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Course-based undergraduate research experiences (CUREs) have been identified as a promising approach to engage large numbers of students in discovery-based investigations in the biological sciences. As the prevalence of CUREs continues to increase nationwide, the role of graduate teaching assistants (TAs) in facilitating these courses has simultaneously grown. In addition to serving as instructors of CUREs, previous research suggests that educators--including TAs--must also adopt additional roles, including that of a mentor. However, few studies have explicitly examined CURE TAs' beliefs and practices regarding mentorship. To address this need, we conducted an exploratory, concurrent mixed methods study to better understand TAs' self-reported mentoring skills levels and their experiences acting as potential mentors in the context of an online introductory biology SEA-PHAGES CURE. Results indicate that TAs (N = 12) believed themselves most skilled in areas related to listening and communication, building rapport with students, and encouraging independence with respect to student research projects. Analysis of open-ended survey data further demonstrated that the overwhelming majority of TAs (n = 10) considered themselves to be mentors, citing a diversity of rationales reflective of both psychosocial and instrumental forms of mentoring support. Collectively, these outcomes contribute to a growing body of literature on the nature and level of involvement of TAs within CURE learning environments, particularly with respect to their posited role as mentors. N n

Schools are important arenas for mental health promotion initiatives. School nurses have the opportunity and ability to support and promote students' mental health, but their role and practices have been perceived as somewhat unclear. Therefore, the aim of this study was to explore school nurses' mental health promotion practices. A total of 12 scientific studies were synthesized through a meta-ethnographic approach. The overarching results of the synthesis show that school nurses' mental health promotion practices are largely about balancing and combining the students' needs with different professional perspectives, competencies, and conditions. The school nurses perceived that they had the power to influence their practices through a variety of ways, highlighting the importance of letting the students' needs guide the practices. Yet, at the same time they described feelings of powerlessness because of the different organizational structures that were hindering their mental health promotion practices.

Parental vaccine hesitancy has been a hotly debated issue long before the COVID-19 pandemic. Still, the emergence of a new vaccine during this public health crisis made even pro-vaccine individuals reconsider vaccines for their children. This scoping review was conducted to understand why parents expressed hesitancy towards the COVID-19 vaccine for children under 12 years old. The search included primary sources of evidence published in English from 2020-2022. A final 41 articles met the criteria. Overall, more vaccine-hesitant characteristics were non-white, female, lower education level, lower income, on public insurance, conservative political affiliation, younger age, and rural residence. Concerns affecting confidence in the vaccine were the risk of possible side effects and lack of trust in the development of the emergency approval of the vaccine. School nurses can acknowledge parental fears and provide parents with evidence-based information when communicating with them about vaccinations.

E-cigarettes have rapidly gained popularity among youth in recent years. This scoping review identifies opportunities for school nurses to incorporate e-cigarette prevention strategies into their practice and identifies gaps for future research in school nursing evidence-based practice. Using the methodological framework developed by Arksey and O'Malley and advanced by Levac et al., a literature review was conducted using PubMed, Cumulative Index to Nursing and Allied Health (CINAHL), and Education Resources Information Center (ERIC) databases. A total of 15 articles were included in the final review. Articles for inclusion addressed interventions aimed at reducing e-cigarette use in K-12 schools. The results highlight two general types of school-based interventions: (1) universal e-cigarette prevention education and (2) targeted e-cigarette use-cessation programs. Each of these types of interventions presents a leadership opportunity for school nurses to engage within all domains of their scope of practice.

Natural supports are informal relationships with family, friends, neighbors, and community members that serve as a source of connection and support, and as a safety net. The aim of this study was to examine the impact of natural supports on different areas of quality of life of people with disabilities. Given the theorized importance of natural support to quality of life, the secondary aim of this study was to examine disparities in natural supports among people with disabilities. We had two research questions: (1) What is the relationship between the presence of natural support networks and other areas of quality of life?; and (2) Are there differences in the presence of natural support networks based on people with disabilities' sociodemographic factors? To examine these research questions, using binary logistic regressions, we analyzed secondary Personal Outcome Measures® quality of life outcome data from 7,118 people with disabilities (January 2015 to December 2022). We found 59.0% of adults with disabilities were not connected to natural support networks. In addition, natural supports also had a wide-reaching impact on people's quality of life, from health and safety to rights to community integration to self-determination (adjusted odds ratios ranged from 1.47 to 3.53). Women, people with full/plenary guardianship, people with comprehensive behavior support needs, and people with personality/psychotic disorder were especially lacking in natural supports. We must ensure all people with disabilities are connected to natural support networks in order to maximize their quality of life.

