Search Results (534)

The traditional inference of thermal comfort relies mainly on either questionnaire surveys or invasive physiological signal monitoring. However, the use of these methods in real time is limited and they have a low accuracy; furthermore, they can cause an inconvenience to the daily work and life of indoor personnel. With the development of intelligent building technology, non-intrusive technology based on video analyses has gradually become a research hotspot. Not only does this type of technology avoid the limitations of traditional methods, but it can also be used to dynamically monitor thermal comfort. At present, the established and relatively complete non-intrusive recognition methods usually rely on additional equipment or cameras with specific angles, which limits their deployment and application in a wider range of scenarios. Therefore, in order to improve the non-intrusive prediction accuracy of the thermal comfort level of indoor personnel, it is necessary to establish a non-intrusive indoor personnel thermal comfort inference model. This study designed a cross-modal knowledge-distillation-based thermal adaptive behavior-recognition model. In order to avoid the difficulties of terminal deployment caused by the large model and the time-consuming nature of optical flow estimation, a multi-teacher network model was used to transfer the knowledge of different modes to a single student model. This reduced the number of model parameters and the computational complexity while improving the recognition accuracy. The experimental results show that the proposed vision-based thermal adaptation behavior-recognition model can non-invasively and accurately identify the thermal adaptation behavior of indoor personnel, which can not only improve the comfort of indoor environments, but also enable the intelligent adjustment of HVAC systems. Full article

Students diagnosed with autism spectrum disorder (ASD) commonly struggle with self-regulation skills, which can lead to less social inclusion, difficulties with peer and teacher interactions, low academic performance and high levels of challenging behaviors. Alternatively, when students are equipped with strong self-regulatory capabilities, their social development and academic performance is enhanced, leading to improved well-being, increased attention in the classroom, and lower levels of challenging behaviors. Research suggests that the use of progressive muscle relaxation (PMR) may show promising results in improving observable behaviors such as academic engagement and challenging behaviors in the classroom. However, much of the current literature focuses on the positive effects of PMR solely when targeting private events, such as anxiety, executive functioning, and autonomic arousal. The purpose of this study was to conduct a preliminary examination to explore the effects of brief video-based PMR to increase academic engagement in the classroom with three elementary school students diagnosed with ASD. Using visual and statistical analyses, the results from this study showed that PMR showed promising increases in academic engagement across all three participants. Social validity ratings indicated that the teacher and participants were satisfied with the intervention and rated PMR as a feasible and acceptable behavior-management strategy in the classroom. While social validity outcomes were positive, they were limited as they consisted of short Likert-type scale questions completed by one single teacher and three students. Given the small sample size of this exploratory study, future studies should incorporate additional participants and evaluate the long-term impacts of PMR for improving engagement and academic outcomes for students with ASD. Full article

Although student mental health is known to be an issue and teacher mental health has garnered increasing attention, these two concerns are seldom considered in tandem despite their deep interconnection. New graduates entering classrooms for the first time face an inevitably steep learning curve as they become independent classroom practitioners, and for those who already experience anxiousness in their own learning, the associated challenges are likely to be intense. Alongside this, the recent increases in student mental health difficulties mean that these novice practitioners, already under stress, are placed in a position where they need to identify, refer, and support students showing signs of poor mental health, usually without any specific training or qualification. Drawing on two distinct yet complementary datasets—an online survey of preservice teachers and a survey with follow-up interviews of practising teachers—this paper examines intersecting challenges across different stages of teacher development. The findings reveal that practising early career teachers report low self-efficacy and high stress in managing student mental health, while preservice teachers experience elevated learning-related anxiety. Together, these insights signal a mounting crisis in the profession, which we argue indicates an urgent need for systemic reform and targeted professional development to better support and mental health preparedness to promote both student and staff wellbeing. Full article

