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Prior to the COVID‐19 pandemic, food insecurity and depression were growing public health concerns among graduate students. Yet, little is known about how COVID‐19‐related stressors exacerbated these health outcomes among graduate students. To address this research gap, this study examined two types of COVID‐19‐related stressors, anticipated concerns about remote learning and challenges interfering with academic and research responsibilities, in relation to food insecurity and depressive symptoms among public university graduate students. Between August and October 2020, 631 graduate students who utilised basic needs services from seven University of California campuses completed an online survey assessing the effects of COVID‐19 on their academic experiences, mental health, and basic needs security. Regression analyses examined associations of COVID‐19‐related concerns and COVID‐19‐related challenges with food insecurity as well as COVID‐19‐related concerns and COVID‐19‐related challenges in relation to depressive symptoms. All four models were adjusted for age, sex, race and ethnicity, campus affiliation, and living with a partner. Models examining food security status as the dependent variable were adjusted for depressive symptoms and vice versa. Graduate students concerned about delayed graduation, post‐graduate employment, isolation from faculty and not having access to healthcare reported higher counts of depressive symptoms. Challenges associated with higher counts of depressive symptoms included caring for family more than usual, spending more time on errands and not paying for utilities in full. Students concerned about accessing healthcare had higher odds of experiencing food insecurity. Challenges associated with food insecurity included spending more time on errands, being unable to afford housing and sending money to family members during the pandemic. Our findings illuminate the pandemic's deleterious consequences on graduate students' mental health and food security, underscoring the need for strong academic and basic needs programs and policies. [ABSTRACT FROM AUTHOR]

There is scant available research and scholarly discourse related to the unique needs and experiences of Buddhist students in US higher education—even in the small but growing body of literature on religiously minoritized college students. In this chapter, I summarize what little research does exist on Buddhist students, and explain the broader historical, societal, and cultural factors that serve as important context for making sense of that research. Focus points include curriculum, institutional policy, and student affairs. In the end, I offer recommendations to faculty, administrators, and student affairs professionals regarding what they can do to help create more welcoming and supportive campus climates for Buddhist students. Practical Takeaways: Buddhism is internally diverse and Buddhist students often understand religion and express religiousness in ways that greatly differ from Christian and many other religious students. For that reason, creating welcoming and supportive campus climates for them looks different from common ways institutions attempt to do that for students from other religious groups.Creating a designated Buddhist prayer space on campus may not be very helpful to Buddhist students. Things that are more likely to help include: providing religious literacy education to all students, creating an inclusive religious accommodations policy and interfaith calendar, permitting the use of incense in residence halls, hiring a full‐time student affairs professional dedicated to working with Buddhist students, regulating proselytizing on campus, avoiding appropriation of Buddhist traditions, and engaging with Buddhist students directly. [ABSTRACT FROM AUTHOR]

Paganism, despite growing as a religious affiliation over recent decades, has rarely been the subject of study within higher education. Due to the general lack of cohesive organizations, a persistent social stigma, and a number of ill‐defined identity labels, they have proven difficult to study even within the general population. This chapter will provide a descriptive snapshot of the population of Pagan college students in the United States and offer guidance for higher education practitioners working with this often‐invisible religious demographic group on their campuses. Practical Takeaways: Pagans remain a small population, which can be an isolating experience for students, particularly given their tendency for solitary practice. Even for Pagan students who want to practice in a community, their small numbers—as well as their social stigma—can make organization difficult. For these and other reasons, social isolation is a pressing concern for Pagan students.Demographically, Pagan students appear to identify as LGB and with gender identities outside of the binary norm at higher rates than the general population of college students. Expressions of these identities may be sources of tension with other religious groups on campus, as well as with individual student peers. Campus professionals should note this tendency when considering the power dynamics at play in their campus spaces.Spiritual customs for Pagans are often personal, personalized, and frequently private. The holidays, practices, and symbols may be strange or even alarming to outsider peers and campus professionals, so it is not unusual for Pagans to conceal them. [ABSTRACT FROM AUTHOR]

Background/Aim: Traumatic dental injuries (TDI) constitute a public health problem. The aim of the present study was to investigate whether sleep disorders, school jet lag, and anxiety are associated with TDI in schoolchildren 8–10 years of age. Methods: An analytical, cross‐sectional study was conducted with 739 pairs of parents/guardians and children enrolled in public and private schools. The parents/guardians answered a socioeconomic questionnaire, the Sleep Disturbance Scale for Children, Circadian Energy Scale, and Revised Children's Manifest Anxiety Scale. Four examiners underwent calibration exercises for the diagnosis of TDI (K > 0.80) using the criteria proposed by Andreasen (2007). A directed acyclic graph was used for the formulation of the theoretical model and statistical adjustments. Unadjusted and adjusted robust binary logistic regression analyses were performed (α = 5%). Results: The prevalence of TDI was 16.2%. The following variables remained associated with the outcome in the final model: family income less than or equal to the minimum monthly wage (OR = 1.77; 95% CI: 1.09–2.88; p =.02), child's height >137.6 cm (OR = 1.68; 95% CI: 1.06–2.64; p =.02), the occurrence of school jet lag (OR = 2.12; 95% CI: 1.27–3.53; p =.004), anxiety (OR = 1.77; 95% CI: 1.04–3.00; p =.04) and sleep disorders (OR = 1.63; 95% CI: 1.38–1.93; p =.05). Conclusion: Children from families with a lower income, taller children, those with school jet lag, those with anxiety and those with sleep disorders had a greater occurrence of TDI. [ABSTRACT FROM AUTHOR]

Medical and health sciences librarians who are involved in evidence synthesis projects will know that systematic reviews are intensely rigorous, requiring research teams to devote significant resources to the methodological process. As expert searchers, librarians are often identified as personnel to conduct the database searching portion and/or are approached as experts in the methodology to guide research teams through the lifecycle of the project. This research method has surged in popularity at our campus and demand for librarian participation is unsustainable. As a response to this, the library created self‐directed learning objects in the form of roadmap to assist researchers in learning about the knowledge synthesis methodology in an expedient, self‐directed manner. This paper will discuss the creation, implementation and feedback around our educational offering: Systematic & Scoping Reviews: Your Roadmap to Conducting an Evidence Synthesis. [ABSTRACT FROM AUTHOR]

The "hidden curriculum" in medical school includes a stressful work environment, un‐empathic role models, and prioritisation of biomedical knowledge. It can provoke anxiety and cause medical students to adapt by becoming cynical, distanced and less empathic. Lower empathy, in turn, has been shown to harm patients as well as practitioners. Fortunately, evidence‐based interventions can counteract the empathy dampening effects of the hidden curriculum. These include early exposure to real patients, providing students with real‐world experiences, training role models, assessing empathy training, increasing the focus on the biopsychosocial model of disease, and enhanced wellbeing education. Here, we provide an overview of these interventions. Taken together, they can bring about an "empathic hidden curriculum" which can reverse the decline in medical student empathy. [ABSTRACT FROM AUTHOR]

