Search Results (4,496)

Bullying and school violence contribute directly to mental health difficulties among youth in the United States. Background/Objectives: This study describes the development and initial evaluation of a technology-enabled, multi-component school safety framework designed to support bullying prevention in middle and high schools. Methods: Students (n = 46), school personnel (n = 79), and parents/caregivers (n = 28) participated in three waves of usability and feasibility testing focused on a mobile application (Speak Out with Advocatr), companion classroom instructional materials, and guidelines for a school-wide safety campaign. Quantitative data were summarized using descriptive statistics and benchmark comparisons, and group differences across respondent roles were examined using analysis of variance with post hoc pairwise tests. Given small and unequal sample sizes, bootstrap resampling with 1000 resamples was used to obtain robust estimates of group means and confidence intervals. Qualitative responses were analyzed using content analysis. Results: Across waves, mean ratings generally met or exceeded predefined usability benchmarks, indicating favorable perceptions of the system. Findings indicated strong student acceptance and engagement with the framework. Adult participants expressed particular interest in restorative approaches to addressing student conflict, as well as concerns about preventing the recurrence of bullying behaviors. Conclusions: Findings provide initial support for the usability and feasibility of a multi-component, technology-enabled approach to school-based bullying prevention. Results also highlight the value of role-specific feedback for refining integrated mental health and safety interventions within school settings. Full article

The 5E model (1. Engagement; 2. Exploration; 3. Explanation; 4. Elaboration; 5. Evaluation) is a well-known instructional framework for promoting active learning. Augmented reality (AR) has been integrated into the educational process to support interactive learning. Building on these foundations, this study examines the usability of an AR application developed within the framework of the 5E instructional model to support biology in high school. The proposed AR app consists of a structured sequence of activities aligned with the 5E stages. Moreover, a usability study was conducted to evaluate the app’s usability among 195 users across three participant groups emerging from various educational levels and with different backgrounds: education students (novice adults), engineering students (expert adults), and 1st year high school students (students). The findings indicate perceived acceptable usability, with younger and less experienced users indicating the need for more guidance. Rather than evaluating learning outcomes or pedagogical effectiveness, this study focuses on investigating usability perceptions and interactions of the AR app designed within the 5E learning model. The findings highlight usability-related issues relevant to the design of AR applications and emphasize the importance of combining user-centered design with instructional frameworks in secondary education. Full article

Background/Objectives: School meals play an important role in ensuring reliable, healthy access to food, but there are many barriers to participation, especially for rural students. This study examined the perceived impact of UFSM policies and the perceptions of school meals among students in rural areas of Maine. Methods: This mixed-methods study included surveys with n = 61 middle and high school students and interviews with n = 11 middle and high school students between 2023 and 2024. The surveys and interviews focused on potential impacts of UFSM policies as well as general barriers and facilitators to participation in school meals. Quantitative surveys were analyzed using logistic regression, adjusting for demographic characteristics. Interviews were analyzed using principles of content analysis. Results: Students reported that UFSM had multiple benefits, and many students perceived that providing free school meals for all helped reduce the stigma associated with school meals, in part through increased participation. Students liked the variety of foods offered, but many did not perceive school meals, especially breakfast, to be “fresh” or “healthy”. Additionally, many students perceived there to be long lunch lines and insufficient time to eat their meals. Conclusions: While students perceived multiple benefits to UFSM, opportunities to further improve the quality of school meals, as well as policies to ensure sufficient lunch period lengths, may be important complements to increase participation and consumption of school meals among rural students. Full article

Student employment is an increasingly common feature of higher education, yet psychological research on students who combine paid work and study remains conceptually and methodologically fragmented. This scoping review mapped the extent, range, and nature of empirical evidence on working students’ psychological experiences, summarized key psychosocial correlates, and identified gaps for future research. Consistent with PRISMA-ScR guidance, we searched EBSCOhost, Scopus, and Web of Science using tailored Boolean title-field strategies without year limits, screened records against eligibility criteria, and charted and thematically synthesized extracted data. Forty-two peer-reviewed English-language studies were included. Evidence clustered into six recurrent domains, such as work–study interface processes, resources and supports, health, stress and recovery, academic engagement and performance, career development and employability, and identity and social relations. The literature was predominantly quantitative and cross-sectional, with comparatively few intervention studies. Findings suggest that psychological outcomes are frequently examined through, and may be more closely contingent on, the quality of the work–study interface and contextual supports than on employment intensity alone, highlighting the potential value of interventions and institutional/employer practices that enhance role fit, flexibility, and supportive climates, alongside more longitudinal and multi-level research. Full article