Previous research has revealed that physical education (PE) teachers and their subject are often perceived as undervalued. However, examining the contributing factors and relationships to improve this situation is critical. This study focused on the associations among PE teachers' perceptions of marginalisation, perceived mattering, and role stress factors. We recruited 208 PE teachers from various regions of Turkey, with a mean age of 36.67 ± 8.18 and a mean teaching experience of 11.34 ± 8.22 years. The data were collected using the Physical Education -- Marginalisation and Isolation Scale, the Perceived Mattering Questionnaire -- Physical Education, and the Teacher Role Stressors Survey. The findings indicate that role stress factors do not directly predict perceived mattering but exacerbate feelings of marginalisation, which, in turn, negatively predict perceived mattering. The results shed light on the intricate relationships among various factors contributing to marginalisation and suggest potential avenues for improvement. Our findings demonstrate that role stress factors positively and directly predict marginalisation, which, in turn, is negatively related to both teacher mattering and PE mattering. The results also reveal that role stress factors significantly and indirectly predict perceived mattering through the mediating role of marginalisation. The model results indicate that the marginalisation of teachers is a significant predictor of both PE mattering and teacher mattering, and it plays a mediating role in the relationship between role stress factors and teachers' perceived mattering.

Purpose: The involvement of organizational development (OD) consultants in schools has become widespread in recent years. In Israel, their presence increased in the past 2 decades when the Ministry of Education encouraged their entry as support for the self-management reform and improvement of failing schools. Despite accumulated experience and the research literature, little is known about their work patterns and how they contribute to school improvement. Therefore, our main research question is what they do and how their actions contribute to the school. We investigated this question based on an innovative conceptual framework that combines the focus of organizational intervention (individual, group and organization) and professional skills (diagnosis, intervention and inference). Design/methodology/approach: Semi-structured interviews were conducted with 15 Israeli OD consultants, and content analysis revealed a total of 86 consulting events. Findings: The findings of this study show significant events at individual and group levels, and only a few at the organization level. It was also found that while all the events focused on intervention, very few presented the professional skills of diagnosis and inference. We conclude that while the involvement of OD consultants in schools might contribute to immediate relief for the educational staff and to the symbolic appearance of rational management, their contribution to school improvement is still uncertain. Further theoretical and practical implications are discussed. Originality/value: The conceptual framework of organizational level and professional skills bridges the gap between organizational development goals and the professional skills needed to implement these goals, indicating areas that require further theoretical and practical development.

Background & Aims: Students with developmental language disorder (DLD) often experience academic underachievement, and require adjustments and accommodations to access the curriculum. Teachers, allied health professionals and parents/caregivers have varying roles in the education process, and it is essential they work together to provide optimal support. However, their perspectives on the areas of functioning most impacting learning, the difficulty of school-based tasks and the helpfulness of educational support have received limited attention. Methods & Procedures: A between-group survey design was used with recruitment occurring from September 2020 to October 2021. A total of 293 participants was comprised of teachers (n = 78), allied health professionals (n = 138) and parents/caregivers (n = 77). All respondents rated the learning impact of seven areas of functioning (academic behaviour, fine/gross motor, language/communication, literacy, numeracy, sensory and social/emotional), the difficulty of 39 school-based tasks, and the helpfulness of 27 educational supports for primary and/or secondary school-aged students with DLD. The groups of school-based tasks were combined into seven subscales (academic behaviour-related tasks, fine/gross motor tasks, language/communication tasks, literacy tasks, numeracy tasks, sensory-related tasks and social/emotional tasks) for analysis. The educational supports were also combined into six subscales (additional time, differentiation/adjustments, individualized support, social/emotional support, technology and visual supports). Outcomes & Results: All participants rated literacy and language/communication as the areas of functioning most impacting learning and requiring the highest level of support for students with DLD. Literacy tasks were rated the most difficult across stakeholder groups. However, comparison between stakeholder groups showed statistically significant differences between ratings for six (of seven) areas of functioning. Statistically significant differences were identified when rating the difficulty of four (of seven) school-based task subscales. Additional time and visual supports were rated the most helpful educational supports across groups. Overall, teachers and allied health professionals rated areas of functioning and school-based tasks as more difficult than parents/caregivers, although they shared similar perspectives on five (of six) educational support subscales. Conclusions & Implications: Literacy and language/communication are the areas of functioning rated to be most impacting learning for students with DLD. However, literacy tasks were reported to be the most difficult for students with DLD to complete. Teachers, allied health professionals and parents/caregivers are recommended to regularly discuss the areas of functioning, school-based tasks and educational support to facilitate inclusive educational practices. Future research needs to consider the perspectives of students with DLD.