Background: Guided gaze is the instructor's gaze towards teaching materials to guide students' attention, and it plays a vital role in enhancing video‐based education. The duration of guided gaze, indicating how long instructors focus on teaching materials, varies based on the lecture design. Nevertheless, the impact of varying durations of guided gaze, especially concerning students' prior knowledge, remains inadequately understood. Objectives: This study investigates the influence of the instructor's guided gaze duration and students' prior knowledge on learning performance and affective experiences in video lectures. Methods: 145 fifth‐grade students participated and were divided into high and low prior knowledge groups based on a pre‐test. Within each group, students were randomly assigned to view one of three video lectures with different guided gaze durations (high vs. medium vs. low). Learning performance and affective experiences (learning experience, satisfaction, and emotions) were measured as dependent variables. Results and Conclusion: The results revealed that low guided gaze duration significantly improves learning performance for students with low prior knowledge. Conversely, high guided gaze duration negatively impacts learning experience, satisfaction, and positive emotions. Additionally, students with high prior knowledge reported higher learning experience and satisfaction. These findings highlight the interaction between guided gaze duration and prior knowledge in students' learning performance. Implications: Our findings provide valuable implications for the design of guided gaze duration in video lectures based on students' prior knowledge. By adjusting guided gaze duration appropriately, instructors can optimise students' learning performance and affective experiences. Lay Description: What is already known about this topic: Guided gaze is the instructor's gaze on teaching materials, guiding students' attention to relevant information.Guided gaze duration measures the amount of time instructors spend looking at teaching materials.Prior knowledge can modulate the impact of instructors' guidance on students' learning performance.It remains unclear whether guided gaze duration affects the learning outcomes of students with varied prior knowledge. What this paper adds: Guided gaze duration is divided into three levels (high, medium, and low), indicating the percentage of time the instructor looks at teaching materials.High guided gaze duration has negative effects on students' learning experience, satisfaction, and positive emotions.Students with high prior knowledge have higher learning performance, experience, and satisfaction.Low guided gaze duration improves learning performance for students with low prior knowledge. Implications for practice and/or policy: Instructors should use low guided gaze duration for students with low prior knowledge.Instructors should aim to reduce the use of high guided gaze duration. [ABSTRACT FROM AUTHOR]

Background Study: Several meta‐analysis studies have investigated the effects of mobile learning on learning performance. However, limited attention has been paid to pedagogy in mobile learning, making quantitative evidence of the effects of pedagogical approaches on learning performance in mobile learning scarce. Filling this gap can therefore help stakeholders understand which mobile pedagogical approaches might work or not under which learning conditions, hence achieving better learning experience and performance. Objectives: To address this gap, this study conducted a meta‐analysis and research synthesis of the effects of integrated pedagogical approaches on students' learning performance in mobile learning. Additionally, this study analysed the field of education, level of education, learning setting, sample size, and mobile device as moderating variables of the effect of pedagogical approaches. Methods: The software Comprehensive Meta‐Analysis V.3 was used for this meta‐analysis, where Hedges' g was calculated for the effect sizes. Specifically, 70 quantitative studies (N = 5575 participants) were coded and analysed. Results: The results indicate that pedagogical approaches in mobile learning have a large effect on students' learning performance (g = 0.93, p < 0.001). The most effective pedagogical approach was project‐based learning (huge effect), while collaborative learning, situated learning and game‐based learning had large effects. Finally, cognitive theory of multimedia learning and inquiry‐based learning had medium effects. The results also indicate that the effect is moderated by the field of education, the level of education, the learning setting, the sample size, and the mobile device. Finally, it is found that study quality might influence the overall effect size. Conclusions: The findings of this study can be beneficial to both researchers and practitioners as they highlight and discuss which pedagogical approaches could be more effective in mobile learning under specific conditions. Further research, on the other hand, should focus on covering additional moderators of learning performance like mobile device type and screen size which is one of the limitations of this study. Lay Description: What is already known about this topic: Mobile learning is widely adopted in education.Mobile learning can enhance learning outcomes. What this paper adds: Pedagogical approaches in mobile learning have different effects on students' learning performance.The most effective pedagogical approach in mobile learning is project‐based learning (huge effect).Which pedagogical approaches could be more effective in mobile learning under specific conditions. Implications for practice and/or policy: This study enriches the ongoing debate on how to design effective mobile learning interventions.This study provides substantial evidence about which pedagogical approaches in mobile learning would be more effective under which circumstances. [ABSTRACT FROM AUTHOR]

Nanolearning represents an educational methodology rooted in personalisation and the individualisation of the educational process, leveraging contemporary information technologies. Nanolearning, closely intertwined with self‐regulated learning, entails an individual's capacity to plan, monitor and regulate their learning process, objectives and strategies. In nanolearning, information is presented in small, discrete fragments, necessitating students to autonomously manage their time and educational progress, thereby determining when and what to study. Nanolearning and TikTok can synergistically intersect, yielding innovative pedagogical approaches. TikTok, a popular social platform for sharing concise video clips, introduces a novel mode of information dissemination and interpersonal communication. Background: The introduction of a flexible education system that meets the individual requirements of a student is a burning need of our time. The study hypothesis is as follows: Will nanolearning be able to change the self‐regulatory competence of the experiment participants and how exactly? Objectives: The current study aimed to determine nanolearning effectiveness in the context of students' self‐regulation development. Methods: This was done using a self‐regulation questionnaire addressed to a sample of 120 students of the Kokshetau University named after A. Myrzakhmetov. As a nanolearning platform, this study benefited from the TikTok app. Results: The results showed that the experimental group achieved significantly higher scores than the control group on goal setting, environmental structuring, task strategies, time management, help‐seeking and self‐evaluation. Conclusions: The results obtained can help develop a set of activities for the optimisation of the educational process to improve student professional competence. [ABSTRACT FROM AUTHOR]

Background: While the effectiveness of tutoring‐style videos has been reported in previous studies conducted in laboratories, how these types of videos facilitate students' learning experiences and achievement has not been much explored in prior studies, which prevents discussion on how to design such tutoring‐style videos. Objectives: In this study, we addressed the limitations reported in studies conducted in authentic classes and attempted to explore students' learning patterns and experiences with tutoring‐style videos involving interactions between the instructor and agents. In addition, we attempted to reveal what instructional strategies can be used in tutoring‐style videos to enhance students' engagement and achievement. Methods: The study took place in an undergraduate introductory biology class offered at a university located in the Midwest of the United States. The same instructor taught two sections of this course which lasted for 15 weeks during a Spring semester. The two sections were randomly assigned to an experimental group in which participants watched tutoring‐style videos and a control group with participants watching traditional videos. The experiment was administered in a module lasting two and a half weeks focused on microbiology. Surveys and tests were conducted to determine whether the tutoring‐style videos had a positive impact on student engagement and achievement. In addition, a video content analysis was carried out to elicit insights on how to design effective tutoring‐style videos. Results: For students' emotional engagement and perceived usefulness, no significant difference was found between the two groups, even though the descriptive statistics indicated slightly higher scores from the experimental group than the control group on both subscales. In terms of achievement, the participants reported significantly more learned concepts from watching rich‐interactions in the tutoring‐style videos than the participants in the control group; and they also reported a significantly smaller number of learned concepts from watching one‐interactions in the videos than the control group participants. We also found that instruction in the tutoring‐style videos used effective strategies for facilitating students' participation and cognitive processing. Conclusions: Our findings indicate that tutoring‐style videos can be effective learning materials by allowing students to engage in interactions between instructors and agents in the videos. The more instructional strategies used to facilitate the interactions between the instructor and the agents, the higher engagement can be expected from viewers. Our study would inform the design and development of effective tutoring‐style videos. Lay Description: What is already known about this topic: One‐on‐one tutoring is the gold standard in teaching.Tutoring‐style videos are found to be effective in teaching as well. What this paper adds: Tutoring‐style videos that film rich interactions lead to better learning.Tutoring‐style videos that film limited interactions are ineffective.Students who see agents in tutoring‐style videos as helpful perform better. Implications for practice and/or policy: Tutoring‐style videos should film rich interactions of tutoring sessions.Strategies should be used in videos to facilitate perceived agents' usefulness.Tutoring sessions filmed in videos should encourage a participatory atmosphere. [ABSTRACT FROM AUTHOR]