Polymathy relates to the exceptional learning abilities, in which individuals cultivate and coordinate Breadth, Depth, and integrative capability across multiple domains. It builds on mechanisms typically associated with intelligence, including abstraction, problem solving, and the transfer and integration of information. Because polymathic disposition has partial biological underpinnings, it may intersect with other biologically based individual differences, such as temperament. Biographical accounts also indicate that many polymaths did not achieve exceptional school grades, raising questions about whether the multiplicity of interests in polymaths is associated with distractibility and impulsivity, or whether there is a deeper institutional mismatch between polymaths and educational systems. Our study examined these issues using estimated high school grades across three subject areas, documented university grades, a neurochemistry-validated temperament assessment (Structure of Temperament Questionnaire; STQ-77), the Trait Polymathy Scale (TPS), the Barratt Impulsivity Scales (BIS-11), and information about aptitudes and interests from 296 participants (M/F = 152/144). Contrary to speculation that polymathy reflects distractibility, the TPS correlated negatively with the BIS-11 Lack of Attention scale and positively with the STQ-77 scales of Intellectual Endurance and Probabilistic Processing, confirming high sustained attention in polymaths. TPSs also had selective negative correlations with the STQ-77 Neuroticism scale and positive correlations with the STQ-77 Plasticity, Social Endurance, Sensation Seeking, dispositional Satisfaction scales, as well as several specific and general aptitudes and interests. These findings refine the dispositional profile linked to polymathy, highlighting the differential nature of the three components of polymathy. Full article

This study addresses the enduring controversy surrounding the diagnostic criteria for Specific Learning Disabilities (SLD) following the publication of the DSM-5, which is related to their definition. The aim of this study is to review and compare the diagnostic criteria of different classification systems and analyse differences in the identification and evaluation criteria of SLD. To this end, a search of the scientific literature was conducted through ERIC, PsycInfo (Proquest) and Web of Science spanning 2013 to 2024. Fifteen records published in English and focused on school-age children (primary education) were included. The studies address issues in reading, writing and mathematics, using different diagnostic criteria and tools. The findings highlight the need for multidimensional, validated assessments, as well as the importance of early identification to improve access to resources and tackle socio-emotional and motivational factors. Full article

Early pandemic disruptions exposed critical vulnerabilities in special education systems, particularly in referral and evaluation processes governed by the Individuals with Disabilities Education Act (IDEA). This convergent mixed-methods study examined how 86 educational diagnosticians across Louisiana experienced and responded to these disruptions. Quantitative results showed a 38% decline in referrals during school closures followed by a 62% rebound, prolonged evaluation timelines, and notable increases in emotional/behavioral disabilities, other health impairments, and specific learning disabilities. Qualitative findings elaborated on these patterns, revealing challenges related to assessment validity, communication barriers, workload strain, and professional learning needs. Interpreted through systems theory and planetary health frameworks, the findings position special education evaluation systems as critical social infrastructure that links educational continuity, equity, and population well-being. Strengthening diagnostic capacity, digital infrastructure, and crisis-responsive practices is therefore essential not only for IDEA compliance, but for advancing planetary health goals related to resilience, justice, and sustainable human development. Full article

This cross-sectional study explores the connections between resilience, work engagement, proactive strategies and personal resources among Italian kindergarten and primary school teachers. It specifically seeks to determine if and how personal resources can foster teachers’ work engagement, resilience, and proactive strategies at work. The study was conducted using a sample of 183 full-time, in-service kindergarten and primary teachers at public schools in Italy. Data were collected through self-report questionnaires, including the Brief Resilience Scale, the Ultra-Short Measure for Work Engagement, the Proactive Strategy scale, the Self-Compassion Scale, the Life Orientation Test-Revised, the Experienced compassion at work scale. Data were analyzed using a path analysis model. Results indicated that teachers’ self-compassion was positively associated with the use of proactive strategies and perceived received compassion was strongly related to work engagement. Moreover, higher levels of self-compassion were linked to greater work engagement. Teachers’ optimism and self-compassion were both positively associated with resilience, whereas self-criticism showed a significant negative association. Our research supports the need for educational policymakers and school leaders to focus on personal resources and work-related well-being. Full article

