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While prior research has examined the connection between civic engagement and collectivist views, the present study considers to what extent years of education have been associated with more collectivistic views. This study analyzed data from the 2021 United States General Social Survey. Results suggested that more years of education was associated with believing that the government should do more for Black people and that the government should do move overall (in a scaled average of individualism/collectivism). Specific demographic factors were associated with more collectivist or individualistic views. Implications for program and policy development within higher education are considered.

Public education requires all stakeholders to collaborate as a community and focus on the essential factors that create a path for student progress, growth, and maturity. The result nurtures students from kindergarten to graduation and beyond and affords them opportunities to become efficacious members of their communities. Schools are a business operating on the premise of the service industry, working collectively with and for the communities they serve. Their operational parameters are to work with all stakeholders to successfully facilitate excellence in education for all students regardless of gender, race, or socioeconomic status. Recent COVID-19 school closures have opened dialogues concerning the ramifications of continued school closures, the slow reopening of schools, and the current chronic educational gap for minorities and students living at the poverty or "extreme poverty" levels. This literature review examines peer-reviewed articles, policy papers, editorials, and global research that examines how the COVID-19 school closures and slow reopening processes affect the equitable global education of minorities and children living in poverty or extreme poverty.

Students with chronic health conditions experience many challenges, such as increased school absences, that may impact academic success. Additional academic problems exist for students with chronic health conditions who also have socioeconomic status (SES) factors. A systematic literature review as conducted to study the interactions between chronic health conditions, absenteeism, and factors associated with SES. Findings suggest that asthma, the most common chronic health condition in children, is the leading cause of health-related school absences. Findings also suggest that factors associated with SES, such as family income, also impact school attendance for students with chronic health conditions. Although the results are mixed for academic achievement abilities for student who have chronic health conditions, many academic challenges that students with chronic health conditions encounter can be explained by frequent school absences. Further research on school absences and SES factors affecting students with chronic illnesses is needed to help establish guidelines for appropriate school programming and positive school attendance support.

U.S. public schools are increasingly segregated by income, resulting in substantial educational inequality among U.S. schoolchildren. We conducted a nationally representative survey to explore the relationship between parental beliefs about and preferences regarding school segregation. Using experimental manipulation, we tested if learning about levels of school segregation in their local school district affects a parent's attitudes and preferences regarding school segregation. In doing so, our study helps elucidate whether disagreement with respect to segregation-reducing policies stems from differences in parental beliefs about the extent of segregation in their district or from differences in parental preferences given existing levels of segregation. We found that parents hold largely inaccurate beliefs about local segregation levels and underestimate, on average, the economic segregation in their district. However, information treatments that correct inaccurate beliefs do little to influence support for policies to reduce segregation.

"It is dark under the lamp"-a proverb that frequently refers to the misery that prevails in confined, lit environments. In terms of economic development, urban regions have risen to prominence as centers of excellence. Cities are populated by individuals from varied cultural, professional, and economic backgrounds. The disparities in their economic conditions have resulted in several groupings of people who are vastly distinct from their rural counterparts. Comparing urban and rural locations, studies frequently conclude that urban education is significantly superior. This study employs "descriptive analysis" of both secondary and primary data to conclude that students living in urban slums suffer in three K-8 (universal) education characteristics (access, attendance, and academic performance). The government's disregard for students living in slums allowed NGOs to intervene. Students living in shacks are educated mostly through government initiatives in Bangladesh, but those living in apartments attend private, international, and elite-public schools. Students residing in tin huts cannot compete with those residing in apartments, much less slums. This situation has been further compounded by the Covid-19 outbreak. A substantial policy intervention by the Bangladeshi government may be the only possible method to protect the urban K-8 (universal) education of developing nations from criticism.

In a time of increasing economic inequality, lower levels of government investment in higher education, and rising tuition costs, students vying for a college degree experience financial concerns as important influences on their college experience. An emerging body of literature has focused on the relationship between student finances and academic outcomes. This study sought to understand how community college student financial situations are linked to academic outcomes. Specifically, we examined whether financial stress and financial precarity are associated with students' academic outcomes at 2-year institutions. Prior community college research on this topic has generally been limited to single institution studies. This study extends current research by using a multi-institutional dataset of 21 community colleges and accounting for multiple financial factors in our statistical models to describe community college students' financial situations and knowledge in a nuanced manner. Financial stress and financial precarity emerged as significant predictors of several academic outcomes. Financial stress explained more variance in academic outcomes than several other financial and demographic variables in the models, including financial knowledge. We discuss the importance of developing research that is more nuanced in its approach to financial influences on community college student trajectories toward a degree.