Background: Immersive virtual reality (IVR) is a new technology that could motivate learners, but also could contain distracting elements that increase cognitive demands on learners. In contrast, learning with conventional media, such as a narrated slideshow could be less motivating, but also less distracting. Objectives: This experiment investigates: (1) in what situations executive function and working memory capacity play a role in learning in IVR and a slideshow lesson and (2) whether people learn science content better with IVR or with a narrated slideshow lesson. Method: Participants watched a lesson on ocean acidification either using a head‐mounted display IVR device or a pre‐recorded narrated slideshow lesson. A week later, they took a test on this material and completed tasks to assess executive function and working memory capacity. Results and Conclusion: On a post‐test, there was no difference between IVR and slideshow lessons, but there were differences in the role of executive function in learning with these two media. For students learning in IVR, executive function correlated significantly with post‐test scores, such that learners with stronger executive function did better on the posttest than those with weaker executive function, while for students learning with a slideshow lesson, executive function and working memory capacity did not correlate significantly with posttest scores. This research indicates that it is important to understand how a learner's attentional controls impact their understanding when using IVR for learning. Lay Description: What is already know about this topic: Immersive virtual reality increases demands on cognition for learners.Immersive virtual reality for learning has inconsistent effects in prior research.Executive function and working memory capacity are important components in processing material while learning. What this paper adds: Research focused on the role individual differences play in learning with technology.Using common cognitive assessments to understand the process of learning better. Implications for practice and/or policy: Executive function predicted test score for an immersive virtual reality lesson.Use of immersive technology needs to take into account executive function to reduce potential inequity in learning. [ABSTRACT FROM AUTHOR]

A teaching strategy known as an "e‐learning system" involves the use of electronic technology to encourage and assist learning in a classroom setting. According to the increasing rise in the number of pupils using modern communication technologies, alterations to the e‐learning system are now feasible. The study aims to explore the relationship between e‐learning adoption, attitude, and academic performance in the regulations of students' resistance to innovation from the perspective of Chinese students. Recognizing the mediating impact of e‐learning adoption (ELAD) as well as the regulating function of resistance to innovation (RTI) is crucial for completely comprehending how e‐learning attitude (ELAT) influences music student performance (SP). The objective of this study is to find an association between ELAT and students' performance and to find out the association between ELAD and students' performance. A random sampling technique was utilized quantitatively. Data were collected from 293 music education students in China using a questionnaire method. The study obtained data were analyzed through descriptive statistics using SPSS statistical software. The research was conducted in Chinese music educational institutions in Beijing. PLS‐SEM stands for Partial Least Squares Structural Equation Modeling. It's a statistical method used for analyzing relationships between variables. Partial Least Squares (PLS) software is chosen for its versatility in handling complex relationships with small sample sizes. PLS is known for its ability to handle multicollinearity, making it a robust choice for research requiring accurate and stable predictions with limited data. The study analyzes the connection between music student performance and e‐learning attitude. The findings of the study indicate the regulating role of objections to innovation and the mediation effect of e‐learning adoption. The study suggests that a positive attitude toward e‐learning adoption enhances students' work performance. The findings underline the significance of ELAT and ELAD and offer useful policies for improving students' performance. Practitioner Points: Importance of e‐learning attitude (ELAT): Recognize the crucial role ELAT plays in influencing music student performance.Mediating Impact of e‐learning adoption (ELAD): Understand how ELAD mediates the relationship between ELAT and student performance.PLS‐SEM for Robust Analysis: Utilize Partial Least Squares Structural Equation Modeling for accurate analysis of complex relationships with small sample sizes in the context of music education. [ABSTRACT FROM AUTHOR]

Background: Helplines for post‐secondary students have emerged in the last decade to address the growing mental health needs and increasing help‐seeking of this population in ways that are responsive to their needs and preferences. However, there is no publicly available evidence of the effectiveness of helplines for post‐secondary students. Aims: This study evaluated the outcomes of Good2Talk, a helpline for post‐secondary students in Ontario, Canada, that offers professional counselling and information and referral services related to mental health, addictions and well‐being. Methods: In this cross‐sectional study, purposive sampling was used to recruit post‐secondary students who contacted Good2Talk between March 2016 and March 2020. Data were collected using post‐call questionnaires. Paired samples t‐tests and multinomial logistic regression analyses were used to analyse the data from 619 post‐secondary students. Results: Participants reported significant decreases in distress and increases in their ability to face their concern after contacting the helpline. Feeling understood and low pre‐call distress were significant predictors of low post‐call distress. Confidence in their abilities and having a better plan were significant predictors of high post‐call ability to face their concern. Age, gender and number of previous calls to the helpline were not significant predictors of positive outcomes. Most participants reported that they would recontact the helpline and recommend the helpline to a peer. Conclusion: The study indicates that counselling and information and referral services can be effective in reducing distress and increasing post‐secondary students' abilities to address their mental health concerns. [ABSTRACT FROM AUTHOR]

Objective: There are few methods that focus on therapists' experiences of supervision. To facilitate the development of psychologist students, a supervisee‐centred supervision, based on deliberate practice, feedback informed treatment and self‐compassion, was introduced. Methods: This study examines six supervisees' experiences of a supervisee‐centred supervision. A semi‐ structured interview was used for the collection of the data, which identified two main themes: Learning and Development and five associated sub‐themes: structure and purposesfulness, prerequisites, experience‐based learning, therapeutic skills and personal development. Conclusion: The experience‐ and feedback‐based approach was perceived as efficient, structured and goal oriented. This created high‐focused activity and participation, a strong group dynamic and a good alliance with the supervisors, providing a good climate for learning and development. Focusing on performance and feedback was perceived as a potential obstacle that could create stress and anxiety. [ABSTRACT FROM AUTHOR]