This article delves into a methodological approach that challenges traditional followership and leadership research. It presents the application of Nicolini's theory-method package, involving three tools of theory, methods, and vocabularies to articulate data. The theory-method package is a valuable tool for researchers in Australia and globally employing a practice-based approach to study work practices and educational systems. The package was used to analyse and articulate followership practices by integrating followership theories, multi-site ethnography, the theory of practice architectures and reflexive thematic analysis. Through these innovative lenses, the study provides fresh insights into how followership is practiced in early childhood settings. Notably, it challenges established leadership theories by emphasizing the multidimensional intricacies of followership practices, which extend beyond traditional leader-follower relationships. The study underscores the importance of choosing appropriate theories and methods when examining social practices within education systems. It highlights the value of adopting a practice lens to achieve a more comprehensive understanding of followership. This research both advances understandings of followership and identifies broader implications for the study of followership in educational contexts. It also highlights the need to navigate the seductive allure of theories and to embrace reflexive trepidations as part of the analytical journey.

This paper examines the social influences determining S5/Year 12 and S6/Year 13 (final year) pupils' expectations of progression to university in a Scottish rural context in which pupils are less likely to go to university. In particular, we investigate the extent to which perceived support from parents, peers, and school, taking into account pupils' own evaluation of their qualifications, is associated with their self-assessed likelihood of university entry. Our sample is drawn from a repeated questionnaire completed by pupils at three Scottish state secondary schools whose catchment areas are mainly rural. Our results are twofold. First, it is the perceived enthusiasm of their parents and peers, rather than their school, which is primarily correlated with pupils' expectations of progression to university all else equal. This is true whether pupils report low or high qualification barriers to university entry. Second, perceived parental support is stronger for those whose parents had themselves attended university, especially for pupils identifying low qualification barriers. Given that school support appears to lack significance in pupils' expectations of progression to university in this context, there is potentially scope for policymakers, universities and schools located in these rural communities to strengthen this influence.

Doctoral programmes worldwide are facing numerous challenges. Among these challenges is the diversification of the student body in aspects such as age, socioeconomic background, motivation, and career aspirations. However, these programmes often struggle to respond adequately and promptly to these changes. In this article, we employ the concept of a 'departmental climate' to investigate how doctoral students at Russian universities perceive their environment. The data collected at nine Russian universities (n = 1097) were utilised. Our findings reveal that students whose job is related to doctoral study and those whose job is driven by academic career goals generally perceive the departmental climate more positively. We assume that Russian doctoral programmes are more oriented towards these students and provide them with more support than other students. Our results underscore the need for doctoral programmes to evolve to accommodate a diverse range of student needs, ultimately enhancing the effectiveness and inclusivity of doctoral education.

Augmented reality (AR) became increasingly popular in education worldwide as a useful tool for improving student engagement, teamwork, and problem-solving abilities to enhance students' skills in Education 4.0 (E4.0). This research aimed to analyze and highlight several research publications that examined the use of AR to improve the skills of senior high school students in E4.0. This research employed the systematic literature review method. Searching for relevant articles using the Publish or Perish application, identifying articles, filtering articles, selecting potential articles using the Preferred Reporting Items for Systematic Reviews (PRISMA) diagram, analyzing and synthesizing findings qualitatively, and preparing research reports. We obtained articles from three databases: Google Scholar, Web of Science, and Scopus. The research results indicated an increasing use of AR in E4.0 to enhance high school students' skills, including creative thinking and innovation, critical thinking and problem-solving, communication, and collaboration.

This research explores the acquisition of soft skills in a service learning project in the Complutense University of Madrid's library and information science undergraduate program. Reaching its fifth edition in 2021-22, the project aimed to integrate older persons into the social fabric of a residential enclave of Madrid known as "Parque Móvil." The research method was a case study based on a diverse set of data, including a survey, a focus group, and journal observations. In the analysis of the data, attention was paid to the context in which the project took place, the notion of "social roles," and the differences between two groups of participating students. The results show that working in different locations and outside the classroom changed students' agentic position, as they were required to take on different roles and negotiate them with community partners. Additionally, these roles varied in terms of associated tasks and functions and were emergent, not static. By having to negotiate social roles with community partners, students experienced intense emotions, which equipped them with additional non-cognitive tools for reflection and comprehension. They also needed to engage in community information practices to deal with information silence and information noise, which, together with the need to get along with uncertainty, may support recent claims to introduce more information behavior theories in LIS education.

This article employs narrative inquiry and counter-storytelling as methodological and analytical tools to unpack the collective experiences of racially minoritized student affairs practitioners and faculty during the COVID-19 pandemic. The authors' narratives underscore factors that impeded their success during the pandemic and the nuances of practitioner and faculty fatigue above and beyond the greater responsibilities often placed on racially minoritized employees, resulting in compromised well-being. As the authors reconcile their experiences, they also unpack their feelings of guilt over their clear complicity as they continue to exist and lead in a system they often resent. In conversation with existing literature, the authors' narratives inform a set of recommendations for human resource practices higher education that call for a shift in responsibility for the well-being of racially minoritized practitioners and faculty in higher education institutions.

