Search Results (137)

In-school–out-of-school collaborations are increasingly recognized as a key mechanism for enriching STEM education. Guided by conceptual frameworks on boundary crossing and STEM learning ecologies, this scoping review maps and synthesizes findings from 470 studies and 469 programs published between 2014 and 2024, focusing on how such partnerships are reported, structured, and distributed across educational contexts. Approximately 73% of the programs reported some form of collaboration, although often in general terms. The most common forms included shared infrastructure, recruitment coordination, and personnel involvement. More pedagogically grounded forms, such as curricular alignment and co-development of instruction, were rarely described. Collaboration patterns varied across program types, durations, subject areas, and participant target groups. A typology of seven collaboration categories was developed to organize the findings. Notable gaps include the near-total absence of collaboration in medicine-related programs and the underrepresentation of research from low- and middle-income countries. Although collaboration is frequently mentioned, it is seldom described in enough detail to support systematic analysis or theoretical insight. The review recommends more precise definitions, stronger reporting practices, and enhanced theoretical engagement with collaboration as a pedagogical and systemic component of STEM education. The proposed typology provides a foundation for more coherent future research and comparative studies. Full article

This study explores the perceptions of Chilean educational staff regarding school climate, classroom climate, and personal well-being, analyzing differences by gender and professional role. A non-experimental, cross-sectional, and quantitative design was used, with 8536 participants who completed perception scales on institutional support, classroom dynamics, and personal well-being. Results showed that women reported higher scores in Teacher–Student Relationship and Course Organization and Participation, while men reported higher levels of Institutional Support. Teachers reported more positive results than assistants in most dimensions, except for Institutional Support, where assistants scored higher. Although these effects were statistically significant, their magnitudes were consistently very small, underscoring the need for cautious interpretation. The findings highlight the importance of developing inclusive strategies that consider gender and role differences to foster positive and safe school environments. Limitations regarding the cross-sectional design, reliance on self-report measures, and the use of secondary data are acknowledged, and future research is suggested to explore cultural and structural factors that shape school coexistence. Full article

The purpose of this cross-sectional study was to examine burnout profiles and organizational variables that impact burnout in school mental health providers, such as school counselors, school psychologists, social workers, and interventionists. We disseminated a survey to a large sample of school personnel across a Midwestern state. From the larger sample, we analyzed responses from school mental health providers (n = 120), as there are severe shortages of these professionals within the state and across the country. When shortages occur, caseloads are higher, thus increasing the work demands and the propensity for burnout. With burnout leading to attrition from the field, this creates a vicious cycle that could be prevented through the awareness and implementation of strategies to counteract the factors contributing to burnout. Results indicate school mental health providers (n = 120) in this state endure high levels of emotional exhaustion, while still maintaining a sense of personal accomplishment. Further, higher levels of perceived organizational support and job satisfaction appeared to lower burnout, whereas respondents who worked in schools implementing a multi-tiered system of support experienced higher burnout. Key findings, implications for practice, limitations, and future directions are discussed. Full article

Background: Training planning in military environments is complex due to diverse operational demands and constant exposure to stressors. When combined with high training volumes and insufficient recovery, this can result in physical and mental overload. Regular assessments are crucial to monitor the condition of personnel and adjust training accordingly, though more research is needed to effectively track performance in real operational settings. Objectives: This study aims to monitor neuromuscular and psychological performance in relation to training load in a military school, addressing the research gap in tracking performance in operational settings. Methods: Overall, 27 marines (age: 27.9 ± 4.8 years; height: 178.1 ± 6.3 cm; weight: 79.1 ± 7.8 kg) were monitored over a 13-week academic-military training period to assess neuromuscular performance and psychological fatigue. Results: Laboratory tests included the countermovement jump (p = 0.002), isometric mid-thigh pull (p = 0.001), and handgrip strength for both dominant (p = 0.947) and non-dominant hands (p = 0.665). Field tests involved maximum pull-ups (p = 0.015), push-ups (p = 0.001), and the medicine ball throw (p = 0.334). Psychological evaluation via the POMS questionnaire showed the highest negative mood scores in Tension–Anxiety, Depression–Melancholia, and Fatigue–Inertia, while Vigor–Activity was the highest positive state. RESTQ-Sport results indicated total recovery was 68.9% greater than total stress. Conclusions: Despite improvements in some field tests, no significant neuromuscular gains were observed, likely due to excessive training loads, limited recovery, and sustained stress. Full article