There is limited empirical research and insight into the experiences of therapy trainees who are being taught more than one psychotherapeutic approach during their training. Further understanding is warranted to ensure that a dual modality approach to training (that is, where therapists are trained in two paradigmatically distinct modalities) is experienced as worthwhile and acceptable to trainees and to better understand any challenges faced when transitioning between approaches. The aim of this study was to investigate trainees' experiences of transitioning from psychodynamic counselling to cognitive behavioural therapy (CBT) on a two‐year master's degree that offers a dual modality approach to training. Data were collected from a sample of 8 trainees using an online semistructured questionnaire. These data were analysed using Braun and Clarke's (2020) reflexive thematic analysis. Four main themes were identified: (1) perceived competence; (2) preparedness; (3) professional advantages; and (4) external challenges. The findings suggested considerable individual variation in the ease with which participants navigated the transition between therapeutic modalities. Those who found the transition easier used the structure of CBT to provide a framework and point of difference that allowed them to temporarily suspend their psychodynamic learning in order to embrace a new therapeutic approach. Others experienced the move to CBT as posing a threat to their developing identities as counsellors. Recommendations are made on how to prepare trainees for the transition including exploring the psychological impact of transitions, increasing opportunities for reflective practice and facilitating exploration of what it means to be a therapist trained in two distinct therapeutic modalities. [ABSTRACT FROM AUTHOR]

Aim: To describe undergraduate nursing students' attitudes to learning during clinical practice in different semesters when using the conceptual learning model, Model for Improvements in Learning Outcomes (MILO) grounded in a caritative caring perspective. Background: With the intention to support interlinking between theory and praxis and offer understanding and structure to facilitate learning, MILO, theoretically grounded in hermeneutics and a caritative caring perspective based on ethical values, was implemented. MILO consists of four contextual concepts (peer learning, co‐clinical teachers, student‐centred and student‐active supervision) and four intrapersonal concepts (nursing, a reflective approach, a critical approach, quality and safety). Methods: A descriptive comparative quantitative study design was applied at a Swedish university, 3 hospitals and 13 municipalities in one county. Cross‐sectional data collected via a questionnaire developed to assess attitudes to learning related to MILO's contextual and intrapersonal concepts and their applications were used. Results: 209 students in semester 3, 4 and 6 participated in 6 different clinical practice courses. In comparison, intrapersonal concepts, that is, the student's own characteristics and abilities were viewed to be of greater value for learning than contextual, that is, organisational‐related concepts in all semesters. Understanding the needs of others and reflective learning were rated to be of major importance. Students in semester 3 valued the use of the applications the highest. To be supervised in pairs was rated the lowest in semester 6. Some of the concepts and their applications were to great extent not applied. Conclusions: In all semesters, fundamentals in caritative caring and characteristics and abilities related to the individual student were rated to be of greater importance for learning than environmental support. Providing students opportunities to develop independency seems essential. Use of a learning model such as MILO is dependent on a bearing of a caritative caring culture and a shared understanding between all involved in student learning during clinical practice. [ABSTRACT FROM AUTHOR]

The development of advanced practice nursing has evolved globally over the past decades and has become an important component in the contemporary healthcare system. The term 'advanced practice nurse' is used to refer to nurses practising at a higher level than traditional nurses and is defined as a registered nurse who has acquired the expert knowledge base, complex decision‐making skills and clinical competencies for expanded practice. In 2003, Singapore embarked on the development of advanced practice nurses as an initiative to improve the nursing professional image, retain excellent clinical nurses and fill the gaps in the provision of healthcare services for the ageing population. This paper documents Singapore's journey of advanced practice nursing development and shares our unique learning experience in the aspects of education, certification, registration and scope of practice. [ABSTRACT FROM AUTHOR]

BACKGROUND: We examined whether subgroups of adolescents experienced disparate changes in school connectedness—a robust predictor of multiple health outcomes—from before the COVID‐19 pandemic to the first full school year following pandemic onset. METHODS: We used 2 waves of prospective survey data from 7178 students attending 41 Canadian secondary schools that participated during the 2019‐2020 (T1; pre‐COVID‐19 onset) and 2020‐2021 (T2; ongoing pandemic) school years. Fixed effects analyses tested differences in school connectedness changes by gender, race, bullying victimization, socioeconomic position, and school learning mode. RESULTS: Relatively greater declines in school connectedness were reported by students that identified as females, were bullied, perceived their family to be less financially comfortable than their classmates, and attended schools in lower income areas. Marginally greater school connectedness declines resulted among students attending schools that were fully online at T2 than those at schools using a blended model. CONCLUSION: Results point to disparate school connectedness declines during the pandemic, which may exacerbate pre‐existing health inequities by gender and socioeconomic position, and among bullied youth. IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY: Effective strategies to improve school climates for equity denied groups are critical for pandemic recovery and preparedness for future related events. [ABSTRACT FROM AUTHOR]

Background: The school is one of the most salient developmental contexts for children. However, little is known about the associations linking the school environment to child adjustment in a non‐Western context, not to mention the potential processes that may mediate these associations. Aims: This study examined the associations of school‐ and classroom‐level characteristics with child adjustment and tested whether these associations were mediated by teacher–child relationship qualities. Sample: Cross‐sectional data were collected on a representative sample of 1777 children (mean age = 55.14 months; 50% of them were girls) from 100 kindergartens in Hong Kong, China. Methods: Using self‐reported questionnaires, teachers rated their school‐level environments, their classroom chaos, their closeness and conflict with children and children's socioemotional competence and academic ability. Meanwhile, parents rated children's behavioural problems. Results: Multilevel structural equation modelling revealed that the school‐level environment and classroom chaos were uniquely associated with children's socioemotional, behavioural and academic adjustment. Moreover, the associations of the school‐level environment and classroom chaos with child socioemotional and academic adjustment were mediated by teacher–child closeness and conflict, whereas the associations of the school‐level environment and classroom chaos with child behavioural problems were mediated by teacher–child conflict only. Conclusions: Findings indicated how school‐ and classroom‐level characteristics may be uniquely associated with child adjustment and how teacher–child relationships may be implicated in the underlying mechanism, highlighting the potential utility of targeting school‐ and classroom‐level environments and teacher–child relationships in promoting child development. [ABSTRACT FROM AUTHOR]

Background: Socio‐emotional skills are critical to life outcomes such as achievement, well‐being and job success. However, existing research has mostly focused on the consequences of socio‐emotional skills, with less attention devoted to the role of school climate in the deployment of these skills. Aims: This study investigated the role of school climate in socio‐emotional skills. More specifically, we investigated whether cooperative or competitive school climates are associated with students' socio‐emotional skills. Sample: Our study utilized data from the OECD Survey on Social and Emotional Skills, collected from 10 cities across nine countries. Participants were 60,985 students, including 31,187 10‐year‐olds (49.70% females) and 29,798 15‐year‐olds (51.6% females). Methods: We conducted multilevel structural equation modelling to test whether cooperative and competitive climates were associated with socio‐emotional skills. These skills include five broad domain skills and 15 more specific skills: task performance (self‐control, responsibility and persistence), emotion regulation (stress resistance, emotional control and optimism), collaboration (empathy, trust and cooperation), open‐mindedness (tolerance, curiosity and creativity) and engaging with others (sociability, assertiveness and energy). Results: Our findings indicated a positive relationship between a cooperative climate and socio‐emotional skills. In contrast, the relationship between a competitive climate and socio‐emotional skills was primarily negative. Conclusion: This study highlights the contrasting roles of cooperative and competitive climates in students' socio‐emotional skills. [ABSTRACT FROM AUTHOR]

