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Introduction: Cerebral visual impairment (CVI) typically affects children's overall functioning in visually cluttered environments. This study aims to consider whether the removal of classroom clutter ameliorates visual problems and the associated behavioral difficulties for these children. Methods: Two classrooms at a special school were de-cluttered. Changes included: covering glass panels with thick black paper; hanging sheets over open shelving; creating areas of blank wall in front of the student to focus attention on work; removing unnecessary equipment and furniture; and taking down information on windows and walls, and that hanging from ceilings. Teachers, paraeducators, and students worked in these classrooms for two weeks, following typical daily routines. Observations by teachers and paraeducators of students' behavior and learning experiences before and after de-cluttering were sought through interviews. Findings: The perspectives of the teachers and paraeducators were that de-cluttering had a positive effect on the students' learning experiences and behavior and also on their own functioning. They also considered the fact that creation of learning spaces lined with black paper resulted in greater attention and focus, but that students continued to be distracted by the noise and movement of others. Discussion: The potential link between cluttered classrooms and students' functioning and behavior indicates that visual clutter may amplify the visual difficulties associated with CVI and distract the students from learning activities, and is in line with current literature. Changes to classroom layouts that include specific areas for different learning activities, including "black hubs," may therefore benefit students with CVI. Implications for practitioners: This pilot study suggests that the elimination of classroom clutter and the creation of black hub learning spaces enhances functioning and merits further investigation. A study that compares specific behaviors and performances, before and after implementation of de-cluttering strategies, might also determine whether the positive effects described by the teachers can be further corroborated. [ABSTRACT FROM AUTHOR]

Various countermeasures are used to mitigate signal passed at danger (SPAD) events on railways, yet they continue. While risk factors that destabilise cognitive processes have been identified, less has been published on the relationship between these factors and the informal strategies that drivers themselves adopt to reduce individual SPAD risk. This study aimed to address this gap and used a participative approach to collect and thematically analyse data from 28 drivers across eight rail organisations in Australia and New Zealand. The results showed not all formal countermeasures were considered effective, and identified several informal strategies. These aimed to reduce task disruption, service distortion and maintain connectedness to signals. While some evidenced redundancies in the task and cab, others did not reduce baseline risk. This paper explores the relationship between the established risks and identified strategies towards evaluating the utility of formal and informal mitigations. The research has application to the investigation of collision risk in all transport domains. Practitioner Summary:A participative approach was used to investigate SPAD mitigation techniques in train driving, and to explore risk-strategy relationship dynamics. Several informal strategies designed to reduce task disruption, service distortion and maintain signal connectedness were identified. While some evidenced redundancies in the task and cab, others did not reduce baseline risk. [ABSTRACT FROM AUTHOR]

As smartphone ownership and use by children and youth has increased over the past decade, so has the presence of phones within the classroom. This has created unique challenges for teachers, school leaders, and policymakers. In this research study, we used a cross-sectional survey design to examine educator (n = 217) and student (n = 332) perspectives on students' mobile phone use in New Zealand schools through a mixed-methods approach. The results indicate that both educators and students were in favour of regulating students' phone use at the school level, but they were less in favour of a total ban approach. Most participants thought that students should not be allowed to have phones during class time, with rationale that centred around student learning and safety. Mobile phones were viewed as a distraction to student learning and compromised student safety through inappropriate use (e.g., photos and videos being taken at school and shared), cyberbullying, and social media-related issues. The findings of our research provide insights that are relevant to the development of educational policies around students' mobile phone use at school and contribute to a broader understanding of the impacts of mobile phone use at school on child and youth achievement and well-being. [ABSTRACT FROM AUTHOR]