The COVID-19 pandemic has highlighted the importance of collecting and disseminating publicly relevant health information from and to lay audiences to combat global health crises. In Flanders, Belgium, reaching linguistic minority groups within this context largely depended on government-mandated contact tracing through telephone interactions, which was initially put in place to contain the level of outbreak, but was gradually tasked with relaying safety measures and other information related to the pandemic. In line with these developments, Flemish contact tracing over the telephone initially supported Belgium's three national languages, viz. Dutch, French and German, as well as English as a lingua franca. This list was gradually expanded with minority languages including, among others, Turkish, Arabic, Bulgarian and Polish. This article reports on a one-year fundamental research project as part of which we recorded and analyzed telephone contact tracing conversations which were conducted in the minority languages Turkish and Arabic. We specifically analyze these Turkish and Arabic data as spaces of linguistic non-understanding from the perspective of the researcher-fieldworker (van Hest, Ella & Marie Jacobs. 2022. Spaces of linguistic non-understanding in linguistic ethnography (and beyond). In "Methodological issues and challenges in researching transculturally," 14-38. Cambridge Scholars Publishing. Available at: https://hdl.handle.net/1854/LU-8772518), and aim to uncover their impact on the interactional dynamics in this 'novel' institutional activity type. Through a Goffmanian analysis, the study reveals how the inclusion of minority languages in contact tracing practice led to complex shifts in participant roles, as contact tracers balanced their institutional responsibilities with imperatives of patient-centered rapport, cultural mediation, and enabling the data collection on behalf of the researchers. The condition of linguistic non-understanding also underlines how the (potential) presence of an overhearing eavesdropper may have influenced the interactional dynamics between contact tracers and index patients. The paper hence provides insights into the complexities of conducting contact tracing in a multilingual context, while simultaneously shedding light on the implications of linguistic diversity on situated institutional practices.

The National Evaluation Framework for School Social Work Practice is an evaluation tool developed over a decade ago to provide clarity and guidance on how to evaluate the roles and duties of school social workers (SSWers). As SSWers have varying roles and responsibilities in different school ecosystems, the need to use a valid and reliable measurement is important as performance evaluations can influence the fidelity of prevention and intervention methods, needed duties at Tiers 1-3, compensation, and job stability. The participants completed an online survey with open-ended items and Likert scale items. The results revealed four themes: (1) the differing roles of SSWers at all levels of the school ecosystem, (2) unclear performance expectations, (3) support and well-being and work-related stress, and (4) resources needed for work performance. This article also provides implications for future practice and research on training, the implementation of the National Evaluation Framework School Social Work Practice, and leadership in the school ecosystem and school district.

This study considered how hybrid working impacts the management of menopause symptoms in HE Professional Services (PS) employees. The evidence suggested that work was affected by menopause symptoms and poor workplace control increased symptom severity. Participants adapted their working environment and employed compensatory actions to perform optimally. In the office, women felt obliged to work through symptoms, whereas at home, women often worked longer hours. Women made career decisions based on symptoms. Job control and task-based autonomy gave improved menopause experiences. Supportive environments yielded positive workplace menopause transitions, even with low autonomy. Existing mechanisms like performance development reviews (PDRs), workplace risk assessments and reasonable adjustments could be used. Universities should raise awareness and provide training for managers, as the research showed that women wanted choice about menopause disclosure. A HE sector-level response is needed to address this extensive occupational health concern, to benefit from increased engagement and decreased staff turnover.

In this article, we contribute to a discussion of ethics within school bullying research by reflecting on our own recent ethnographic study into the relations between school bullying and the institutional context of schooling conducted at three elementary schools and one lower-secondary school in Sweden. We argue for a reflexive, responsive, and flexible adult researcher role when conducting ethnographic research into school bullying; what we term the "caring adult role." The caring adult role provides a means of ethically conducting research by helping to facilitate access, navigate power relations, provide a consistent starting point for deciding when to intervene in ethically questionable situations, and a way for adult researchers to differentiate themselves from those adults in schools who may be perceived by students as non-caring. We argue that this is an ethically sounder approach than one that suspends all adult-like characteristics and avoids directing or correcting the behaviour of children.

Forcibly displaced youth (FDY) are young people who have resettled in the United States as refugees, asylees, or asylum seekers. FDY access schools almost immediately upon their arrival, which creates an opportunity to address social-emotional needs while providing instruction in the English language and academic content (Fazel et al., 2016; Tyrer & Fazel, 2014). Despite their resiliency, the growing population of forcibly displaced youth in U.S. schools experience high rates of psychological disorders, can lack a sense of school belonging, and may have difficulty connecting with peers. As such, schools may be the institutions with the most potential to influence FDY outcomes (Kia-Keating & Ellis, 2007). School-based social-emotional interventions have demonstrated positive effects on well-being by reducing negative mental health symptoms and increasing resilience and sense of belonging for FDY (Sullivan & Simonson, 2016). This article examines how school psychologists can support positive psychosocial outcomes for these youth through consultation and intervention within a Multi-Tiered System of Supports (MTSS) framework.

