Search Results (548)

Background: Bullying is a significant problem worldwide and in Lithuania, especially among children and adolescents. This study aimed to assess the associations of bullying with adolescents’ subjective sense of happiness and general health. Methods: A cross-sectional study was conducted using an anonymous written questionnaire. Adolescents at various schools across Lithuanian cities and districts were surveyed to investigate the frequency of bullying among them over the past six months and its impact on their subjective sense of happiness and well-being. Results: This study included 4124 students from seventh to tenth grade; their average age was 14.48 ± 1.15 years, with 49.35% being boys. Over the past six months, the highest bullying incidence occurred at school, accounting for 25.79% of the cases. Only half of the respondents (48.81%) felt happy, and a little more than half felt healthy (63.11%). It was found that bullying at school (ρ_s = −0.224; ρ_s = −0.197), outside school (ρ_s = −0.207; ρ_s = −0.180), and online (ρ_s = −0.175; ρ_s = −0.110) is associated with adolescents’ sense of happiness and health. Conclusion: Bullying is common among Lithuanian adolescents and has a negative impact on their subjective happiness and well-being. It is crucial to develop prevention initiatives to decrease bullying in schools and within the community. Full article

Background: School-based tobacco control policies are critical for preventing youth tobacco use. While many districts adopt formal policies to create smoke- and vape-free environments, the degree to which these policies are enforced at the school level may vary, influencing their effectiveness. Little is known about how consistently such policies are implemented across schools within urban school districts. Objectives: This study aimed to examine the existence and enforcement of school-level tobacco control policies in an urban public school system, using Baltimore City schools as a case example. Methods: We conducted a survey of school personnel from 20 high schools in Baltimore City in 2024. The survey instrument assessed the presence and enforcement of policies related to tobacco use prevention, communication, signage, disciplinary actions, and institutional support. Descriptive statistics (frequencies and percentages) were used to summarize responses. Spearman correlations were also used for bivariate correlations. Additional school-level and neighborhood-level contextual data were collected from the internet (neighborhood socioeconomic status and school performance). Results: While many policies existed across the 20 participating schools, their enforcement was widely inconsistent. Most schools reported the existence of policies prohibiting tobacco use in school buildings (60%) and vehicles (55%). However, few schools had visible tobacco-free signage (35%) or offered cessation programs (15%). Communication of policies to students (70%) and staff (65%) was the most commonly enforced aspect of tobacco control policies. Conclusions: Findings suggest that while tobacco control policies may be adopted across urban school systems, their enforcement at the school level remains uneven. Greater attention may be needed to support policy implementation and to reduce variability in school-level practices. Baltimore City serves as a useful case study to understand these challenges and identify opportunities for strengthening school-based tobacco prevention efforts. Full article

In this research report, we consider how to empower K-8 teachers as mathematics instructional leaders to initiate and sustain improvements within their schools, as a practical and sustainable model of enacting change in mathematics education more broadly by developing leadership from within. We share the theoretical framework and findings from a 5-year National Science Foundation project. We utilized a longitudinal mixed methods approach, collecting data on teachers’ knowledge, instructional practices, leadership practices, and self-perception of growth throughout the project, triangulated with focus group data from teachers’ school administrators and project leaders and logs of leadership activities. Findings indicate positive changes in teachers’ knowledge and practices and in their role as instructional leaders in their schools, districts, and the mathematics education community. We conclude by sharing factors that appeared to support teachers’ growth as instructional leaders and implications for practice and research. Full article