Social-emotional and behavioural difficulties are among the most common developmental problems in childhood and adolescence and present substantial challenges for teachers and schools. Universal social and emotional learning (SEL) programmes combined with standardised diagnostic procedures have been proposed as a promising approach to addressing these issues. The present study evaluated the first implementation of a process-based diagnostic and support concept (StaFF) in everyday school practice in the Canton of Basel-Landschaft, Switzerland. Over the course of one school term, teachers (N = 173 at T1; N = 83 at T2) and pupils (N = 1072 at T1; N = 339 at T2) from kindergarten to the lower secondary level (approximately ages 4 to 16) were assessed using standardised questionnaires. Teacher outcomes included emotional exhaustion, occupational self-efficacy, subjective personal accomplishment, and attitudes towards inclusion. Pupil behaviour was assessed with the Strengths and Difficulties Questionnaire (SDQ). Data analyses comprised descriptive statistics, paired t-tests, and effect size estimates. The results indicated stable values for emotional exhaustion and attitudes towards inclusion, while occupational self-efficacy and perceived accomplishment significantly increased with medium to large effect sizes. At T1, more than one-third of pupils displayed at least one abnormal score; at T2, about one-third of these pupils no longer showed abnormal scores. The findings suggest that structured diagnostics combined with universal SEL measures can strengthen teachers’ professional agency and contribute to improvements in pupil outcomes while highlighting the need for long-term and multi-tiered implementation research. Full article

Background/Objectives: More than half of out-of-hospital cardiac arrests occur at home and are witnessed by family members, who must promptly call the Emergency Medical Services (EMS). The aim of this study was to assess the learning outcomes of an interactive school-based training activity focused specifically on the EMS call. Methods: A single-group, post-test-only simulation study was conducted in five Spanish schools. Participating schoolchildren received basic life support (BLS) training from their Physical Education teachers, integrated into the regular school schedule and following the Kids Save Lives recommendations. An innovative didactic resource (the “BLS Endless Book”) was used to support active learning. Children’s performance was evaluated in a simulated scenario using a standardized checklist. Results: A total of 1341 children aged 6 to 14 years participated. In the simulated scenario, more than 90% of participants were able to recognize the emergency and correctly identified and dialed the national emergency number. However, less than 50% were able to activate the hands-free function (with younger children experiencing more difficulty). During the call, 99.0% stated their full name, and 82.0% provided their complete address. Conclusions: A short, focused BLS training led at school by physical education teachers and based on an interactive, easy-to-use, didactic tool is effective in educating 6–14-year-old schoolchildren to correctly perform an immediate EMS call in case of cardiac arrest. Nevertheless, schoolchildren may require reinforcement training focused on hands-free operation and on providing the correct address. Full article

Background: Poland is one of six countries implementing the Finnish Smart Family practice under the Joint Action Health4EUKids, aimed at supporting families in adopting lifestyle counseling methods and preventing childhood obesity across the European Union. Material and method: Since March 2024, Poland has implemented Smart Family tools through training sessions for professionals who work or will work with families of children with excess body weight. A total of 295 individuals have been trained, including 52.2% dietitians, 34.9% nurses, and 12.9% school staff such as teachers, school counselors, and psychologists. Before and after the training sessions, participants completed a survey assessing their knowledge of the Smart Family Practice, and familiarity with supportive tools. Results: Among 295 participants, nearly half reported no prior experience with family-based lifestyle change interventions. Post-training, over 70% expressed readiness to implement the SMART FAMILY method, with high interest (80.7%), motivation (76.5%), and satisfaction (83.6%). Most recognized its potential to support healthy lifestyles and parental engagement (>85%). Key barriers included lack of family cooperation (87.8%), staff shortages (81.0%), limited training (78.4%), and insufficient resources (43%). Conclusions: A high level of acceptance and motivation among participants indicates that the SMART FAMILY method has the potential for effective adaptation in Poland. Its implementation requires strengthening specialists’ skills and providing appropriate organizational resources. Overcoming barriers such as lack of experience, limited time, and difficulties in engaging families is crucial to achieving lasting intervention outcomes. Full article