Informed by the capability approach and critical discourse analysis, this article examines how the development of green skills among master craftspersons and apprentices in the informal sector of Ghana could be promoted for cleaner production and sustainable futures. The findings show that inequality and poverty; cyclical policy trap; sectoral green initiatives and the green coordination gap; and limited human resource capacity including uncoordinated informal learning approaches serve to constrain the development of green skills among master craftspersons and apprentices in the informal sector of Ghana. To address these challenges, the current study proposes the development of a framework that (1) harmonises the different sectoral initiatives and strategies on green skills to avoid the cyclical policy trap; (2) expands the current green Technical and Vocational Education and Training (TVET) agenda to include green skills development for individuals in the informal TVET sector; (3) closes the coordination gap in government green initiatives by creating an agency responsible for national green agenda; and (4) creates clear qualification models and strategies for the development of green skills in the informal sector.

Following the widespread adoption and implementation of Education for All (EFA) at the World Education Forum held at Dakar as part of the Millennium Development Goals in 2000, school enrolment at the basic level of education has increased in Sub-Saharan Africa. With the region having the lowest rate of youth enrolled in upper secondary schools in the world, countries are paying considerable attention to upper secondary education, which is argued to be a significant component of human capital formation and for meeting Sustainable Development Goal 4. However, unlike for basic level education, academic research on the factors that determine upper secondary school enrolment in the region is limited. Against this backdrop, the study investigates the effects of cost elimination on upper secondary school enrolment in Sub-Saharan Africa using macro-level panel data analysis of countries from 2003 to 2018. The results show that cost elimination, as a demand-side intervention, has a significant positive effect on upper secondary school enrolment. However, amid a high level of poverty rate, the magnitude of the positive effects of cost elimination tends to reduce. This shows that along with demand-side interventions that reduce direct costs to schooling, policies must focus on reducing the level of poverty for cost elimination to become effective in increasing school enrolment.

The Recipe 4 Success preventive intervention targeted multiple factors critical to the health and well-being of toddlers living in poverty. This randomized controlled trial, which was embedded within Early Head Start home visits for 12 weeks, included 242 racially and ethnically diverse families (51% girls; toddler mean age = 2.58 years; data collected 2016-2019). Compared to parents in usual practice home visits, parents in Recipe 4 Success displayed greater sensitive scaffolding of toddlers' learning and more responsive food parenting practices (Cohen's d = 0.21-0.30). Toddlers in Recipe 4 Success exhibited greater self-regulation and had healthier eating habits (Cohen's d = |0.16-0.35|). Results highlight the value of Recipe 4 Success in promoting parent and toddler behavior change that could have life-long benefits.

School closures were part of a larger COVID-19 mitigation effort. However, policymakers over-weighted concerns about the virus to the neglect of other aspects of pediatric health, including mental health. This narrative review summarizes findings from 40 studies. School closures appear to have been an ineffective mitigation strategy, yet children and adolescents experienced increased anxiety, depression, and loneliness, as well as an overall reduction of wellbeing. Suicidal ideation and incidence increased as well. Connecting with family and friends, even if virtually, improved these outcomes. Females and those living in poverty experienced worse mental health outcomes compared to their peers.

Accountability policies through standardized testing are widespread in diverse educational systems. Based on an ethnographic research study, we sought to understand how a learning assessment policy, used for over three decades in primary and lower secondary education, is lived and interpreted in daily school life in Chile. This article analyzes how learning assessment policies are re-contextualized (translated and interpreted) in three elementary and high schools located in poor neighborhoods with different performance categorization according to students' test results. We conducted interviews and observations with teachers and school leadership team members. Results show that school actors experience the effects of testing both as a menace and as a pressure despite their different school categorization performance. They consider the tests a decontextualized and unjust measurement and therefore respond with similar strategies that seek to avoid these negative consequences. This study contributes to understanding the effects of tight accountability systems that attempt to place different levels of pressure through categorization.

To help guide school mental health policy and practice, we evaluated patterns of mental health help-seeking across lifetime adversity among sixth-grade adolescents. An ethnically/socioeconomically diverse sample of sixth-graders (N = 751) self-completed assessments of help-seeking and indicators of lifetime adversities: violence victimization, poverty, parent loss/divorce, mental illness/substance abuse at home, and stressors related to social identity. Logistic regression models adjusting for family/personal factors examined adversity factors on help-seeking outcomes overall and across subgroups with mental health perceived problems and high-symptoms. Overall, odds increased between perceived problem and formal service use, poverty and formal service/school counselor use, and high-symptoms/victimization and talking to a friend (p < 0.05). Among those with perceived problems, odds increased between mental illness/substance abuse at home and formal service use, victimization and talking to a friend, and poverty and school counselor use (p < 0.05). Among those with no mental health problems, odds increased between victimization and formal service/school counselor use, and poverty and formal service use (p < 0.05). No significant patterns were observed in the high-symptom subgroup. Understanding how adversity shapes help-seeking can help guide school mental health policies and practices. Study findings point to areas for expansion of supports for students with adversity to create a mental health safety net and help mitigate future risk.