Micromobility studies sustainable urban mobility. In this area, bicycles have been the most popular vehicle for several years. However, the recent growth of users of alternative mobility vehicles, such as stand-up electric scooters (e-scooters), has raised several questions on how they interact with the infrastructure and other users, as well as whether the existing infrastructure is suitable for these vehicles. One of the variables to be analyzed is riding comfort, which can be measured through the vibrations transmitted to users by the pavement. Thus, this paper presents a methodology to assess the comfort of the micromobility infrastructure based on the vertical accelerations registered by an instrumented e-scooter. This methodology has been applied in ten sections of the cycling infrastructure network of Valencia (Spain). The analysis showed that asphalt presented less vibrations than any other material, followed by concrete and square tiling alike, and finishing with transversely oriented cobblestones. This translates directly to comfort, with asphaltic pavements being more comfortable than any other. The analysis also showed that higher speeds mean higher vibrations. This proves to be a useful tool for infrastructure management, where the administrator can place more uncomfortable pavements to lower the riding speed in desired areas (e.g., schools). Full article

This study investigated the intricate relationship between sociodemographic factors and mental health indicators among a cohort of pregnant adolescents. We conducted a cross-sectional analysis of 338 primigravidas, aged 11–19 years, systematically collecting sociodemographic data, including age, socioeconomic status, schooling, occupation, marital status, and family structure. Mental health was assessed using validated scales for depressive symptoms (EPDS), state–trait anxiety inventory (STAI), self-esteem (Coopersmith), and perceived stress (PSS-4). A substantial portion of the cohort presented with significant mental health challenges: 33.5% screened positive for depressive symptoms, 18% for state anxiety, 23% for trait anxiety, 67% reported low self-esteem, and 52% experienced high perceived stress. Specifically, working adolescents exhibited markedly higher odds of depressive symptoms (OR 3.516), low self-esteem (OR 1.091), elevated state anxiety (OR 2.803), and increased trait anxiety (OR 2.455). Adolescents living with a partner also showed a greater likelihood of reporting depressive symptoms (OR 1.921), heightened state anxiety (OR 1.772), and increased trait anxiety (OR 2.335). Additionally, lower educational attainment (OR 1.885) and residing in extended family structures (OR 1.894) were associated with diminished self-esteem. These findings underscore the significant influence of occupation, family structure, and marital status on the mental health trajectories of pregnant adolescents. Consequently, promoting educational continuity and fostering greater autonomy in personal life decisions for adolescents could be crucial interventions to improve their emotional well-being during pregnancy. Full article

Outdoor education (OE) represents an established approach to connecting learning with real-world contexts and supporting sustainability-related competencies. The aim of this study was to examine how Slovenian lower secondary natural science and biology teachers perceive and implement OE, as well as which factors influence its use in school practice. In Slovenia, natural science is taught as an integrated subject in grades 6–7, while biology is taught as a separate subject from grade 8 onwards; this study therefore included teachers from both instructional contexts. Data were collected using an online questionnaire completed by 108 teachers and analysed using descriptive statistics, correlations analyses, and Principal Component Analysis (PCA). The results indicate that teachers generally perceive OE as highly beneficial for students, particularly regarding engagement, experiential learning, and environmental awareness, but report obstacles such as limited time, curriculum overload, and large class sizes. These findings provide empirical insight into the gap between curricular intension and classroom practice and may inform policy measures and teacher education programmes aimed at strengthening the systematic integration of OE in Slovenian science teaching. Full article

Until recently, the Karpathos water frog (Pelophylax cerigensis) was considered endemic to Karpathos Island (Greece) and has recently been reclassified by the IUCN as Endangered (EN), having been previously assessed as Critically Endangered (CR). The species faces severe threats primarily associated with the scarcity of freshwater bodies in the southern Aegean Sea. Over the past decade, demographic assessments have revealed a marked population decline, driven by the intensifying effects of climate change, including reduced rainfall, and increasing summer temperatures. In addition, the few natural ponds that persist during the dry summer months are often shared with the Levantine freshwater crab (Potamon potamios), resulting in increased frog mortality due to predation. Despite these challenges, recent developments provide cautious optimism. These include the construction of a dam in southern Karpathos and the taxonomic reassessment of the water frog population on the neighboring island of Rhodes as conspecific with P. cerigensis. In response to the species’ precarious status, the Hellenic Herpetological Society designed and implemented a National Action Plan aimed at the protection and conservation of the Karpathos water frog. The Action Plan includes a series of targeted mitigation measures, such as the construction of artificial ponds to retain water during the summer, as well as a hydrological study addressing the seasonal drying of the ecologically important Eleimonitria spring. A key component of the Action Plan involves education and outreach initiatives targeting primary school students, local residents, and visitors, highlighting the frog’s ecological importance and conservation needs. Informational brochures will be distributed across the island to raise awareness of the species’ conservation status and the importance of safeguarding its habitat. The implementation of this Action Plan aims to secure the long-term survival of the Karpathos water frog and to strengthen integrated conservation efforts across its extremely limited range. Full article