Introduction: Dental caries and molar–incisor hypomineralisation (MIH) are prevalent conditions affecting children’s oral health, with functional, aesthetic, and psychosocial implications. In Spain, previous studies have highlighted geographic and sociodemographic disparities in their distribution, particularly among rural and migrant populations. Objective: To characterise oral health status, in terms of caries and MIH, among 6–7-year-old children from the towns of Palos de la Frontera, Mazagón, and San Bartolomé. Methods: A cross-sectional study was conducted involving 229 children recruited from public primary schools. Sociodemographic, anthropometric, and behavioural data were collected through clinical examination and interview. Statistical analysis included univariate and multivariate logistic regression. The study protocol was approved by the Ethics Committee of Huelva. Results: The prevalence of caries (DMFT ≥ 1) was 53.3%, with mean DMFT and dft indices of 1.78 and 0.31, respectively. MIH affected 32.8% of the cohort, with a predominance in the first permanent molars (teeth 36 and 26). Multivariate analysis identified independent predictors of caries: African (OR = 7.47; 95% CI: 2.84–23.8) and European (OR = 4.56; 95% CI: 1.26–22.3) parental origin, poor oral hygiene (OR = 3.07; 95% CI: 1.60–6.03), and the presence of MIH (OR = 3.20; 95% CI: 1.64–6.42). The municipality of San Bartolomé was associated with a higher risk of MIH (OR = 2.90; 95% CI: 1.21–7.45). Conclusions: The high prevalence of caries and MIH in the Condado-Campiña district, exceeding national averages, reflects oral health inequities linked to social determinants (migrant origin, locality) and clinical factors (MIH, oral hygiene). Targeted preventive interventions are urgently needed in high-risk populations, including culturally tailored education and policies ensuring equitable access to dental care services. Full article

In the U.S. public school system, White middle-class female teacher workforces have dominantly served an increasing number of students of color. While the racial interplay between teachers and students has offered insightful implications for continuing disparities in student discipline, little research has been done to link the racial match of the teaching force to their served communities. This study examines how the ethnoracial congruence between teachers and populations in their school district moderates racial gaps in in-school suspension rates between White and non-White students in Tennessee. The research demonstrates that when teachers serve communities of the same race, their schools are less likely to show a substantial gap in in-school suspensions between White students and students of color. Full article

Considerable amounts of research have discussed “No Excuses” charter schools preparing traditionally disadvantaged students for higher education. Yet, no scholarly work has identified or investigated U.S. academically intensive charter schools (AICS) that were founded to enable students to excel academically as much as their abilities and efforts allow. Here, we offer an exploratory study of AICS, defining them, describing the lived experience of an AICS principal, presenting the first national data comparing AICS campus and student characteristics to those of other charter schools, and assessing whether, nationally, AICS succeed on their own terms, with relatively high academic achievements. The data indicate that AICS resemble other charter schools in terms of measurable campus and student characteristics. Standardized, NAEP-adjusted Z-scores reveal that AICS consistently outperform other charter and district schools in literacy and mathematics across demographic groups, with differences expanding after the COVID-19 pandemic. We end with limitations and suggestions for future research. Full article

The mental health of prekindergarten (PK)-12th grade students is of extreme importance. Therapy dogs are a unique intervention to address mental health needs in educational frameworks. The purpose of this pilot study is to examine the components of a PK-12 district-wide therapy dog program and the implications for the mental health and well-being of students, faculty, and staff. This research used qualitative methods for semi-structured interviews with therapy dog handlers, observations including photographs, and researcher field notes of therapy dogs and handlers in their education environment. Thematic analysis of transcripts from semi-structured interviews was used for qualitative analysis. The results indicated that the strategic implementation of a district-wide therapy program supported a sustainable program that is integrated into the educational ecosystem. The participants perceived that the therapy dogs impacted mental health in the domains of social, emotional, and behavioral support. A district-wide systematic approach to addressing mental health and well-being needs of students, faculty, and staff with therapy dogs’ hinges on a comprehensive training and evaluation process, district-level support, and consistent implementation across educational settings. Therapy dogs can be embedded within educational structures to create a multilevel impact from the classroom to school to district level for a sustainable program. Therapy dogs positively contribute to the mental health and well-being of students, faculty, and staff in PK-12 education settings. Full article

This article analyzes the role of dance and the arts in European and national educational policy agendas and maps the provision of dance in upper-secondary schools in the district of Porto, Portugal. To understand the role of dance in educational policies, we conducted a document analysis of regulations and decree-laws inspired by Stephen Ball’s policy cycle approach. To explore how these policies materialize in educational contexts, a mapping approach was conducted in upper-secondary schools within the district of Porto, Portugal. Results show that, at the public education policy level, although there is no specific debate about dance, the arts are gradually being included in the educational agendas, but still in a scarce way and with a more instrumental approach. At the institutional level, access to dance in education is not sufficiently democratized, reinforcing social and territorial inequalities. Despite its local scope, the study contributes to the broader international debate on equity in access to education with the arts, mainly dance. It offers insights from Southern Europe—a region often underrepresented in global research—which can inform research and policy development aimed at more inclusive educational systems. Full article