Homeless and low-income students share multiple overlapping risk experiences; however, some studies report little to no observed differences in outcomes between these students. From the cumulative risk perspective, homelessness is perched at the extreme edge of economic insecurity, suggesting that homeless students encounter additional hardships beyond poverty experiences alone. Using a continuum of risk framework, this study leveraged statewide administrative data from a 6th grade cohort of Maryland public school students (N = 52,610) to investigate the association between homelessness and educational and early labor market outcomes, above and beyond the associations linked to poverty. Findings provide support for the continuum of risk in relation to educational outcomes; however, no significant differences were observed in early labor market outcomes, although racial differences were detected. This study underscores the importance of targeted interventions in promoting positive, long-term outcomes, particularly for students who were homeless in adolescence.

The prevalence of mental health challenges continues to worsen among adolescents, with Black American adolescents experiencing rates of suicide attempts that are increasing faster than any other racial and ethnic groups. Research has found that the neighborhood environment impacts mental health through the type and level of stress that people experience generally. More is yet to be known, however, about the biological and psychological impacts of the neighborhood environment on stress among Black American adolescents. This study used a scoping review to explore the neighborhood environment's contribution to stress among Black American adolescent's, specifically. Seven bibliographic databases were used to identify relevant studies. Ten articles met eligibility criteria and were included in this review. Findings reveal that the biological stress response to neighborhood poverty and community violence has implications for mental and behavioral health functioning in adolescence. Implications for future research and interventions are discussed.

The COVID-19 pandemic has been an acutely challenging time for families and parents of young children. Periods of lockdown, and the economic and social dislocation associated with the pandemic, will have far-reaching consequences for children's education, life chances and social relationships. This article extends our understanding of these issues by drawing on extensive qualitative data from a study that investigated the work of children's centres across a major UK city during the pandemic. Empirically, the article extends research on the interconnections between parenting, the early years, and the pandemic by outlining the interlocking range of problems facing families who used children's centres. These include social isolation, domestic violence, poverty and destitution associated with unemployment and changes to Universal Credit, food insecurity and mental health. This constellation of factors reflects not only the impact of the pandemic but also enduring and entrenched patterns of inequalities. The data provides a starting point for the more conceptual and normative part of the article. Drawing on scholars such as E.O Wright and Michelle Jackson, we consider the scale and scope of the social, economic and political transformations required to build an education system that can support the needs of all.

Academic underachievement of students from disadvantaged backgrounds is an ongoing and unresolved problem. Schools serving vulnerable communities often fail to meaningfully engage their students who are often exposed to significant family and environmental adversities. However, where the educational landscape is overwhelmed with neoliberal processes of accountability and testing, education generally comes to be understood as a cognitive process with little attention to the bodily or affective dimensions of learning. This paper draws on new theoretical ideas in affect and embodiment to build a case for an embodied, affective and creative pedagogy for students who live with poverty and adversity. Specifically, I report on research that investigates how two teachers utilised "Creative and Body-based" (CBL) provocations to redesign curriculum for disadvantaged students in their sites. In utilising the analysis of two narrative portraits, I highlight examples of bodily affectivity as well as affective pedagogical practices that impact on students' capacity to learn and teachers' capacity to teach. Analysis suggests that embodied and creative approaches enable new forms of communication and learner identities through bodies, senses and imaginings. Such approaches provide much needed affective conditions that 'hook' students in, encourage dialogue and help them to realise their potential as learners. Outcomes of this work signal an epistemological and pedagogical shift toward understanding bodies and creativity as agents of learning and knowledge production. By engaging with notions of a 'learning body' potential exists to challenge neoliberal practices in complex classrooms and support young people to foster stronger connections, hope and a re-inspired aspiration to learn.

Background: States are often ranked on a range of different indicators. In this study, states were ranked for each of the leading actual causes of death. Purpose: This study ranks states on how hazardous they are to the health of the citizenry in terms of the actual causes of death as identified in the seminal article by McGinnis and Foege. and later updated by Pilar et al. Methods: We ranked states for actual cause of death using multiple data sources. We also calculated an overall state ranking across all actual causes of death using the percent weightings attributable to each actual cause from the Pilar et al. study. States were ranked based on their overall score. Results: Significant differences were noted in actual cause ranking both within and across states. A different profile was found for the top and lowest ten ranking states. Discussion: Results suggest a comprehensive approach grounded in the socio-ecological model combining health promotion/education and health policy to affect change. Translation to Health Education Practice: Health professionals may use these rankings to determine methods for improving health services, programs, and behaviors in their communities.