Background/Objectives: Policy implementers play a crucial role in the effective delivery of policies aiming at promoting a healthy lifestyle in the most vulnerable populations. This study aimed to explore (a) policy implementers’ knowledge and perceptions of the policy framework promoting physical activity and healthy nutrition among children in need in Greece, and (b) self-perceived barriers and facilitators of the framework implementation. The term children in need refers to children who are at risk of poverty and/or social exclusion. Methods: A qualitative study design was employed consisting of semi-structured interviews with 25 policy implementers, who represented four delivery systems (health, social protection, food, and education sectors) from three geographical regions in Greece. Interviews were completed between November and December 2023. Thematic analysis was conducted using inductive and deductive approaches to identify key themes, following data management in the N-VIVO 14 software. Results: Commonly mentioned policies that study participants were involved in included school- and/or community-level-based behavioral interventions. Participants perceived policy implementation efforts that often relied on individual initiatives as inconsistent. Most participants argued that existing policies were not tailored to the needs of children in need. Major self-perceived barriers included limited personnel training, limited facilities and infrastructure, and lack of incentives or opportunities to encourage active participation. Major self-perceived facilitators included personnel motivation, integration of nutrition and physical education into school curricula, and provision of free school meals, which was associated with regular school attendance of children from the Roma communities. Conclusions: Individual, sociocultural, and structural issues are shown to persist across different delivery systems indicating the complexity of tackling obesogenic environments, especially among children in need. This is the first study in Greece to provide evidence on self-perceived barriers and facilitators and could inform ongoing national and European efforts to address obesogenic environments in children in need. 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

Methods. Through the lens of childhood trauma theory, a qualitative phenomenological study was conducted using purposive and snowball sampling methods to gain a deeper understanding of the experiences of former students with corporal punishment and how those experiences have shaped their academic and psychological outcomes. Interviews were conducted via Zoom with 19 men and women of different ages and races who attended schools in Mississippi. Results/Conclusions. The study revealed that parents and school personnel collaborated to punish the student corporally both on campus and at home. Related, beaten students did not share their punishment with their parents/caregivers, and if their families did find out, they received another beating at home. There was a general lack of consistency in how and who administered corporal punishment. In addition to the well-documented ways that corporal punishment is administered in school, we also found that students were made to hold painful positions or perform painful tasks. There were also peer effects of trauma, with students experiencing fear or anger following a friend or classmate being beaten in front of them. Race was an influence if the abused students felt that their punishment was racist, with Black American participants feeling there were racial undertones regardless of the perpetrator’s race. The study’s findings align with those of previously conducted research, but also extend them and can be used to create policy to allow schools to address trauma and create instructional practices that eliminate the fear and racial disparities that have been proven to exist in schools with corporal punishment. Full article

Introduction: Overweight and obesity among children and adolescents are a growing public health problem. The aim of this study was to determine the impact of overweight and obesity on the psychosocial functioning and physical activity levels of children and adolescents. Methods: This study was conducted among 100 children and adolescents aged 9–18 from three institutions in the Podkarpackie Province: a primary school, a hospital ward, and a health resort. An original questionnaire was used, containing questions about body image, emotions related to eating, self-esteem, and physical activity. All participants were classified into appropriate BMI categories based on anthropometric data. Results: The analysis showed that 48% of respondents admitted to eating meals in secret, and 5% did so every day for a month. As many as 65.82% of participants stated that their body shape affects the way they think about themselves, and more than two-thirds felt frustrated with their figure. Statistically significant differences were observed in the perception of one’s own body and the level of its acceptance depending on the BMI category. In addition, 58.58% of respondents did not engage in physical activity to control their weight. Conclusions: The results of this study confirm that overweight and obesity in children and adolescents are associated with a negative body image, low self-esteem, unhealthy eating habits, and low levels of physical activity. The obtained results can be used by medical personnel, educators, and educational institutions to develop effective prevention programs aimed at counteracting the negative consequences of overweight and obesity in children and adolescents. Full article

