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Background: Students' sense of school belonging is important for mental health, physical health, and academic performance. However, some students do not feel as though they belong in their schools. This study investigated Greek secondary school students' perspectives on practices that enhanced their sense of belonging during the COVID‐19 pandemic. Method: An online survey used open‐ended questions to explore the views of 226 Greek secondary school students. Results: Thematic analysis identified four teacher‐level practice themes: communication and understanding, respect and inclusion, support to become involved in the school community, and classroom structure. Four school‐level practice themes were identified: support and inclusion, psychological support and career guidance, improved school facilities and safety, and activities and opportunities for social connections. Implications for School Health Policy, Practice, and Equity: Teacher communication that fostered belonging included being approachable, understanding, and caring. Students valued inclusion, safety, and equality. Extracurricular activities and workshops strengthened belonging at school. Group work, creative lessons, and at the school‐level, opportunities for social connection, were also important for developing a sense of belonging. Conclusions: By understanding different level factors linked to school belonging, schools and policymakers can better identify effective and appropriate practices that improve student belonging. [ABSTRACT FROM AUTHOR]

A sense of school belonging is essential for adolescent development, though there is limited research investigating ways to improve students' sense of school belonging in Qatar. With 116 Qatari secondary school students, the current study explored student perspectives of ways teachers and schools could improve their sense of school belonging. Students responded to a survey including open‐ended questions and a descriptive scale measuring the usefulness of established belonging strategies during remote learning, in‐person, or all the time (both). Encouragement and support from teachers were found to be useful all the time, with school activities during breaks and opportunities to make friends only being useful during school‐based learning. From the examination of open‐ended responses using a hybrid qualitative approach with inductive and deductive coding, two overarching themes each at the teacher‐level and school‐level were found, defined by several subthemes. Belonging practices at the teacher‐level included caring and supportive teachers and teachers treating students as people. Belonging practices at the school‐level included student engagement and a positive and supportive school environment. For Qatari students practices such as prioritising supportive student–teacher relationships, introducing policies which promote a respectful, fair and safe environment, and offering school wide‐extracurricular activities that encourage peer connections are important to develop their sense of school belonging. [ABSTRACT FROM AUTHOR]

Despite adverse health outcomes being associated with long‐term tranquilliser use, health professionals face numerous barriers in reducing reliance on benzodiazepines. This study investigated the effectiveness of focused counselling in facilitating benzodiazepine withdrawal. In phase one of a two‐phase mixed‐methods evaluation, preintervention and postintervention quantitative data for 24 participants were analysed. Measures included the Australian Treatment Outcome Profile, Kessler 10, and two client outcome ratings. In phase two, follow‐up individual interviews were conducted with six participants. Following counselling, 88% of participants reported either reduced use or withdrawal from benzodiazepines. Significant reductions in psychological distress were obtained in Kessler 10 scores, and the calculated effect size (d = 0.84) was large. Medically supervised tapering was well received when combined with focused counselling. We found strong support for the tapering process and for the appropriateness of counselling. Withdrawal was facilitated when services were well coordinated and the client's sense of control was maintained. [ABSTRACT FROM AUTHOR]

Governments have been urged to adopt real‐time prescription monitoring in order to manage and reduce risks associated with the long‐term use of sleep and anti‐anxiety medications. Given this imperative, accessible psychological interventions for benzodiazepine (BZD) dependency and withdrawal are essential. The aim of this study was to understand how counsellors support clients assessed as suitable for community‐based drug withdrawal services to reduce their BZD use. Six BZD counsellors and two service coordinators were interviewed. Counsellors collaborated with their clients and prescribing doctors to develop individualised taper schedules that were in line with recommended clinical guidelines. Psychoeducation underscored a range of evidence‐based interventions, and a trauma‐informed approach was considered essential in working with clients to reduce their use of BZDs. Continuity in care was affected by the degree of prescribing doctor support for the taper. Counsellors reported that workforce sustainability was enhanced by quality clinical supervision and professional development opportunities. The role of counsellors in providing accessible, community‐based interventions for clients to reduce their use of BZDs was supported. Psychosocial support, combined with a medically supervised taper, has a strong evidence base and implications for client‐centred interventions are discussed. [ABSTRACT FROM AUTHOR]

Students’ sense of school belonging is associated with healthier psychological functioning and improved academic outcomes. Currently, most research on school belonging has been conducted in the United States, United Kingdom, Australia, and New Zealand, resulting in school belonging practices and interventions largely biased towards Western school systems and cultures. This study sought to identify Indian students' perceptions of teacher‐level and school‐level factors that could contribute to a sense of school belonging. Open‐ended survey questions were used to qualitatively explore how teacher‐ and school‐level practices contributed to the school belonging of 93 Indian students aged 12–19. Data analysis followed manifest content analysis, identifying themes within teacher‐level and school‐level domains of enquiry. Results reveal valuable insights into factors influencing school belonging from the students’ perspective. These findings can inform the development of targeted interventions to support Indian students in rebuilding their sense of school belonging, improving their wellbeing, and enhancing their academic success. The research also contributes to a broader understanding of school belonging practices and their cultural sensitivity, benefiting educators, policymakers, and researchers worldwide. [ABSTRACT FROM AUTHOR]