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Children in military families experience a unique combination of stressors associated with military life that may affect every stage of their lives, including their mental health, as well as disrupt their schooling and consequent social, emotional, and academic development. A review of the key issues faced by children is presented including the challenges in providing school-based social work support. A case vignette is used to illustrate how an ecological framework can address many of the unique aspects of military life that affect children, such as mobility, multiple deployments, recent relocation, mental health and wellbeing, family stress, and their impact on social, emotional, and academic outcomes.

Despite research demonstrating the poor mental health outcomes of transgender young people within the secondary school environment, little is known about the experiences of psychologists working in...

School belonging is fundamental to the wellbeing and academic success of culturally and linguistically diverse (CALD) students. While the psychosocial factors associated with belonging have been we...

The aim of this evidence-based occupational therapy (OT) project was to answer the question, “Does education and scheduled collaboration on the use of sensory tools in the school environment increa...

In this article, I explore the central characteristics of the psychosocial as a field of knowledge in Norwegian education policy and the ways in which these characteristics are conditioned by their constituting social structures and historical contexts. This is achieved through a policy document analysis. Even though the psychosocial is habitually employed in educational discourses in Norway, its content often remains unclear. In the analysis, I derive three key dimensions of ambivalence from the documents. First, the psychosocial is ambivalent in its scope, as it oscillates between the entirety of the pupil’s emotional and relational life and the specific phenomenon of bullying. Second, it appears ambivalent in relation to aspects of accountability, as it simultaneously demands responsibility from society as a whole and from specific groups of professionals. Lastly, the psychosocial is ambivalent in the way it asserts its relative and subjective dimension, while also claiming objective and rigid frameworks of control and measurement. Viewed from a broader perspective, I demonstrate that the ambivalences surrounding the psychosocial correspond with the binary concepts of the liquid modernity and the new solidity, as conceived by Per Bjørn Foros and Arne Johan Vetlesen.

Perceptions of a safe and supportive school environment are imperative to the well-being of all students. Positive perceptions of school safety and supports may be especially important for students...

Support for immigrant children, and in particular those who have fled conflict, is crucial for facilitating integration into a new life. The school environment is a key space for providing psychoso...

Recent studies of caring school leadership have focused on the way that caring leaders support teachers and influence the school environment. Though caring is understood improve educational outcome...

The purpose of this longitudinal study was to analyse relations between teachers’ perceptions of job demands and job resources in the school environment and dimensions of burnout, depressed mood, job satisfaction and motivation to leave the teaching profession (quit). The participants were 262 Norwegian high school teachers. The teachers’ perceptions of three job demands (time pressure, low student motivation, and dissonant value context) and two job resources (autonomy and supervisory support) were measured at time 1 (September) whereas burnout, depressed mood, job satisfaction and motivation to leave the teaching profession were measured at time 2 (April). The data were analysed by means of confirmatory factor analysis and SEM analysis. The job demands and the job resources that were included in the study related differently to the three dimensions of burnout (emotional exhaustion, cynicism, and self-perceived accomplishment) and the dimensions of burnout related differently to measures of depressed mood, job satisfaction, and motivation to quit. For instance, time pressure was the strongest predictor of emotional exhaustion whereas low student motivation and working in a dissonant value context were the strongest predictors of cynicism. Also, autonomy was positively associated with self-perceived accomplishment whereas low student motivation was negatively associated with self-perceived accomplishment.

The study explores caregivers’ perspectives and experiences around the barriers or facilitating factors to their involvement in their children’s schooling lives. Qualitative semi-structured focus g...

Inclusive education has changed the school environment and created new inclusion-related activities for teachers. Dealing with these inclusion-related activities is demanding and can affect teacher...

Learning opportunities can be found all around us, and innovative education approaches are expanding the concept of a school environment.

The international literature and public policy actions in education have positioned the school environment as a significant component of academic performance and the well-being of the entire educat...

FRIENDS for Life is an anxiety prevention programme that integrates cognitive behavioural approach with social and emotional learning. The current study examines the effects of the FRIENDS for Life...