Issues with school safety and violence have raised concerns that warrant attention from researchers, policy makers, and practitioners alike. In this study, we explored how school social workers—a group of school personnel who are understudied in the school violence literature—experience school safety and violence in the United States. Using a sample of 271 school social workers, we analyzed qualitative responses to two open-ended survey questions: (a) What are the most concerning safety issues facing educators and staff in your school? (b) What policies, procedures, resources, or interventions are needed to better prevent or address violence in your school? Data were collected online between March and June 2022 by the American Psychological Association Task Force on Violence against Educators and School Personnel. Derived using a socioecological framework, findings reflect school social workers’ needs for workplace safety and perspectives on how to prevent and mitigate school violence at the school site, district, and community levels. Implications range from promoting strong relationships in schools and between the school and community to bolstering funding sources that can sustain programs, training, and staffing aimed at improving experiences for all students. The implications of our findings for future research and practice are presented. Full article

This exploratory study examines the experiences of public elementary school educators to understand the shifting educational priorities and renegotiation of borders between home and school during and since the COVID-19 pandemic. The research uses a case study approach through a critical inquiry process that centers the voices of those on the front lines of education. Derived from individual and focus group interviews, the findings illuminate educators’ experiences during different phases of the pandemic, including: the growing scope of their responsibilities, challenges with staffing, and competing and conflicting demands on educators’ time and attention. The study is limited by its geographical concentration and sole focus on the perspectives of school-based personnel. Future studies with larger samples may include educators and parents in various locations. Recommendations based on the findings include partnering with community-based organizations (CBOs) and creating a unifying vision that draws together school staff, families, and the wider community to re-envision the purpose of school in a post-pandemic context. Full article

A positive school climate is characterized by a higher degree of well-being among students, reduced bullying, and improved academic performance. While many initiatives are aimed at creating a positive school climate, discussions in both research and theory frequently fail to acknowledge the essential role of school personnel. This study examines a purposeful sample of Swedish middle-school students (4th to 9th grade) of school personnel’s noticing in fostering or hindering a positive school climate. Fifteen (15) focus groups and 19 semi-structured interviews were analyzed, covering 133 participants selected from three schools (age range 10 to 16 years) in a Swedish municipality. Drawing on a framework of professional noticing and positive school and classroom climate, the investigation was conducted using a case study approach and analyzed with the help of content analysis. The results highlighted the importance placed by students on school personnel noticing appropriate things/events and responding accordingly. For this to happen, personnel need to (a) notice and make themselves visible; (b) be actively observing as a prerequisite to their noticing; (c) be receptive to noticing; (d) notice and grasp a full picture, including students’ perspectives; and (e) connect their noticing with appropriate actions. Full article

Background/Objectives: Swedish schools are mandated to counteract gender norms that restrict students’ life opportunities. School personnel also bear the responsibility of fostering students’ democratic responsibilities and healthy behaviors, which is crucial not only for their mental wellbeing but also for their academic performance, as stressed by the European Commission. Aim: The purpose of the present study is to explore adolescents’ performativity of gender when discussing social barriers to mental and emotional wellbeing. Methods: Fifty adolescents were interviewed in small gender-divided groups, and the transcribed text was analyzed using thematic analysis. Theoretically, interactionist perspective and gender analytic discourses are applied. Results: Emotional barriers to mental wellbeing were identified based on too cogent gender norms. Boys describe challenging each other and the environment by using a social facade that includes “stoneface” and harsh language, seldom showing sadness, even among close friends. The girls’ facade includes maintaining a “happy face” and trying to be attractive. Both genders underline the need for belonging, and most of them fear social exclusion from peers. According to the interviewees, it is socially acceptable for girls to display most feelings, even mental difficulties such as anxiety or phobia, but among boys, gender norms still hinder them from showing emotional vulnerabilities such as sadness and risking exclusion. Conclusions: Young people’s emotional wellbeing needs to be further developed and included in the curriculum. It is time for adults to focus on boys’ sadness and depressive emotions, as well as girls’ aggressiveness and frankness rather than their appearance, to push the river of equality forward. Full article