High-quality early care and education (ECE) programs, characterized by safe environments, emotionally supportive communication, proactive behavior supports, and teacher self-care practices, play a pivotal role in healthy child development. Early Childhood Mental Health Consultation (ECMHC) is an evidence-based approach designed to strengthen these environments and support young children’s social–emotional outcomes. However, the long-term impacts of ECMHC models remain understudied. Grounded in ECMHC, the purpose of this study is to evaluate the effectiveness of Jump Start Plus COVID Support (JS+CS) in supporting child psychosocial outcomes (prosocial behaviors and reduced externalizing/internalizing behaviors) over two school years. In a cluster-randomized trial, 12 ECE centers received the 14-week JS+CS intervention, and 12 attention control centers received a 14-week obesity prevention program. Children were followed over two school years to determine long-term impacts on behavior, measured by the Devereux Early Childhood Assessment (DECA) and the Strengths and Difficulties Questionnaire (SDQ). Over two school years, significant time-by-group interactions emerged for primary child outcomes. The JS+CS group showed greater improvements in DECA Initiative and Self-Regulation (p = 0.01 and p = 0.02, respectively) compared to controls. JS+CS significantly enhanced child psychosocial functioning, supporting its potential as an effective model for a scalable mental health consultation in ECE settings. Full article

Israeli higher education institutes are challenged by the growing number of ultra-orthodox students. This requires coping with novel aspects unfamiliar to participants, as students and as teachers in the education system, utilizing online learning as a lever for empowering this marginalized population. The aim of the proposed research was to explore perceptions of ultra-orthodox students studying in B.Ed. programs within a secular college of education towards online courses. Data included transcriptions from 68 narratives of interviews, which were analyzed using a mixed-methods approach, which helped us achieve an in-depth understanding of the difficulties and challenges of these higher education students. Altogether, five themes were identified, namely: technical challenges, ethical/religious challenges, academic challenges, engagement challenges, and aspects of availability. Statements referring to academic challenges and engagement challenges were the most frequent. The number of positive and negative statements was balanced. Also, distinct patterns of responses were identified for married vs. single ultra-orthodox women. Findings demonstrate the complexity of utilizing online learning among ultra-orthodox B.Ed. students, in a twofold manner: personally and community-wise. The study may shed light on online learning in additional marginal communities worldwide that are traditional in nature, and that may benefit from online courses. Full article

Background: The COVID-19 pandemic disrupted school life worldwide, heightening risks to students’ psychosocial well-being and mental health, and creating an urgent need for sustainable support strategies during crises. Drama-based interventions, as participatory arts-based approaches, are proposed as flexible interventions that can strengthen resilience, social interaction, and emotional expression in school communities. Objective: This study evaluated the impact of a large-scale, short-term, remote drama-based intervention on the psychosocial adjustment and well-being of primary school students during the pandemic. Methods: An embedded mixed methods design with a pre-post measurement was employed, involving 239 teachers and 719 students aged 9–13 years from schools across various regions of Greece. Psychosocial functioning was assessed using a standardized instrument measuring levels of social, school, and emotional competence, as well as behavioral difficulties. The intervention, totaling 700 min over seven weeks, followed a five-day weekly structure that combined health-focused and psychosocial activities. Results: Quantitative findings indicated improvements across several dimensions of psychosocial adaptation and well-being, while Reliable Change Index analysis revealed important individual-level changes. Qualitative data corroborated these results, highlighting enhanced peer collaboration, increased emotional expression, and stronger classroom cohesion, while also emphasizing the adaptability and scalability of the approach under restrictive conditions. Conclusions: The findings suggest that such artful interventions can make a meaningful contribution to promoting well-being and sustaining the educational and social life of school communities during public health emergencies, thereby adding to the applied psychology evidence based on effective school health interventions. Full article

