primary outcomes: Nerivio stopped headaches in 33.3% of patients and shortened them in 50.0%, with 41.7% reporting reduced medication use. Exploratory functional outcomes: Missed full school days were unchanged (3.8), partial absences decreased slightly (3.1 to 3.0, ~3%), limited-activity days declined from 3.5 to 2.7 (23%), and days with <50% functioning fell from 4.1 to 3.2 (22%). Preference favored Nerivio in 37.5%, medications in 20.8%, and both equally in 41.7%. Most patients (83.3%) wished to continue; 12.5% reported only mild, transient discomfort, and all continued treatment. Conclusions: This preliminary real-world study suggests that REN is feasible and beneficial in pediatric headache care. Primary outcomes demonstrated meaningful headache improvement, while exploratory measures suggested functional gains. REN reduced acute medication use and achieved high satisfaction, supporting its potential role as a patient-centered adjunct in pediatric headache management. Larger studies are needed to confirm these findings. Full article

Misconceptions about sound are common among primary-school pupils, but research on voice-interactive game-based learning remains limited, especially regarding the role of scaffolding. We investigated whether a voice-interactive 2D platformer with a three-tier scaffolding model improves learning about loudness, pitch, and echo. In a classroom-feasible randomized comparison, 45 third-graders were assigned to a scaffolded serious game (SSG), a non-scaffolded serious game (NSG), or traditional hands-on materials instruction (TRAD) on matched sound content. Outcomes were an immediate eight-item knowledge test and learner-centered ratings of perceived learning, flow, intrinsic motivation, and extraneous cognitive load (ECL). The knowledge test showed low internal consistency, so results involving this measure should be interpreted with caution. SSG yielded higher immediate learning than NSG and matched traditional instruction. Across experience measures, only intrinsic motivation differed, favoring NSG. Hierarchical regression revealed a motivation-by-structure effect: scaffolding strengthened the positive association between intrinsic motivation and test scores, whereas ECL was not predictive. Findings indicate that voice-interactive serious games can match near-term learning achieved with physical materials, and well-calibrated scaffolds help convert motivation into accurate encoding. We also map sound constructs to gameplay mechanics and provide a compact, classroom-feasible, replicable evaluation design for primary classrooms. Full article