Background/Objectives: The prevalence of obesity is high among children living with disability. The present study aimed to examine the perceptions of parents and caregivers of children living with disability regarding children’s energy balance related behaviors (EBRBs) and their determinants. Methods: Parents/caregivers of children living with disability (n = 45) from Thessaly, Crete and Attica Regions of Greece, participated in semi-structured interviews between November and December 2023. The interviews were recorded, transcribed and transferred to N-VIVO software. The results were analyzed according to the framework of the socio-ecological model, using deductive thematic analysis. Results: Parents/caregivers reported that eating habits of children living with disability and their physical activity levels were poorer compared to the general population. At an individual level, certain disabilities may affect children’s food preferences and parents’ ability to prepare healthy foods. At a familial level, financial difficulties may influence healthy eating, whereas some parents/caregivers act as children’s role models to encourage them to be physically active. Home food environments may also influence children’s eating patterns and peer influence on their EBRBs. At a community level, lack of trained personnel, available amenities/equipment and food education initiatives and the availability of unhealthy foods in school canteens were described as major barriers to healthy EBRBs. At an organizational level, lack of accessible/safe facilities, the marginalization/stigma that children living with disability may experience and lack of dietitians/nutritionists in health centers were named as the main factors influencing children’s EBRBs. Conclusions: The findings of this study highlight the importance of designing multi-sectoral policy interventions to promote healthy EBRBs and tackle obesity in children living with disability in Greece. Full article

This study explores factors influencing the implementation fidelity of the School-Wide Positive Behavior Interventions and Supports (SWPBIS) program, adapted as Inclusive Behavioral Support in Schools (IBIS) in Sweden. The objective was to investigate how classroom climate, student problem behaviors, and collective teacher efficacy relate to the program’s implementation fidelity across 23 Swedish schools. A total of 653 school personnel participated, completing surveys on classroom climate, problem behaviors, and collective efficacy. The Benchmark of Quality (BoQ) was used to assess implementation fidelity after seven months. Chi-square analyses revealed no significant association between program fidelity and student problem behaviors at either the classroom or school level. Similarly, no significant relationship was found with collective teacher efficacy. Interestingly, a significant association emerged between poor classroom climate at baseline and higher implementation fidelity, suggesting that schools facing greater challenges may engage more rigorously with the program to address pressing issues. These findings underscore the complexity of implementation processes and highlight the importance of contextual factors, particularly classroom climate, in influencing the successful adoption of evidence-based interventions in educational settings. These findings provide valuable insights for educators and policymakers, emphasizing the need to consider classroom climate when implementing evidence-based interventions like SWPBIS, ultimately supporting more effective and sustainable positive behavior programs in schools. Full article

Behavioral interventions have been shown to be effective in improving dietary behavior and reducing childhood obesity. There is limited evidence on how concurrent changes in dietary behavior from intervention studies affect childhood obesity. The present study aimed to evaluate the mediating effect of concurrent changes in dietary behaviors between the intervention and changes in adiposity indicators. This study included 1180 children from the DECIDE-Children study, which was conducted across three areas in China, aiming to promote children’s healthy diet and physical activity, while also engaging schools and families to support children’s behavioral changes. Dietary behaviors were collected by a revised version of the Food Frequency Questionnaire and a self-designed questionnaire. Adiposity outcomes were objectively measured by trained personnel. Generalized linear mixed models were used to estimate the association between scores of dietary behavioral changes and adiposity indicator changes. Mediation analyses were used to evaluate how scores of dietary behavioral changes mediated the effect of intervention on adiposity indicator changes. Six hundred children in the intervention group and five hundred and eight in the control group with both baseline and follow-up data were included. Each increase in dietary behavioral change score was associated with a 0.06 (p = 0.016) decrease in changes in BMI and other adiposity indicators. Scores of dietary behavioral changes mediated 13.87% (p < 0.001), 11.81% (p < 0.001), 17.60% (p = 0.024), and 16.78% (p = 0.032) of the association between intervention and changes in body mass index (BMI), BMI z-score, body fat percentage, and waist circumference, respectively. Scores of dietary behavioral changes mediated the intervention effect on adiposity indicator changes. Future interventions targeting childhood obesity should incorporate promoting multiple dietary behaviors simultaneously. Full article