Typo-morphology, as interpreted by the Italian School of Planning, provides an approach to investigate the relationship between built form and socio-cultural patterns in vernacular settlements. This study examines Harran, a heritage site in southeastern Türkiye known for its distinctive conic domed dwellings, to explore how typo-morphological analysis can inform culturally sensitive design and adaptive reuse approaches. Despite its historical significance and inclusion in the UNESCO tentative list, Harran faces insufficient documentation, fragmented governance, limited conservation, and increasing pressure from urbanization and natural disasters. Using multiple sources and fieldwork, the research reconstructs the morphological evolution of Harran through diachronic maps across compound, district, and town scales. Reflections from Alberobello, Italy, i.e., the sister city of Harran and a UNESCO-listed town with a similarly unique vernacular fabric, provide a comparative view to explore different heritage management approaches. Harran evolved through informal, culture-driven growth, whereas Alberobello followed a regulated path. While Alberobello benefits from planned development and institutional preservation, Harran faces partial abandonment and neglect. By positioning typo-morphology as a conceptual planning tool, this paper emphasizes the need for context-responsive, ethically grounded, and inclusive approaches to heritage planning and conservation. It argues for planning practices that are not only technically competent but also attuned to place-based knowledge, local identities, and the long-term sustainability of living heritage. Full article

Background: A national study from China in 2023 predicted that the prevalence of overweight and obesity among children aged 7–18 will increase from 23.4% in 2019 to 32.7% by 2030. Objectives: This study aimed to investigate the longitudinal association between parental feeding practices and children’s body composition and weight status, and to assess the mediation effect of parental feeding practices in the relationship between socioeconomic status and childhood body composition. Methods: This longitudinal observational study was conducted between September and November 2021 in eight primary schools located in Luohu District, Shenzhen. Baseline and two follow-up surveys were administered annually during the same period from 2021 to 2023 (with one-year intervals). A total of 620 third-grade students (aged 8–10 years at baseline) and their parents were ultimately included in the study. Associations between parental feeding practices and children’s weight status and body composition were analyzed using mixed-effects models. The mediation effect of parental feeding practices on the relationship between socioeconomic status and childhood body composition was assessed through bootstrapping analysis. Results: At follow-up, a significant upward trend in the prevalence of central obesity among children was observed. Among all parental feeding dimensions, perceived child weight (PCW) demonstrated a strong association with central obesity after Bonferroni correction (OR = 1.33, 95% CI = 1.16, 1.51); similarly, monitoring (MN) and concern about child weight (CN) were both significantly associated with central obesity as risk factors for central obesity (OR = 1.14, 95% CI = 1.06, 1.23; OR = 1.16, 95% CI = 1.07, 1.27), both p < 0.001. These associations were modified by baseline child sex, parental BMI, and maternal and paternal education levels. However, restriction (RST) was not significantly associated with either body composition or weight status. The relationship between family socioeconomic status (SES) and childhood overweight and obesity was mediated by pressure to eat (PE) (p < 0.05). Conclusions: MN, PCW, and CN are associated with an increased risk of obesity in children. However, no significant association was found between parental feeding practices and changes in children’s body composition. Full article

Background: South Africa launched a school-based human papillomavirus (HPV) vaccination programme in 2014 and has achieved a national coverage of more than 80%. However, there is subnational variation in coverage, with eThekwini District in the province of KwaZulu-Natal having the lowest coverage at 40%. Knowledge of the factors associated with vaccine acceptance in this district would inform tailored strategies to improve coverage, which could be extrapolated to similar settings. We conducted this cross-sectional study to assess the factors associated with HPV vaccine acceptance in eThekwini District. Methods: We used stratified random sampling to select caregivers of children aged 9–14 years in the district. We interviewed participants in April–May 2023 and employed bivariate and multivariate logistic regression models to assess the factors associated with HPV vaccine acceptance. Results: Of 793 individuals contacted, 713 (89.9%) participated. Most were women (86.1%) and had a mean age of 42.6 ± 11.6 years and secondary or lower education (83.8%). Most participants knew about the HPV vaccination programme (86.0%) and accepted HPV vaccination (93.5%). The latter includes 42.9% who had already vaccinated their daughters and 50.6% who were willing to allow their daughters to be vaccinated. A negligible proportion was either undecided (2.1%) or unwilling (4.4%) to accept HPV vaccination. Awareness of the programme (adjusted odds ratio [aOR] 5.22; 95% confidence interval [95%CI] 2.01–13.56), confidence in vaccine safety (aOR 19.69; 95%CI 5.86–66.15), and endorsement by religious leaders (aOR 5.06; 95%CI 1.56–16.45) were independent predictors of vaccine acceptance. Conclusions: Our findings highlight the critical role of the provision of information and education about the benefits and safety of HPV vaccination. Full article