Background: Students' music self‐concept and music emotions are becoming prominent topics within the area of music education. Aims, Samples and Methods: The majority of previous research on self‐concept and music emotions has examined the two constructs independently and focused on gender differences in externalizing behaviours in music learning, but has neglected the internal interactions between individual music self‐concept and music emotions. Network analysis is a promising method for visually examining music self‐concept and music emotions as part of a network of interactions to identify core features and interrelationships among nodes in the network. In this study, 515 students majoring in music from a Chinese university were recruited. Results: The results showed that high music self‐concept and boredom were the common features at the core of the network for both men and women college students. The boredom exhibited by women differed from that of men in that men's boredom was directed at the entire music course, while boredom in women manifested as daydreaming and boredom with learning materials. Conclusions: This study is the first to explore gender differences in the music self‐concept and music emotions from a holistic perspective. The findings could help music teachers gain insight into the complex system of music self‐concept and music emotions. Music teachers could capture the respective features of men and women to design individualized teaching strategies. [ABSTRACT FROM AUTHOR]

Background: Students' initial experiences at university often shape their attendance and attainment. For some students, university is a positive experience, whereas others seemingly struggle and have more negative emotions. Unearthing distinctions in first‐year students' emotionality may be valuable in understanding their academic engagement and performance. Aims: The study's aim was to identify distinct profiles of students based on their achievement emotions and explore whether these profiles differed in university attendance and attainment. At least three emotional profiles were hypothesized (positive; moderate; negative) with a positive profile expected to display the highest attendance and attainment. Sample: Participants were 294 first‐year undergraduate students from a university in the United Kingdom (Mage = 19.33 years; 127 men; 162 women). Methods: Students completed self‐report measures of eight achievement emotions for general learning. Attendance and attainment data were collected from official records. Hierarchical cluster analysis was performed to profile students on their achievement emotions. Analysis of covariance explored profile differences in attendance and attainment. Results: Four emotional profiles emerged: positive; moderate; negative; mixed‐valence (both positive and negative activating emotions). The positive and mixed‐valence groups displayed equally high attendance compared to the moderate and negative groups. The positive group obtained higher academic attainment than the mixed‐valence and negative emotion groups, but not the moderate group. Conclusions: The findings highlight the diverse emotional experiences of first‐year university students and the existence of co‐occurring positive and negative activation emotions. This evidence may be of practical worth to educators in understanding variability in students' emotions, attendance and attainment. [ABSTRACT FROM AUTHOR]

Background Objectives Methods Results and Conclusions Implications Artificial intelligence (AI) has created new opportunities, challenges, and potentials in teaching; however, issues related to the philosophy of using AI technology in learners' learning have not been addressed and have caused some issues and concerns. This issue is due to the research gap in addressing issues related to ethical and human needs, and even values in AI in learning have become more obvious.This study investigates how human‐centered artificial intelligence (HAI) can help learners in a learning environment. In this regard, this article by developing key considerations of HAI in helping students tries to help implement or shift it in the future in learning environments.To better understand the key considerations of HAI, qualitative methods and interview techniques were applied in this study. In this regard, 18 samples were interviewed from two groups of experts and faculty members in the fields of technology and computer science and social and humanities sciences. The thematic content analysis method was used to analyse qualitative data.The results show that AI attempts to integrate ethical and human values in the process of design, development, and research in the fields of recognising and dealing with negative emotions, targeted emotional nature, and access to fairness and justice. It also shows significant promise in understanding feelings and emotions in a learning environment.Although AI has been studied in other contexts, HAI has not attracted much attention from researchers. Hence, this study has made worthwhile contributions to the literature as it has specifically focused on HAI in education. In addition, it can resolve some scientific community considerations regarding technological concerns in the field of AI. Furthermore, this article can increase social satisfaction with the use of AI by considering ethical considerations in the learning environment and can particularly benefit researchers, educators, and AI specialists who are involved in the study of HAI applications. [ABSTRACT FROM AUTHOR]

Background Methods Findings Conclusion This study delves into the ethical considerations of artificial intelligence (AI) use in higher education, focusing on counselling and psychotherapy students' perspectives. Amidst growing interest in AI across educational sectors, this research aimed to highlight student views on the benefits, risks and ethical challenges posed by AI tools in their training.Employing a qualitative approach, this scoping study gathered data from seven counselling and psychotherapy students through an online survey, which were analysed using reflexive thematic analysis.Four main themes were constructed: (1) guidelines, (2) concerns about the use of AI with highly sensitive information, (3) acceptable and unacceptable uses, and (4) risk of AI compromising the quality of knowledge and practice.This research underscores the necessity for collaborative guideline development that addresses ethical AI use, the protection of sensitive information, and the delineation of AI's appropriate roles in education and practice. It advocates for ongoing discussion amongst educational institutions, professional bodies and students to create dynamic, ethical standards that evolve with AI advancements, ensuring technology enhances learning outcomes, upholds integrity and respects privacy. [ABSTRACT FROM AUTHOR]

Introduction Methods Results Conclusion Students can expect to experience stressors associated with their studies that can have detrimental effects on their mental well‐being if not properly managed. Drawing on a positive psychology paradigm, protective factors can help students to counter study‐related stressors and contribute to their mental well‐being and academic success. The relationship between protective factors, such as maintaining perspective and building networks, with stress severity and positive mental well‐being was examined in a sample of Australian university students undertaking postgraduate coursework.Students completed a survey measuring stress from the Depression, Anxiety and Stress Scale (DASS), positive mental well‐being from the Short Warwick–Edinburgh Mental Well‐being Scale (SWEMWBS), and seven protective factors from the Resilience at University (RAU) scale. Bivariate correlations were calculated for the RAU protective factors with stress and mental well‐being. ANOVA examined the RAU protective factors in relation to mental well‐being and stress severity groupings.All seven protective factors had a positive and significant relationship with positive mental well‐being, and six of the seven protective factors had a negative and significant relationship with stress. A statistically significant difference was found for six of the seven RAU protective factors according to mental well‐being group, and three of the seven RAU protective factors group according to stress severity group. A linear effect emerged between level of protective factor and mental well‐being group, with participants in the high well‐being group having the highest level of protective factors.Universities should focus on the development of protective factors to support students' well‐being and help them to flourish in their studies. [ABSTRACT FROM AUTHOR]

The increasing use of social networks makes online interactions more accessible and increases the risks of cyberbullying. There is a lack of research comparing the role of online and offline social capitals in facilitating positive bystander behaviours in cyberbullying. This study aims to investigate the relationships among cyberbullying victimization experiences, social capitals and bystander behaviours among adolescents. A total of 1207 students in grades 7–9 from boarding schools in China were recruited for this study. Multiphase regressions are used to explore the associations of social capitals and bystander behaviours. Results showed that cyberbullying victims reported more frequent residential mobility and less frequent communication with parents compared with non‐victims. Participants with more offline capitals and less online capital reported fewer experiences as cyberbullying victims. Participants' defending bystander reactions were related to more offline social capitals and higher academic achievement. The findings from this study may contribute to our understanding of bystander reactions to cyberbullying and its relationship with online and offline social capitals among boarding school adolescents. The discussion could also provide implications for proactive and individualized intervention to improve online and offline social capitals to cyberbullying bystander behaviours in schools and communities. [ABSTRACT FROM AUTHOR]

The article presents the discussion on students' experiences of reading challenges during their first three semesters at university and how they cope with these difficulties. Topics include specific reading-related challenges encountered by students, the strategies and approaches they develop to address these challenges, and the implications for higher education teaching and learning.