Objective: The present study explores the influence of Title IX awareness on systematic barriers to reporting sexual and interpersonal violence among college students. Participants: The study surveyed undergraduate and graduate students from a public Northeastern institution (n = 10,615). The study also used a sub-sample of those that did not report their experience of violence (n = 6,319). Methods: The relationship between Title IX awareness and non-reporting was examined using the total sample (n = 10,615) and the relationship between Title IX awareness and systematic barriers was examined using the sub-sample of non-reporting participants (n = 6,319). Analysis was conducted using chi-square tests and logistic regression modeling. Results: Students who could identify their Title IX Coordinator were more likely to report their experience of sexual and interpersonal violence and less likely to identify the systematic barriers. Conclusions: The Title IX Coordinator may play a crucial role in increasing reporting knowledge and improving the campus climate.

The COVID-19 pandemic posed many ethical and practical challenges for academic research. Some of these have been documented, particularly in relation to health research, but less attention has been paid to the dilemmas encountered by educational and social science research. Given that pandemics are predicted to be more frequent, it is vital to understand how to continue crucial research in schools and other learning communities. This article therefore focuses specifically on research ethics in educational and social science during the pandemic of 2020-2022. The research involved interviews and workshops with University College London (UCL) academics, professional staff and graduate students and encompassed those involved in reviewing ethics applications, researchers dealing with ethics in projects that continued despite disruptions caused by COVID-19, and successful research projects specifically designed to study the effects of COVID-19 in various contexts. The article discusses some of the crucial knowledge and practical experiences that were accumulated. The operational and epistemological lessons learned from this particular institution may have wider relevance to research ethics processes in higher education environments where academics and students are grappling with post-COVID-19 ethical dilemmas and inform broader debates about how research institutions can build institutional knowledge to improve practices of ethics review at the times of health emergencies in future. Our evidence points to the significance of inter- and multidisciplinary, collaborative approaches that flatten institutional hierarchies and to the crucial role played by professional staff. In addition, we argue that ethics review processes must be underpinned by critical debates about wider issues of unequal power relationships between research partners, the nature of knowledge production, ownership and utilisation. To enhance equity and epistemic justice in research practices, ethics education should be an ongoing integral part of research ethics within research institutions.

This activity prompts students to go beyond the often reductionist responses to new technologies (e.g. technological determinism) by creating a media literacy-focused infographic about the role, uses, ethical concerns, and/or impact of generative AI (e.g. ChatGPT). Sample topics have included the role of AI in specific industries (e.g. film, advertising, accounting, etc.) and media studies topics (e.g. online dating, celebrities, sports, communicating with the dead, etc.). The activity includes five one-week segments that culminate with a poster presentation session for the campus community. Successful completion of the assignment also provided students with a tangible portfolio item. Courses: This activity was developed for an introductory course in media studies. It could be modified for any course level and applied to a variety of relevant courses in communication, and media studies, among others. Objectives: After the completion of this unit, students will have gained: (1) an understanding of the approaches to new technologies (e.g. technological determinism) and critical media literacy as guiding theoretical frameworks; (2) the ability to apply these frameworks to new media innovations and specific industries; (3) improved research, synthesis, and application skills; and (4) improved skills in strategic communication, message design, and public speaking.

This study examined whether grandparental support is a protective factor for children's socio-emotional development in the context of adversity. Using longitudinal data from the Millennium Cohort Study, we investigated the effects of grandparental support across development in children with and without adverse childhood experiences (ACEs). Socio-emotional development was assessed with the Strengths and Difficulties Questionnaire when children were aged 3 years (N = 10,186), 5 years (N = 10,412) and 7 years (N = 10,551). Parent-reported grandparental childcare, coresidence and financial help were assessed and parents reported on the occurrence of five ACEs: physical and emotional abuse assessed with the Straus' Conflict Tactics Scale, parental mental illness assessed with the Kessler scale, domestic violence and parental separation. We found that children with relatively higher levels of ACEs showed more prosocial behaviour and less externalizing problems when they received grandparental care compared to non-grandparental (in)formal care, but only at age 3. By age 7, children with higher levels of ACEs receiving grandparental care showed less prosocial behaviour and more externalizing problems. In addition, grandparental financial support at age 3 was related to more externalizing problems. Post-hoc analyses showed that internalizing and externalizing behaviours at age 5 were related to an increased probability of grandparental childcare at age 7, indicating that children's socio-emotional problems trigger grandparental support. Our findings point to a protective effect of grandparental care on children's socio-emotional development at age 3. Our results highlight the importance of going beyond the nuclear family towards the impact of the wider family network when examining children's socio-emotional development.