Peer victimization is a major stressor adolescents often face in the school environment, and has been linked to depression and suicidal risk. This study analyzed the associations between three beha...

This study assessed the moderating effects of school facilitating conditions (school opportunities for prosocial involvement, school commitment, academic grades, and truancy) on adolescent marijuan...

In a previous study, we examined hair cortisol concentrations (HCCs) in children when first entering elementary school (at 4 years). In this follow-up study, we examined their HCC when they entered third grade (at 6 years), where the more playful first grades proceed into a more formal learning setting. Participants were 30 6-year-old children (14 boys). Hair samples (≥5 cm) were collected 2 months after the summer holidays. Hair analysis was conducted using two 2-cm long segments, reflecting the first 2 months of school attendance in grade 3 (the scalp-near segment), and 2 months prior to the start in grade 3. Between these two sections, we left a gap of 1 cm to avoid overlap of periods (due to differences in hair growth rate). Children showed a significant increase in cortisol levels when they entered third grade. This increase was not associated with social fearfulness or academic achievement, but did show significant associations with inhibitory control: children with less inhibitory control had higher cortisol levels after entering third grade, and larger increases in cortisol than children with higher scores on inhibitory control. This suggests that the ability to inhibit or control impulsive responsivity is important for children’s stress regulation when making the transition to a more formal school environment.

Using the psychosociocultural approach, the mediating role of perceptions of high school responsiveness on perceived academic abilities, mentorship, and school environment with academic persistence...

Important aspects of the school context include the presence of physical security measures, especially those that focus on the monitoring and control of students such as security guards and securit...

A number of factors militate against easily and systematically introducing reflective practice in the law school environment. This article is intended for legal educators who wish to develop the mu...

Educational democratic (ED) values and their manifestation in school are related to the school context and the socio-political-cultural setting. In-depth interviews were conducted with nine participants, including two principals, four teachers, and three students in two secondary schools in Da Nang city, Central Vietnam. The participants indicated sixteen ED values, either instrumental (e.g., friendliness, autonomy) or terminal (e.g., fairness, equality). These ED values can be recognized in both formal and informal school spaces. The findings shed light on the Vietnamese stakeholders’ views on ED values, their manifestation, and their contribution to the democratic school, which could be a premise for further exploring stakeholders’ democratic commitment in the Vietnamese educational context.

Creating an inclusive school environment is a collection of conceptual and research-based papers documenting the persistent effort of initiatives and (in-)formal pre- and in-service teacher trainin...

The study focuses on caregivers’ personal reasons for not having openness in communication regarding sexuality education messages with their children. Qualitative semi-structured focus grou...

Knowledge and attitudes are commonly studied variables linked with an individual behaviour. Sports-related concussions are increasingly drawing attention in the school environment, making physical ...

Relationships between school administrators and School Resource Officers (SROs) are particularly important with the current emphasis on school safety. The majority of research in this area focuses ...

This paper examines information literacy and young learners in the context of the school environment. An overview of children’s cognitive development and information processing, theories and models...

The aim of the study is to present the quality of care provided to children in Polish school common rooms. Diagnostic research was conducted using the tool ‘School-Age Care Environment Rating Scale...

To gain an insight into how those entering the teaching profession regard cyberbullying, two focus groups were conducted with nine pre-service teachers (PSTs). Thematic analytical approach revealed three themes: (a) evolving nature of bullying, (b) involvement in cyberbullying and (c) management of cyberbullying. PSTs discussed how cyberbullying was evolving and becoming socially acceptable in the modern world. Participants addressed features of victimisation and perpetration associated with cyberbullying. PSTs reflected on the responsibility to address cyberbullying, discussing effective strategies to manage the issue. Participants considered the extent to which their initial teacher training course prepared prospective teachers to manage cyberbullying.

The majority of cyberbullying studies are within the school environment. This quantitative study investigates cyberbullying among Canadian gay and bisexual men outside of the educational setting th...

A multilevel framework was applied to investigate the effects of teacher characteristics, school environment, and district level HRM practices on teacher commitment. Drawing on the results from a p...