How anthropomorphic reasoning functions in scientific thinking has been a controversial topic. There is evidence it is problematic as well as evidence it can play productive roles, for scientists and for students. In science education, however, the prevailing view remains that it is an impediment. For this study, we have chosen examples of what we claim are productive instances in elementary students' reasoning, and we analyze them to understand how anthropomorphisms functioned to support scientific thinking. We argue that one productive role is to support temporary shifts from mechanistic reasoning to more general storytelling, in particular to fill gaps as students work to explain phenomena. That is, we propose that children may come to mechanistic explanation as a form of storytelling. Part of their value is in allowing students to "invent science" based on their existing knowledge, supporting them to understand science as sensemaking. [ABSTRACT FROM AUTHOR]

Science educators are integrating more and more computational thinking (CT) activities into their curricula. Proponents of CT offer two motivations: familiarizing students with a realistic depiction of the computational nature of modern scientific practices and encouraging more students from underrepresented backgrounds to pursue careers in science, technology, engineering, and mathematics. However, some studies show that increasing exposure to computing may not necessarily translate to the hypothesized gains in participation by female students and students of color. Therefore, paying close attention to students' engagement in computationally intense science activities is important to finding more impactful ways to promote equitable science education. In this paper, we present an in‐depth analysis of the interactions among a small, racially diverse group of high school students during a chemistry unit with tightly integrated CT activities. We find a salient interaction between the students' engagement with the CT activities and their social identification with publicly recognizable categories such as "enjoys coding" or "finds computing boring." We show that CT activities in science education can lead to numerous rich interactions that could, if leveraged correctly, allow educators to facilitate more inclusive science classrooms. However, we also show that such opportunities would be missed unless teachers are attentive to them. We discuss the implications of our findings on future work to integrate CT across science curricula and teacher education. [ABSTRACT FROM AUTHOR]

This study examined the reciprocal relation between lesson‐specific perceived cognitive appraisals and academic emotions on an intra‐individual level. A daily diary study was conducted using a sample of 266 Chinese Han students (Grades 7–8; 56.8% boys; Mage = 13.70, SDage = 0.52) during 10 mathematics lessons in 2022. Standardized questionnaires were also administered to these students before the daily diary study. The results of the dynamic structural equation modeling revealed significant reciprocal relations between cognitive appraisals and academic emotions within early adolescents and highlighted the role of emotions in guiding cognitive appraisals. Additionally, the study identified similarities and differences in the inter‐individual relation between appraisals and emotions across self‐reported questionnaires and daily diary measures. [ABSTRACT FROM AUTHOR]

Problem: The significance and complexities of a psychiatric diagnosis have been well‐documented in existing literature. Despite the reliability and accuracy of such diagnoses, the impact and use of diagnostic labelling on young people remains unclear. Methods: A systematic review was conducted using six databases, identifying 13 studies that explored psychiatric diagnosis experiences in professionals, caregivers, and young people. Findings: This review focuses on three main themes related to psychiatric diagnosis in young people. The first theme is diagnostic subjectivity, which explores the accuracy, usefulness, potential harm and alternatives (e.g. psychological formulation) to psychiatric diagnosis in this population. The second theme is the utility of psychiatric diagnosis, which considers whether it helps young people access appropriate support and gain a better understanding of themselves and their presenting issues. The third theme is stigma, which examines the negative experiences and discrimination that young people may face due to their psychiatric diagnosis. Conclusions: There is relatively limited literature which discusses the experience of psychiatric diagnosis in young people, caregivers and professionals. The available literature is difficult to compare due to discrepancies between methodologies and services, and there are several gaps i.e. a limited focus on the experience of young people themselves. Different views and experiences of psychiatric diagnosis among professionals, caregivers, and young people could impact young people's quality of life, access to healthcare, and identity development. The current literature needs to be more comprehensive to draw firm conclusions about young people's experiences with psychiatric diagnosis. [ABSTRACT FROM AUTHOR]

The article presents a study which investigated how exposure to geriatric medicine before medical school through Hospital Elder Life Program (HELP) impacts students' interest and attitudes toward geriatrics. Topics discussed include self-assessment of perceptions of the field of geriatrics by respondents before and after participating in the HELP program, students' retrospective assessments about themselves before the program, and limitation of this type of assessment.

Evidence‐based core instruction partnered with evidence‐based supplemental interventions are vital for students' literacy learning, particularly for students who need additional support (Petscher et al., 2020). Identifying instructional materials that reflect the translation of effective practices is challenging, (Solari et al., 2020) and made trickier by an abundance of commercialized and packaged literacy curricula, all claiming to be research‐ or evidence‐based. The tasks of finding, selecting, and implementing literacy interventions that are high‐quality, evidence‐based, and designed to meet the needs of students is not for the faint of heart, especially because school leaders often have difficulty distinguishing programs based on research evidence from those benefiting from good marketing (Schwartz, 2019). Thus, the purpose of this article is to provide school personnel responsible for implementing literacy interventions (i.e., classroom teachers, literacy specialists, special educators) and/or selecting literacy intervention programs (i.e., administrators, instructional coaches) with a step‐by‐step process informed by our study which surveyed North Carolina first grade teachers' literacy assessment and instruction practices in schools receiving Title I funding before and during the COVID pandemic. [ABSTRACT FROM AUTHOR]

More and more students with learning disabilities and other diverse learners are placed for instruction in general education classrooms, which often leaves teachers grappling to design successful peer interactions and literacy activities to meet the needs of all learners in their classrooms. As the shift is made to align literacy instruction to the Science of Reading (SoR), it is vital for teachers to provide relevant and engaging learning opportunities for all students. In this article, several strategies are offered for intentionally pairing diverse learners and their typically developing peers to provide successful structured peer tutoring experiences during literacy activities in inclusion classrooms. [ABSTRACT FROM AUTHOR]

Before ever entering a formal educational setting, children use writing to make themselves known. Yet by the time students reach the fourth grade, only a small minority of students demonstrate writing skills considered competent by national standards. By this time in their school career, many have begun to internalize that they are poor writers and have become apprehensive toward writing tasks and tests. Using an approach that applies the well‐established literacy practice of dialogue journaling, Leah, a teacher, facilitated an after‐school book club for fourth‐grade students who experienced writing apprehension. The outcomes of the book club were that students began to build confidence and develop more positive attitudes toward writing. [ABSTRACT FROM AUTHOR]