Studies commonly measure the challenges of caring for autistic adolescents and young adults, but scarcely explore the positive aspects of the caregiving experience. This study employed an equal-status concurrent mixed methods approach to quantitatively assess predictors of positive aspects of caregiving and qualitatively examine 174 caregivers' perceived rewards, or positive aspects, of caring for autistic adolescents and young adults (ages 16-30 years). Results from multiple regression analyses suggest that youth's helping behavior most strongly predicted positive aspects of caregiving, and youth receiving more services and caregivers' greater report of social support and use of religious, acceptance, and instrumental support coping also significantly predicted greater reported positive aspects of caregiving. Findings from a phenomenologically informed thematic analysis suggest that caregivers find reward in witnessing youths' progress and joyous qualities, in the caregiver-youth relationship, and in caregivers' own growth. Mixed methods findings highlight that positive aspects of caregiving likely extend caregivers' self-development and may be relationship-specific. Study findings offer a strengths-based framework that highlights the positive aspects of caring for autistic adolescents and young adults. We contribute to the research in defining factors related to positive aspects of caregiving, which may inform future work and contribute to caregiver well-being.

Background: Delivering school mental health services within a multi-tiered system of supports (MTSS) offers a framework for addressing student mental health needs. Limited research has examined school mental health provider and teacher preferences for delivering mental health promotion and prevention classroom programming. Purpose: We present mental health clinician and teacher feedback regarding their preferred role in facilitating a classroom-based trauma-focused prevention program for elementary school students and define Tier 1.5 within MTSS. Methods: Clinicians (N = 9) facilitated Bounce Back for Classrooms lessons with teacher support in 16 classrooms across two school years from 2022 to 2024 in an urban, Mid-Atlantic school district. Surveys assessing feasibility, acceptability, and preference for lesson delivery were completed. Results: Findings indicate that although teachers and clinicians both believe teachers can effectively implement lessons independently, teachers would prefer clinician co-implementation. Discussion: A co-implementation model with clinicians and teachers co-leading lessons, with increasing facilitation roles for teachers as they become more comfortable with content, is recommended. Translation to Health Education Practice: Health Educators, in alignment with Areas III and V of national competencies, are well-positioned to engage in advocacy while co-facilitating curricula at the Tier 1.5 level of MTSS to support high numbers of students exposed to trauma.

Background: The prevalence of mental health challenges among adolescents warrants innovative school-based approaches that support students' mental health literacy (MHL). Purpose: In this qualitative case study, we interrogated the experiences of three eighth-grade English Language Arts (ELA) teachers and two of their school's social support staff as they conceptualized, developed, and delivered a novel MHL unit of study within their existing curricular framework. In doing so, we sought to better understand the experiences of these school professionals to inform future iterations of the unit. Methods: We explicated focus group data to identify themes that emerged regarding participant goals, experiences, and outcomes as they related to unit planning, delivery, and recommendations. Results: Generally, practitioners advocated for increased collaboration with each other to overcome professional apprehension and streamline efforts, a need for such a curriculum to enhance student wellbeing, and having access to more school-provided resources. Discussion: Themes are contextualized within the current landscape of school MHL programming, and suggestions are highlighted to advance this ELA curriculum-based work. Translation to Health Education Practice: Health Educators' expertise can supplement the ELA curriculum with targeted MHL lessons for students, alleviating teacher role confusion and advancing the goals of the unit by providing psychoeducation.

This article underscores the importance of contextualization when analysing values education. The interplay between societal values and those imparted within an educational context significantly affect the interpretation and comprehension of values education. To address this concern, I strategically position sociologist Tiffany Mary Jones framework, 'The Four Orientations Framework,' within Swedish context. The critical examination of Jones' framework and subsequent applications, reveals that these approaches do not fully capture the complex relationship between societal values and values education. Thereafter, three constructive conclusions emerge in response to this initial critique. Firstly, an argument arises for untangling values from function during the analysis of values education. Second, the function of values education is determined by the relation between societal values and the values conveyed within education. Lastly, I emphasize the importance of recognizing and navigating dissonance within and between different value systems.

There has been an abundance of research on commercial actors in education. However, there has hardly been any attempt to streamline the existing ways of thinking about their presence and activity in the field of education. Therefore, the purpose of this article is to do a comprehensive literature review on the involvement of commercial actors in K-12 education. A total of 157 articles published between 2000 and 2023 were reviewed and "involvement of commercial actors in education" was operationalized as the roles they play in education. The research questions answered in this review were as follows: (i) What are the key perspectives that are addressed by researchers regarding the involvement of commercial actors in K-12 education? (ii) Which roles do commercial actors play in K-12 education and what are the issues being raised by researchers regarding each role? Three perspectives when it comes to research on involvement of commercial actors in education were identified: how commercial actors are changing the organization and functioning of K-12 education; how commercial actors are changing the organization and functioning of the education market; and the interaction between school actors and commercial actors. Under each perspective, various roles played by commercial actors were identified. The article demonstrated the multiplicity and diversity in the identified roles and also delved into the need to go beyond any reductionist understanding of commercial actors' involvement in education. The multiple roles outlined in this review show how commercial actors' involvement requires disentangling through novel approaches and how their inter-action with education creates the need to ask other important questions about the role of education itself and its key values and principles.