Rural youths in China face very limited life opportunities. Urban-biased educational policies have resulted in an unappealing school environment, where rural students become ‘invisible dropouts’ wh...

Background: This study compared participation patterns of Korean children with and without disabilities at school and examined perceived environmental supports and barriers to their school particip...

Recent research demonstrates that, along with the family, the peer group and the school environment, extra-curricular activities are important contexts for young people’s educational and social dev ...

Some children experience social and emotional difficulties when trying to fit in among their peers, especially within a school environment. These children may be perceived as different and/or strug...

Although zero-tolerance policies were created to foster safe school environments for student engagement and performance, the implementation of these policies has inadvertently resulted in the exclu...

The vast majority of students in Sweden are healthy and live good lives, but rising health problems and declining academic performance pose risks to the country’s student population. School health services (SHS) in Sweden have a long tradition of hosting health dialogues (HD) with students to support their health and its repercussions on their learning. Purpose: To describe experiences from 6- to 16-year-old students participating in the health dialogue in school. Method: Descriptive qualitative design. Data were collected from 734 open-ended responses on a questionnaire distributed among students ranging in age from 6 to 16. The data were subjected to qualitative content analysis. Findings: The analysis identified five categories: Important to identify health and health problems, School nurse, a key profession, School environment important for both health and learning, Importance of health screening and Important to have a healthy lifestyle. The findings revealed that students aged 6 to 16 years old consider health and health problems, school environment, health screening and healthy lifestyle to be important areas for health and learning School nurses were identified as key persons in HD and for student’s experience of health and learning. Conclusion: HD is an opportunity for students to participate and influence decisions concerning their health and education, to actively engage in their own health and learning in areas that affect them for example, the school environment.

Pupils have been found to be more motivated, engaged and dedicated to their education if they experience a sense of belonging in their school environment. This systematic literature review aimed to...

School may represent a protective factor, boosting the mental health of the student body, while also representing a risk factor that heightens the potential for mental health problems. The present study aims to identify the individual and familial characteristics associated with the incidents of child sexual abuse (CSA) in Turkey's school environment. The incidents involving school-related CSA constituted 5.6% (N = 125) of 2,238 cases. The following was discovered: an adult committed the majority (64%) of CSA in the school environment; most adult perpetrators were teachers (62.5%). This study determined that the perpetrators manipulated the victims via methods that included physical abuse (11.2%), threats (19.2%), tricks/deception (15.2%), and taking photographs/videos with sexual content (3.2%); and CSA incidents involved intercourse (15.2%); and almost three-quarter of the victims of CSA in the school environment reported the incident late. This study indicates that peer perpetrators abuse younger victims and a greater proportion of male victims relative to adult perpetrators. In light of these findings, school security must be improved, especially in public schools, and trainings aimed at preventing bullying and sexual abuse (SA) should be given to all school staff, students, and parents.

A safe school environment is essential for effective learning and the inculcation of civic values. The article presents a comparative analysis of school climate and safety in private and public sch...

The leadership inside and outside the schools envisioned in the context of output-oriented new public management reforms reacts upon the complexity and visibility of changes in a school environment...

Background: For beginning physical educators, navigating entry into the school environment can often be a capricious process. Lawson’s (1983) theory of socialization illustrates the diverse variabl...

The school environment is often perceived as hostile by sexual minority youth. Lesbian, gay, bisexual, transgender, queer (LGBTQ) students experience high rates of bullying and suicidal ideation ye...

It is sometimes necessary for physical educators to advocate for themselves and develop support for their subject within the school environment. This article introduces perceived mattering and disc...

Although the toxic effects of peer bullying among middle school students are widely recognized, bullying by teachers and other school staff has received little attention. This study compar...