Knowledge activation and knowledge building are essential for reading comprehension. Yet, how can teachers support students in accessing and applying their existing knowledge and experiences during reading? This article provides six evidence‐based principles to consider during literacy instruction, which are drawn from a recent systematic literature review that examined prior knowledge activation instructional scaffolds. These principles are: (a) activate knowledge before, during, and after reading; (b) activate knowledge collaboratively; (c) support students in understanding connections between concepts; (d) support students in recognizing discrepancies between their knowledge and the text; (e) address misunderstandings; and (f) consider the amount of topic‐specific knowledge that students have. These principles have the potential to shift how teachers think about the role of knowledge activation throughout the reading process. [ABSTRACT FROM AUTHOR]

Research shows a general declining trend in reading motivation as students progress through their schooling experience. This qualitative study examines how adjusting practices of rewarding reading can improve reading motivation among students. Teachers are trained in the principles of motivation and introduced to the proximal reward theory (Gambrell, 1996). They are then challenged to come up with ideas for proximal rewards and implement them appropriately for their classrooms, replacing prior incentives of food and prizes. Qualitative data are collected through classroom observations, interviews, and teacher journaling. Outcomes showed teachers' ability to plan and implement appropriate approximal rewards increased as did the teachers' confidence in their effectiveness, while students also increased in motivation for reading tasks. [ABSTRACT FROM AUTHOR]

Over the past two years, as a professor of reading education, I have listened to, collaborated, and met with various PreK–12 educators virtually and in person. I collected questions, comments, successes, and challenges related to the ongoing transitions and demands of this post‐pandemic era on teachers, students, and parents. The topics of student motivation to read and engagement in reading remain among the top two areas of need and support for educators. In this article, I present a short summary of research on reading motivation and engagement followed by sample research‐based recommendations for strengthening students' reading motivation and engagement in today's learning environments and resources to support your instructional decisions. [ABSTRACT FROM AUTHOR]

Culturally sustaining pedagogy (CSP) that builds on and sustains students' cultural and linguistic practices is important for students' academic achievement and identities. While CSP is applicable to any content area, a critical time to incorporate it is during differentiated reading groups—small‐group contexts that provide explicit code‐based and/or meaning‐making instruction using varying types of texts. This article seeks to help teachers develop a stronger understanding of CSP and how to leverage students' cultural identities and experiences within small groups. We then highlight two differentiated reading group lesson examples to illustrate how to apply the tenets of CSP, along with code‐based and meaning‐making strategies, with a second‐grade group reading Trombone Shorty and another reading Reina Ramos. Additionally, this article provides steps and resources for how to select and teach with culturally sustaining texts to promote students' identities and literacy success. [ABSTRACT FROM AUTHOR]

As part of a large study aiming to understand how kindergarten children in Colombia used translanguaging during independent play, Paula (the teacher) along with Dr. Moses (lead researcher) co‐designed a 6‐week play‐based intervention that included a variety of learning experiences such as partner reading, small‐group reading, and supported play, among others. In this guide, we describe the step‐by‐step process followed to design the children's book the students used during instruction to learn the desired language, vocabulary, and interactions. Additionally, we provide suggestions on how to create a book that fits your teaching goals. [ABSTRACT FROM AUTHOR]

The author, a fifth‐grade teacher, describes how she reimagined the literary essay curriculum to amplify student identity, agency, and voice by creating a class podcast. Because of their similar structure and organization, teaching students literary analysis and interpretation through podcast writing offered entry into literary essays. The author provides the steps for teaching students how to create a class podcast and write episodes reviewing diverse, inspiring, and thought‐provoking texts. She explains how to support students to transfer their voice, energy, and skills when writing literary essays. The article shares insights about how engaging students as talkers and thinkers supports their identities as readers and writers. [ABSTRACT FROM AUTHOR]

In this invited Viewpoint, Sharon Walpole tracks her thinking about feasible, effective, small‐group differentiated instruction. She acknowledges political pressures and the focus on science of reading. She describes the attractiveness and feasibility of guided reading. She then identifies some salient criticisms of the assessments, texts, and instructional model used in guided reading. Finally, she proposes a different use of small‐group time to provide feasible differentiated instruction in foundational skills for students who need them. She invites teachers to investigate the utility of repurposed differentiated small‐group time to accelerate literacy achievement. [ABSTRACT FROM AUTHOR]

Aim: University students are increasingly affected by mental health problems and need prompt support. The aim of this project was to assess the impact of the mental health first aid (MHFA) training on students' knowledge, attitudes and practices (KAP) concerning mental health in the short, mid and long‐term. Methods: Three studies were conducted in Bordeaux, France, from May 2021 to March 2022. The first study collected data from 55 students 1 to 6 months after they had followed the training to examine its efficacy in the mid‐long term. The second study collected data immediately before and after the training to evaluate the KAP of 52 students in the short‐term (1 to 10 days). The third study consisted of 14 semi‐structured interviews with students trained since 2020 to identify the training's long‐term impact (3 to 18 months). Descriptive statistics were used for studies one and two, and framework analyses for study three. Results: Most participants reported that their KAP about mental health had improved after the training. In the first study, 94.2% of students reported being ready to intervene during a psychotic crisis in their peers. In the second study, 75.0% of students reported improved mental health‐related knowledge and decreased stigma. All students in the third study reported that they had assisted at least one person after the training. Conclusions: These were the first data on the impact of the French MHFA on KAP. While not exhaustive, findings suggest that deploying the training would be beneficial to French students. [ABSTRACT FROM AUTHOR]

Multiple‐choice questions (MCQs) are the most popular type of items used in knowledge‐based assessments in undergraduate and postgraduate healthcare education. MCQs allow assessment of candidates' knowledge on a broad range of knowledge‐based learning outcomes in a single assessment. Single‐best‐answer (SBA) MCQs are the most versatile and commonly used format. Although writing MCQs may seem straight‐forward, producing decent‐quality MCQs is challenging and warrants a range of quality checks before an item is deemed suitable for inclusion in an assessment. Like all assessments, MCQ‐based examinations must be aligned with the learning outcomes and learning opportunities provided to the students. This paper provides evidence‐based guidance on the effective use of MCQs in student assessments, not only to make decisions regarding student progression but also to build an academic environment that promotes assessment as a driver for learning. Practical tips are provided to the readers to produce authentic MCQ items, along with appropriate pre‐ and post‐assessment reviews, the use of standard setting and psychometric evaluation of assessments based on MCQs. Institutions need to develop an academic culture that fosters transparency, openness, equality and inclusivity. In line with contemporary educational principles, teamwork amongst teaching faculty, administrators and students is essential to establish effective learning and assessment practices. [ABSTRACT FROM AUTHOR]