Despite high rates of mental health concerns among youth, they are unlikely to receive mental health care, with mental health stigma acting as a barrier. The present study explores youth perceptions of the influences of stigma and what should be done to address it, drawing on a large (n = 705) mixed methods dataset of youth aged 14 to 24 from the National MyVoice Text Message Cohort. Thematic analysis indicated four themes: (1) perceptions of high levels of ignorance about mental health, (2) a continuum from a desire for greater openness to a desire for privacy related to mental health, (3) feeling shamed and dismissed for mental health concerns, and (4) the role of adults in perpetuating of mental health stigma and adults' responsibility in combating it. Subgroup comparisons revealed variations in endorsement of themes based on gender, age, and race/ethnicity. Implications for research and practice are discussed.

Among the East Asian nations, a recurring predicament faced by educational institutions is that of providing inclusive but high-quality education. Active involvement of non-governmental organizations (NGOs) in education is valuable in China. Adream was such an NGO on education in China, established in 2008 with a singular and noble objective: promotion of equitable access to quality education within the disadvantaged regions of China. The trajectory of Adream's endeavor to secure equitable access to quality education in rural China stands as a compelling exemplar of the transformative potential that NGOs wield within the realm of education.

The challenges faced by youth can hinder them from reaching their full potential or help them grow and develop as they overcome their challenges. Grit and resilience provide young people with the skills, confidence, and perseverance to overcome challenges, pursue their goals and thrive. In this article, the authors examine the complex constructs that make up resilience and grit, draw connections to positive youth development practices, and propose a model of how these constructs can be enacted by youth development professionals in their work. The article offers specific educational practices that can support young people in developing the skills and characteristics of resilience and grit. Skills and characteristics which can aid youth in overcoming challenges and thriving now and into their future.

In this paper, we investigate the impact of virtual mentors (VM) on the decision-making process and cultural awareness of prospective international students. Through a theoretical dialogue between Bourdieu's cultural intermediation and Barad's new materialism, we seek to understand the translative function of virtual mentors from the Global South as they shape international education choices and serve as cultural ambassadors for universities in the Global North. Using a mixed-method approach, we show the motivations behind this work, drawing from our experiences as mentors and why prospective international students who cannot afford in-country education agents seek mentorship and guidance from these virtual mentors who work 'below the radar'. While students acknowledge that virtual mentorship interactions sometimes provide cultural awareness about international education, it doesn't prepare them well enough for the cultural demands placed on internationally mobile students from the Global South, as some expressed the desire for more tailored activities towards cultural intelligence and awareness.

The COVID-19 pandemic has severely impacted developing countries, causing educational and economic crises globally. This study explores the necessity of maintaining research in Higher Education (HE) amidst the pandemic's disruptions. It questions whether Higher Education Institutions (HEIs) can sustain research post-COVID-19 while balancing essential functions to avoid risks. Despite extensive studies on HEIs' research sustainability post-pandemic, there is a notable gap in understanding the precise strategies needed to balance essential functions, address risks, and foster resilience amid uncertainties. To bridge this gap, the study highlights the importance of reassessing research priorities and methods in the changing HE landscape. A systematic literature review was conducted, gathering relevant literature from various databases. The study employed an exclusion and inclusion design for research selection. It points out that maintaining HE research post-pandemic has not been sufficiently investigated, leaving a critical gap in understanding research practices. The conceptual model, serving as the study's theoretical foundation, offers an organized means of evaluating the need for HE research considering the pandemic's global economic impacts. This study underscores the importance of multi-stage educational research in the post-COVID-19 era, given the interconnectedness of HEIs. It advocates for a flexible and dynamic research environment and suggests comprehensive approaches to anticipate and meet emerging trends in higher education. The study emphasizes that future research should focus on mitigating post-pandemic challenges and preparing for shifts in HE, promoting resilience and creativity in the field.

Nationwide, almost one in two of full-time undergraduate students are employed. This qualitative study investigates how 69 workers and learners, who were full-time students in a Los Angeles County public college or university and who had a job, leveraged the wealth of knowledge and resources embedded in their familial and peer networks to strategically manage the demands of school and work. Informed by the theoretical frameworks of funds of knowledge and community cultural wealth, we illustrate the diverse ways family and peers contributed to the success of workers and learners, including sharing college-specific knowledge, providing financial resources, facilitating access to employment opportunities, and providing job-specific knowledge. Findings shed light on the ways workers and learners strategically manage their worlds of school and work with support from their family and peers.