The study investigated the perceived potential of motivational strategies operating in school to impact teacher effectiveness in public secondary schools in Ondo State, Nigeria. One research question was raised and two hypotheses formulated for the study. Descriptive-survey design was adopted. Main population consisted of 304 public secondary schools in the state while teachers in the 304 schools constituted the target population. Ten public secondary schools and 200 teachers were selected through multi-stage, stratified and simple-random sampling techniques and used for the study. Data were gathered using a questionnaire, validated by a professional and tested for reliability using test-retest approach, coefficient of reliability (r) being 0.80. Data were analysed using Statistical Package for Social Sciences (SPSS), frequency counts while hypotheses were tested using chi-square statistic. It was found that provision of instructional materials, improvement of school environment, assignment of add...

In this video essay, video analysis is shown to empower students in the same way that Paulo Freire claimed critical literacy does in Pedagogy of the Oppressed. Online Video essays have already become powerful learning tools in the classroom, but they are even more valuable as tools for assessment. Exemplars of student work, collected since 2016 from a range of high school subjects and year levels, demonstrate how the non-linear, collaborative and creative process of video essays has led to increased engagement and academic rigour. More importantly, for students marginalised by the logocentric nature of the traditional English curriculum, video essays have quite literally given them a voice in the classroom. Finally, the dynamic relationship between students and teachers predicted by Freire’s pedagogy is shown to emerge from video essay production.

This study examines the question of which school environment – special or mainstream school – is more favourable for deaf and hard-of-hearing students in Sweden, when it comes to their well-being, and their social and academic inclusion. The aim is threefold: first to compare the well-being of adolescents who are deaf or hard-of-hearing, who are deaf or hard-of-hearing and have additional disabilities, and who have no disabilities; second to compare the adolescents from the two deaf and hard-of-hearing groups and their experiences of inclusion and exclusion in school; and third to ascertain if any gender differences exist between the two groups of deaf and hard-of-hearing students concerning their experiences of inclusion and exclusion. A total of 7865 adolescents (13–18 years of age) answered a total survey about the life and health of young people in a county in Sweden. The results show that both boys and girls in the hard-of-hearing groups rated their well-being lower and were less satisfied wi...

Asian Americans are the most highly educated racial group in the United States and are commonly heralded as the model minority for their high academic success. Nevertheless, previous research suggests that Asian Americans may face certain disadvantages in school settings. For example, Asian Americans’ academic advantage over non-Hispanic white students diminishes between kindergarten entry and the next several years of schooling. This study provides a closer examination of the educational progress of Asian American students compared to white students through a seasonal comparison approach. Using the Northwest Evaluation Association, we analyze reading and math scores for over 130,000 Asian American and white students in grades K-7 in approximately 675 public schools across the US. We find that Asian Americans have higher academic achievement than white students in general, but that these advantages are maintained primarily through faster rates of learning during the summer months. When school is i...

Studying eating behaviours is important in the fields of eating disorders and obesity. However, the current methodologies of quantifying eating behaviour in a real-life setting are lacking, either in reliability (e.g. self-reports) or in scalability. In this descriptive study, we deployed previously evaluated laboratory-based methodologies in a Swedish high school, using the Mandometer®, together with video cameras and a dedicated mobile app in order to record eating behaviours in a sample of 41 students, 16–17 years old. Without disturbing the normal school life, we achieved a 97% data-retention rate, using methods fully accepted by the target population. The overall eating style of the students was similar across genders, with male students eating more than females, during lunches of similar lengths. While both groups took similar number of bites, males took larger bites across the meal. Interestingly, the recorded school lunches were as long as lunches recorded in a laboratory setting, which is...

This article investigates parental involvement in Korean two-way immersion (TWI) programs from the social capital theory perspective. This study explores the degree to which parental involvement is affected by parents’ demographic features and parent-related variables by analyzing data from 454 parents of students enrolled in seven elementary schools; the majority of parents and students in these schools are from immigrant families with different linguistic and cultural values. The findings reveal two dimensions of parental involvement activities: personal interactions among parents regarding their children’s education and parental participation in school. The results of a series of regression analyses indicate that the impact of social capital-related features on parental school engagement is modest. Parental interaction and participation are positively associated with each other; positive school environment is another salient factor in predicting parental involvement. The study’s findings provid...