BACKGROUND: Adoption of the Whole School, Whole Community, Whole Child (WSCC) model has been slowed by a lack of available tools to support implementation. The Wellness School Assessment Tool (WellSAT) WSCC is an online assessment tool that allows schools to evaluate the alignment of their policies with the WSCC model. This study assesses the usability of the WellSAT WSCC. METHODS: Using a convergent mixed methods design, we collected qualitative and quantitative data from 5 school‐based participants with roles in development and evaluation of policy. Participants explored the platform while engaging in a think‐aloud procedure and scored a sample policy using the platform. They also completed the System Usability Scale and responded to open‐ended questions about the usability of the platform. RESULTS: Participants rated the WellSAT WSCC as an above‐average user experience, but data suggested several areas for improvement, including improved instructions, enhanced visual design of the platform, and guidance for subsequent policy changes. CONCLUSION: The WellSAT WSCC provides an above‐average user experience but can be improved to increase user experience. These improvements increase the potential for greater use to facilitate integration of the WSCC model into school policy. [ABSTRACT FROM AUTHOR]

Summary Personality traits have been associated with sleep problems and stress experience. However, their impact on objective sleep and the temporal relationship of stress on sleep has remained elusive. This study examined whether daytime stress predicts sleep the following night, and the moderating role of neuroticism and conscientiousness in this relationship. To introduce stress variability in natural daily stressors, we measured college students (N = 92) during exams (e.g. high academic stress) and at the start of new course period (e.g. low academic stress). Both objective (actigraphy) and subjective sleep, and daily self‐reported stress, were measured for 14 days and personality traits once. Reported daily stress was significantly higher in the exam period compared with baseline, suggesting that our natural manipulation did indeed result in variation in stress levels. Intra‐individual daily variations in stress were not associated with the following night's sleep timing, duration or fragmentation, implying that more stress during the day did not affect sleep the following night. Higher levels of neuroticism were associated with poorer daily subjective sleep quality and higher stress levels over the complete period. Neuroticism did not moderate the temporal association of stress on sleep. Conscientiousness moderated the association between intra‐individual stress and sleep fragmentation, and intra‐individual stress and wake‐up time. This implied that highly conscientious participants experienced less sleep fragmentation and woke‐up earlier after more stressful days. These results suggest an interconnected relationship among stress, sleep and personality. Focusing on one aspect, like handling stress or enhancing sleep quality, might yield positive effects on the rest. [ABSTRACT FROM AUTHOR]

Objective: To: (1) assess whether rural clinical placements influence change in intention to practice rurally for nursing and allied health students, (2) to assess whether residential origin (metropolitan or rural) or university location (metropolitan or non‐metropolitan) influence this change, and (3) assess residential origin of health professionals practicing rurally after graduation. Design: Cross‐sectional survey (2014‐2022) conducted in Northern/Northeastern Victoria and Grampians region by nursing and allied health students completing rural clinical placements. Survey explored student placement satisfaction, intention to practice rurally and demographic information, with a follow‐up two years' post‐placement. Findings: Experience of a rural placement increased students' intention of practicing rurally. Importantly, 57% of metropolitan origin students studying at metropolitan campuses exhibited positive change. Logistic regression analysis suggested that after controlling for age, gender and satisfaction with placement and supervision, students of metropolitan origin at metropolitan campuses were 6.4 times more likely to report positive change in intent to practice rurally after placement than students of rural origin studying at non‐metropolitan campuses.Follow‐up data suggested that a substantial proportion of health professionals providing services in rural areas were of metropolitan origin. Results: These findings concur that rural origin and rural training are important predictors of working rurally. Additionally, metropolitan students can change their intention to practice rurally after a rural placement. Conclusions: This study supports strategies to enhance intention to practice rurally that are not restricted to rural origin students to build rural workforce. [ABSTRACT FROM AUTHOR]

Issue Addressed: Canine Support Programs (CSPs) are a potential solution to growing university student support demands. While current studies focus on the impacts of CSPs, there is limited understanding of the views and expectations of tertiary students about CSPs. This study explored the perceptions and preferences of students in an Australian regional university about CSPs. Methods: A questionnaire with multiple choice and open‐ended questions surveyed residential students' perspectives about CSP. Data were analysed using descriptive statistical tests and thematic analysis for open responses. Results: Majority (98%) of participants (sample n = 48) would support a CSP on campus. Frequent, small‐group interactions of ≥15 min involving physical contact were preferred. Dog disposition, welfare‐trained handlers, and veterinary certification were important aspects of program safety. Participants strongly agreed a CSP would improve mental health and well‐being, relieve stress, reduce feelings of homesickness, provide support, comfort, and enable social interactions. Conclusion: There is strong support among the study population for CSP to be established on campus. This study supports earlier research that CSP has benefit potential for new, stressed, and/or students who love dogs. The preferences of students should inform program design to enhance utility and impact. This aligns with Health Promoting Universities and College's Okanagan Charter principle of 'engaging student voices'. More institutional awareness and support for CSPs will be necessary for integration. So What?: This study reveals the need for tailored and creative student support beyond traditional offerings including those that focus on student well‐being and social initiatives. CSPs can be utilised as an advocate, enabler, and medium for mental health promotion action and well‐being support for tertiary students; thereby, contributing to the 'Health Promoting University' agenda in Australia. It also reinforces the need for a Health in All Policies approach to be incorporated into our tertiary education sector. Future actions should focus on improving institutional awareness, support, and sector implementation. [ABSTRACT FROM AUTHOR]

As a collective of students and teachers, we reflect on student experiences of housing in Aotearoa. The commentary began as a reflective diary assignment from a third‐year course offered in semester one of 2023 at the University of Auckland. Using 15 of these diaries as our data, we take stock of the multiple intersecting crises of housing that are currently impacting students and other young people, and suggest potential directions for future research. [ABSTRACT FROM AUTHOR]

Background: This paper aims to explore the impact of recovery education on recovery knowledge, attitudes and the quality of life of students undertaking recovery education, contributing to the evidence base in relation to the impact of recovery education. It also explores the experiences of all stakeholders involved in the co‐facilitation, delivery and participation in recovery education. Setting and Participants: This study evaluates the experiences of stakeholders involved in the co‐facilitation, delivery and participation in recovery education across four recovery colleges in Ireland. Participants included students undertaking recovery education, peer educators, education facilitators, recovery college coordinators and practitioner/service providers. Discussion: Findings from the quantitative survey when compared with extant literature suggest that students had a good understanding of recovery education. The social aspect of empowerment for growth and wellbeing was identified through themes relating to co‐production and facilitating student learning. Support for equitable access to recovery education, including co‐production for both the public and staff, was identified as a challenge for the future. Conclusion: The findings from both the qualitative and quantitative components of the study show the positive impact of recovery education on stakeholders while acknowledging the need for ongoing support for people working in recovery education and the development of services. In particular, there was a high level of recovery knowledge found in students undertaking recovery education. Patient or Public Contribution: This study utilised a co‐created study design. From inception a steering group comprising stakeholders (peer educators, recovery education facilitators including past recovery college students and nonpeer staff involved in the co‐production of recovery education) directed the conduct of the evaluation. This steering group participated in an iterative process of information sharing, suggestions for evaluation process and language. [ABSTRACT FROM AUTHOR]