This scoping review explored university supervisors' roles, responsibilities, challenges, and changes over 70 years. Using the PRISMA-ScR method and 90 analyzed publications, the results yielded articles from every decade and from educator preparation programs across the United States. The findings highlight historical perspectives and controversies surrounding field supervision. These include influences throughout the decades from areas outside education, including psychology and business. Finally, recommendations for preparing and elevating the role of university supervisors are shared.

This study investigated the concerns and perceptions associated with COVID-19 and its variants among faculty, students, staff, and administrators at an R2 research university. Participants: n = 189 participants from the university community. A Qualtrics™ survey was used to draw responses from the university community. The results of this study revealed that (1) Approximately 2/3 of survey respondents are concerned about the appearance of Delta and Omicron COVID-19 variants; (2) 53.7% of respondents were inclined to get vaccinated after the new COVID-19 variants surfaced; (3) 22.2% of respondents tested positive for COVID-19 after becoming fully vaccinated; (4) 70.4% of respondents said they would get the booster shot for COVID-19; (5) 77.2% of respondents felt that there would be a new COVID variant identified this year beyond Delta and Omicron; and (6) Less than 20% of survey respondents feel safe on campus during the prevailing COVID-19 pandemic. There remains a general feeling of vulnerability while on campus two years into the COVID-19 pandemic.

This study explores the integration of Artificial Intelligence (AI) in high school education, focusing on its implications for student motivation and learning through the framework of Self-Determination Theory. As AI technologies like ChatGPT4 become more prevalent in educational settings, their potential to enhance learning by catering to students' needs for competence is significant. However, this investigation also highlights the challenges associated with AI misuse, which can undermine students' autonomy and relatedness, leading to academic dishonesty and superficial learning. The research underscores the importance of balancing technological advancements with ethical engagement and intrinsic motivation. Through qualitative analysis, including interviews and thematic analysis of student and teacher feedback, the study reveals a nuanced picture of AI's role in education. It suggests that while AI offers considerable benefits, its integration requires careful consideration of ethical use, digital literacy, and the cultivation of intrinsic motivation. The findings advocate for educational policies and practices that not only leverage AI's potential to enrich learning experiences but also address the challenges posed by its misuse. This study contributes to the ongoing discourse on technology in education, emphasizing the need for a balanced approach to AI integration that supports ethical standards and promotes a meaningful educational experience.

In the largest survey to date on Catholic school identity in athletics (49 U.S. States, n = 2273), administrators, counselors, and teachers responded to a survey about the perceived value of interscholastic athletics, school support of athletics, the contribution of coaches to school mission, Catholic identity in athletics, and the importance of the school's athletic director and coaches to have a mission orientation. The results of the study indicate that administrators, counselors, and teachers have positive perceptions of Catholic high school athletics. Teacher perceptions differed more than administrators and counselors based on their age, gender, and religion. At least one Catholic high school from each state except Wyoming (which has no Catholic high school) participated in the study, informing a national perspective.

This study examined the perceptions of educators to determine if they felt that they were adequately prepared to teach in a high poverty school setting. The participants, educators from four school districts, completed a survey based on their perceptions of their own level of self-efficacy and preparedness to work in high poverty schools. The analyses indicated that, overall, educators felt well-prepared with limited supporting evidence to work in high poverty schools in the areas of student learning and engagement, which included curriculum and pedagogy, differentiation, and assessment. Findings further indicated a need for professional learning so educators can best support students in the high poverty setting in terms of problem solving when issues arise in the classroom. The implications for practice suggest that educators need support to ensure a high level of preparedness to work in high-poverty schools, as educators need to have a high level of self-efficacy to positively impact student success. Future research could help pinpoint specific areas of need within student learning and engagement to determine how to best develop professional learning opportunities that are purposeful, collaborative, and sustainable. Additional research should be conducted to determine if teachers' levels of self-efficacy and perceptions of preparedness are correlated to leadership style.

A school district's need to satisfy the school community's expectations for current, accurate information and manage a social media presence has increased the necessity for superintendents to employ public relations professionals. As such, these professionals are a recent addition to many school districts' administrative teams. However, few research studies were located that focused on public relations professionals or communication directors in public schools. The purpose of this literature review was to identify empirical studies and professional association resources that provided historical, contextual, and relevant information about communication directors in school districts. Based on the findings, we uncovered three themes related to the history, roles and responsibilities, and standards for public relations professionals. Such information can help practitioners support communication functions and help researchers identify needed lines of inquiry.

Cultural brokers play a critical role of helping researchers navigate cultural and language barriers to gain insight into communities. This paper focuses on one cultural broker who helped facilitate community-based research among the refugee community. Her professionalism, expertise and knowledge of the community made her a valuable resource for both the researchers and the community. This work acknowledges the position of power and privilege that cultural brokers hold in community research.