To ensure the success of early childhood education and further studies and to formulate interventions, the early diagnosis of childhood socioemotional and behavioral problems is essential. In this study, we analyzed socioemotional and behavioral difficulties in a sample of 501 Hungarian minority children (primary school children from Grades 1, 2, 3, and 4) residing in five administrative regions of Slovakia. Teachers’ and parents’ ratings on the Strengths and Difficulties Questionnaire (SDQ) were used for the assessment, and teacher–parent agreement (ICCs) from a total of 501 parents and 107 teachers were calculated to validate cross-informant convergence. The SDQ assessment tool includes a total of 25 items, which are divided into five subscales: emotional symptoms, conduct problems, hyperactivity, peer problems, and prosocial behavior. Hyperactivity was the problem most frequently reported by teachers, showing abnormal scores, while emotional symptoms were most frequently reported by parents. Demographic information, such as school grade, GPA (grade point average), and maternal education, was significantly related to the children’s SDQ scores. GPA showed a significant negative correlation with difficulties and a positive correlation with prosocial behavior. Significant differences in socioemotional and behavioral problems were also found across different grades. Inter-rater reliability analysis using intraclass correlation coefficients (ICCs) revealed fair-to-good agreement between teachers and parents (ICC range: 0.45–0.61). These findings reveal the importance of incorporating multiple informants in behavioral assessments, highlighting the need for early diagnosis and family-informed interventions to address socioemotional and behavioral problems within culturally diverse educational settings. Full article

Self-regulation is widely theorized as a foundation for early mathematics achievement, yet little is known about how specific forms of teacher scaffolding advance this process in preschool classroom contexts. Drawing on sociocultural and self-regulation theories, this study conceptualizes scaffolding as a mechanism through which teachers support children’s attention, working memory, and behavioral regulation during mathematics instruction. We extend theory by distinguishing three domains of scaffolding—Instructional Strategies, Management Organization, and Warmth Responsivity—and examining how each uniquely relates to children’s math outcomes. Participants were 416 preschoolers (M age = 59.7 months) and 18 head teachers in Santiago, Chile. Teachers’ scaffolding behaviors were video recorded and coded at the beginning and end of the school year, and children’s math achievement was assessed with the Woodcock-Muñoz III. Multilevel models controlling for prior achievement, age, income, and gender revealed that Management Organization was positively associated with math achievement, while Warmth Responsivity was negatively associated, and Instructional Strategies showed no significant effect. These findings refine theoretical models by showing that organizational scaffolding plays a particularly important role in supporting math learning, whereas warmth responsivity may function as compensatory scaffolding in response to children’s difficulties. The study advances understanding of how the quality and type of scaffolding shape the developmental pathway from self-regulation to mathematics achievement. Full article

Giftedness remains a largely unrecognised phenomenon within the Italian school system, where teacher training and educational strategies are still predominantly focused on the needs of students with learning difficulties where special education is concerned. Through a qualitative analysis of three focus groups conducted with 15 teachers from various Italian regions, this study explores the perceptions, challenges, and training needs of primary school teachers in relation to gifted education. Participants, selected from a previous nationwide survey on teachers’ perceptions of giftedness, represented diverse geographical and professional contexts and discussed their experiences in moderated sessions of about 90 min each. Data were transcribed and examined through thematic analysis, following an inductive coding process conducted collaboratively by the research team to ensure reliability and depth of interpretation. The analysis revealed five main themes: an uncertain and fragmented definition of giftedness, often confused with high academic achievement or learning disorders; difficulties in early identification due to a lack of training and suitable diagnostic tools; challenges in classroom management; inadequate teaching strategies, often ineffective in addressing the needs of gifted students; and the need for specific training and practical support tools. Teachers also emphasised relational difficulties, issues in collaborating with families, and the frequent marginalisation of giftedness in school discourse. The focus groups, beyond being research instruments, proved to be meaningful formative experiences, allowing teachers to reflect on practice and co-construct possible solutions. Among the most shared proposals were the introduction of mandatory training, both at the university and in-service level, and the creation of a teacher-friendly vademecum to support early identification and suggest practical classroom strategies. The findings suggest that the absence of an institutional culture around giftedness significantly limits the recognition and development of these students within the Italian educational system, highlighting the urgent need to integrate this topic into teacher training programmes and to provide operational tools to support teachers in their practice. Full article