Teacher well-being is increasingly shaped by rapid technological change in education. As digital innovation accelerates, teachers’ well-being is closely linked to technological self-efficacy, understood as confidence in using digital tools alongside a sense of professional meaning, agency, and control. This qualitative study explores the relationship between teacher well-being and technological self-efficacy through an examination of teachers’ experiences in the “Artificial Intelligence for Beginners” professional development program. Reflective narratives from 18 participating teachers were analyzed to examine how engagement in the program was experienced as supporting the development of techno-pedagogical self-efficacy, professional learning, and well-being. Thematic analysis revealed several interconnected themes, including increased technological confidence and reduced anxiety toward digital innovation, the development of practical applications for personalized learning, heightened awareness of ethical and privacy considerations, and the emergence of a collaborative professional learning community. Participants also reported developing strategies for coping with digital complexity and experiencing a renewed sense of professional identity. Overall, the findings suggest that structured professional development in artificial intelligence may contribute to teachers’ perceived competence, autonomy, and sense of purpose. Strengthening technological self-efficacy through such programs may support individual teacher well-being and the collective professional climate within schools in AI-enhanced educational contexts. Full article

Background/Objectives: This descriptive cross-sectional study examined adherence to the Mediterranean diet (MD) among primary school students and its associations with out-of-school physical activity, bicycle availability and use, and satisfaction with physical education (PE). The MD is regarded as an ideal dietary pattern for promoting health during childhood and adolescence. Its well-established benefits support its integration into nutrition and health education within the PE curriculum. However, the connection between adherence to the MD and factors such as satisfaction with PE, bicycle availability and use, and out-of-school physical activity during primary education remains insufficiently explored. Methods: The study included 347 primary school students (53.6% girls; M_age = 10.55, SD = 0.97). Data were collected using an ad hoc questionnaire including sociodemographic information, out-of-school physical activity, and bicycle availability and use. MD adherence was evaluated using the KIDMED index, while satisfaction with PE was measured with the Spanish version of the Physical Activity Class Satisfaction Questionnaire (PACSQ). Results: No significant associations were found between MD adherence and out-of-school physical activity (χ² = 0.882; p = 0.663) or bicycle use (χ² = 4.767; p = 0.092). In contrast, a significant association was observed between MD adherence and satisfaction with PE (p < 0.002), including most of its dimensions. Conclusions: Overall, the findings indicate an association between satisfaction with PE and MD adherence, which should be interpreted as exploratory and non-causal in nature. Full article

(1) Background: Professional burnout threatens secondary school principals’ well-being and educational quality worldwide. This study investigated burnout prevalence and gender differences among Greek secondary school principals, addressing gaps in understanding gendered manifestations of burnout in educational leadership. (2) Methods: A census survey was conducted with 54 secondary school principals (68.5% male, 31.5% female) from Fokida Prefecture, Greece. The Maslach Burnout Inventory-Educators Survey assessed three burnout dimensions. Mann–Whitney U tests examined gender differences, with effect sizes calculated for practical significance. (3) Results: Emotional exhaustion was prevalent among principals regardless of gender. Significant gender differences emerged in depersonalization, with male principals showing higher emotional distancing (small-to-medium effects). Female principals demonstrated significantly higher personal achievement, maintaining professional efficacy despite equivalent exhaustion. (4) Conclusions: These preliminary findings suggest that while workplace stressors create universal emotional exhaustion, gender shapes burnout manifestation through different coping pathways. Male principals appear more prone to emotional distancing, while female principals sustain achievement through maintained engagement. Pending replication in larger samples, findings support the need for gender-sensitive interventions alongside systemic organizational reforms. Full article