This article examines the integration of digital simulations as a tool for strengthening leadership development across the four phases of the principal pipeline—recruitment, preparation, induction, and in-service professional development. Set in the context of a partnership between a preparation program and district-based leadership development, the study investigated to what extent simulations could bridge gaps along the pipeline to create a more coherent and continuous approach to principal development. The findings suggest that sims help prospective leaders develop a more nuanced understanding of school leadership, enhance decision-making skills for candidates in preparation programs, and provide targeted support for new and experienced administrators. Full article

Background/Objectives: In 2022, 2.2 million adolescents were diagnosed with substance use disorders, including 265,000 with opioid use disorder. The National Survey on Drug Use and Health revealed that 130,000 adolescents misused prescription pain medications, often obtaining them from friends or relatives. This age group perceives weekly heroin use as less risky than those younger or older. Methods: A questionnaire was developed for 7th to 12th graders in a rural Texas school district as part of a fentanyl awareness curriculum. The questionnaire included Likert scale, multiple choice, and yes/no questions. The participants were categorized into younger (grades 7th and 8th) and older students (grades 9th through 12th), and associations were explored between demographic characteristics, responses, and grade groups using chi-square tests. To assess confidence, behavior, and the impact of education, we used chi-square and Fisher’s exact tests. Results: The participants (n = 94; 85.11%) identified as Hispanic or Latino, with a smaller percentage identifying as White or more than one race. An association was found between feeling more in control of actions related to substances and fentanyl (p-value = 0.04) after receiving education. No association was found between education and confidence in identifying fentanyl. Conclusions: This study aligns with a surge in fentanyl-related overdose deaths in a high-intensity drug trafficking region. Recent fentanyl overdoses among school-age children prompted legislative changes in 2023, making this study valuable for understanding the epidemic within the geographical context. These results suggest that school-based education may play a role in strengthening adolescents’ behavioral intentions to fentanyl exposure, though additional efforts are needed to improve risk identification. Full article

Policy discourses of equity, diversity, and inclusion (EDI) have influenced Ontario’s K-12 education system for decades. Recently, EDI education policies have mandated that district school boards collect demographic data from students and staff. The purpose of this research is to examine the enactment of demographic data collection policies in one Ontario school district through an exploration of the policy enactment activities of the research leader who was responsible for demographic data collection projects. Drawing on theories of policy enactment and transformative leadership, this research interrogates how provincially mandated demographic data collection policies are translated in local contexts and shape policy responses and practices. This research employs an autoethnographic methodology to illuminate the diverse policy positions and policy work of the research leader. The narrative of policy enactment is one that includes complexity and contradiction in terms of the enactment and outcomes of demographic data collection policy. Ultimately, conflicting organizational cultures, hierarchies, and limited material resources all served to constrain the enactment of demographic data collection projects in ways that would support transformative, anti-racist outcomes. Full article

This paper explores how redesigned Education Doctorate (EdD) programs in educational leadership can serve as a lever for strengthening the use of research evidence (URE) in schools and districts. Drawing on the COM-B framework, we conceptualize a theory of action that links EdD program design to leaders’ capabilities, motivations, and behaviors in applying research to educational improvement. We identify key dimensions of leadership preparation that align with well-documented URE practices. Finally, we discuss how these insights can inform doctoral programs as well as in-service professional learning and suggest the need for additional empirical work on these relationships and a deeper understanding of how local contexts shape the effectiveness of leadership preparation in supporting research-informed decision-making. Full article