Integrating literacy-focused curricula in preschool settings may help support children’s literacy learning. In this study, we explored the use of literacy-focused curricula and how it was associated with preschool children’s literacy gains (i.e., print and letter knowledge, phonological awareness, language and comprehension, and emergent writing) relative to non-literacy-focused curricula. We estimated multilevel structural equation models using data from an intervention study that included a sample of 571 children nested within 98 preschool classrooms. Because early disparities in emergent literacy are associated with later reading and writing difficulties, we examined how such associations might be moderated by child risk status, receipt of emergent literacy intervention, and program settings. We found that literacy-focused curricula were not often used by teachers in preschool classrooms, but teachers’ use of such curricula was positively associated with children’s phonological awareness gains. Risk status did not moderate the association between use of literacy-focused curricula and children’s emergent writing gains. Additionally, emergent literacy intervention and program settings did not moderate the associations. However, we found that teachers’ use of literacy-focused curricula was positively associated with print and letter knowledge, phonological awareness, and language and comprehension for children identified as at risk for later reading difficulties compared to those who were not at risk. As such, our findings suggest that integrating or supplementing existing classroom instruction with literacy-focused curricula could yield meaningful benefits for children identified as at risk for later reading difficulties. Full article

In this study, we present a professional development programme for teachers launched to introduce Computer Science and Informatics (CSI) in primary education in Slovenia. The study aims to examine which CSI core concepts teachers most frequently choose to integrate into their lessons when given the freedom to select the topics within the framework, and to explore how students engage with and respond to these activities, as reported in teachers’ reflections. This study is based on reflective feedback from forty-seven teachers from seven primary schools who implemented interdisciplinary lessons that integrate CSI content into existing primary school curricula. Qualitative data from 152 reflections were used to support our research findings. The results show that teachers most frequently introduced the concepts from the content area of algorithms and programming. In contrast, content areas such as computing systems, networks and the internet, data and analysis, and impacts of computing received less attention. Teachers reported that students were motivated and engaged, although some challenges emerged, including difficulties in solving tasks or following instructions. As this pilot study reports on the first year of a two-year initiative, the findings provide preliminary insights into how a structured professional development programme for teachers can support interdisciplinary approaches in CSI education. Full article

Students with autism spectrum disorder (ASD) often face difficulties in solving arithmetic word problems, particularly in transitioning from informal counting strategies to more efficient methods based on number facts and formal operations. This study examined the development of problem-solving strategies in a single student with ASD and intellectual disability across two sequential single-case experiments using multiple baseline designs. Study 1 (age 13 years 9 months; 17 sessions) employed Modified Schema-Based Instruction (MSBI) to teach addition and subtraction change problems, while Study 2 (age 14 years 10 months; 18 sessions) utilized the Conceptual Model-based Problem Solving (COMPS) approach for multiplication and division equal-group problems. Success was defined as both correctness of the response and correctly identifying the required operation. Results indicated that the student’s performance improved in all problem types in both studies, with maintenance observed 8 weeks after Study 1 and 5 weeks after Study 2. Instruction effects generalized to two-step addition and subtraction problems in Study 1, and to two-step addition and multiplication problems in Study 2. The findings indicate that both MSBI and COMPS facilitated the student’s shift from informal strategies to efficient operation-based problem solving. Implications for practice include the need for individualized reinforcements, careful adaptation of instruction, and providing teachers with a variety of problems and knowledge of these teaching methods to support students with ASD in developing advanced problem-solving skills. Full article