Although poor health has been reported in parents of children with autism spectrum disorder (ASD), most studies excluded fathers and focused on mental health. We combined 2016-2019 data from the National Surveys of Children's Health to determine child and parent characteristics that predict poor mental and physical health in fathers (n = 818) and mothers (n = 2111) of children with ASD. For fathers of children with ASD, higher parenting stress was significantly associated with greater odds of poor physical health, whereas racial and ethnic minorities and living at 400% above the federal poverty were significantly associated with lower odds of poor mental health. For mothers of children with ASD, greater child sleep problems were significantly associated with greater odds of poor physical health, and two-parent household living 400% above the poverty line was significantly associated with reported lower odds of poor mental health. Continued efforts to reduce parenting stress and improve child sleep problems, along with expanding existing services and coverages of ASD services, especially for low-income families, may help reduce the burden on these families, preventing adverse future health outcomes in this population.

The poverty rate among the Palestinian-Arab minority in Israel is two to three times higher than in the Jewish majority. While Arab schools in Israel have been studied from an unequal national and cultural rights perspective, they have rarely been studied from an unequal economic and social rights perspective, which highlights the role of education in social mobility. Our study aims to add the perspective of social class to previous research. In this qualitative-phenomenological exploratory case study of an elementary school serving working-class Arab Israelis, we sought to identify and describe what, according to members of the school community, may promote or impede students' learning experiences. We conducted 45 interviews with school staff, parents, and regional administrators and 26 observations of classes and school surroundings. These were analysed using a phenomenological method. Findings indicated that the school environment was complex, with different groups having unique needs and interests which sometimes clashed. Despite an impoverished, diverse, and challenging student population and a stressful working environment, many improvements were mentioned over time in students' achievements and attendance and relationships between staff members and parents, among others. A policy of student-centred teaching was emphasised at the school, including many extra-curricular enrichment activities. However, many teachers reported burnout and a sense that their needs were not appropriately met. An enriching child-centred school environment, parent involvement, and collaboration among staff may not be enough to contribute to significant changes in students' learning environment without addressing poverty on a governmental level.

Purpose: The purpose of this study was to examine school speech-language pathologists' (SLPs) experiences regarding students' eligibility for services in public schools within the United States. Method: Fifteen school SLPs participated in online focus groups to examine the complex nature of SLPs' participation within decision-making teams and describe practice experiences in U.S. schools. SLPs worked in one to 10+ schools serving students from pre-K through 12th grade. Data were analyzed using Cultural-Historical Activity Theory (CHAT; Engeström, 2015). Results: School SLPs' practice is impacted by rules, community, and division of labor in schools. Participants discussed the following: culture of the work setting, interaction between team members, desire to assist families and children, knowledge of regulations, evaluation practices, and the impact of poverty, and cultural and linguistic differences. Nine major tensions were identified: need for greater SLP empowerment and advocacy, documentation of educational impact, complexities of students learning English as an additional language, concerns about evaluation data for decision making, SLPs' concerns regarding outcomes of eligibility decision making, overuse of speech-language impairment for students who do not qualify, parents' involvement in decision making, disagreement between team members, and administrations' adherence to rules. Conclusions: Within the schools, the CHAT framework was useful to identify tensions and opportunities for change at the individual and institutional levels, impacting team decision making for eligibility, SLPs' provision of services, and student outcomes. Acknowledgment of tensions and opportunities for change regarding students' eligibility for services may guide public policy; preservice training; and individual, local, and national advocacy.

Empirical research on international student migrants has sometimes homogenised this group, framing it as predominantly made up of privileged members of the global middle-class. This has led to calls to acknowledge and address the precarity faced by international students in their respective host countries more comprehensively. This study aims to explore how levels of financial precarity vary among international students in Australia, and how this in turn contributes to varying levels of precariousness in the personal spheres of students' lives. In doing so, we centre and refine the concept of precarity for use in studies of internationally mobile students, arguing for its use as a 'relational nexus', bridging financial precarity and broader lived experiences. Drawing on a large-scale survey and semi-structured interviews with 48 students, we emphasise the linkages between financial precarity and precariousness as a socio-ontological experience, explored through the examples of time poverty, physical and mental wellbeing, and relationships.

What can the federal government do to help ensure that the public schools attended by children living in poverty have enough resources to serve their students? In this brief, we describe existing federal efforts to support education spending in high-poverty districts, discuss their limitations, and suggest alternative approaches for federal policy. We focus especially on the Education Finance Incentive Grant (EFIG) formula--a part of the compensatory Title I grant program designed to encourage changes to state school finance policy--and show that the incentives embedded in the formula are in fact negligible; revising the formula to be more effective would be difficult. Further, any attempt to incentivize desirable state policy faces a fundamental trade-off: Such policy can reinforce inequality because districts in states that do not respond to the incentives by adopting desirable policies also do not receive (as much) federal funding. We argue that federal policy should be more attentive to state fiscal capacity because it is an important determinant of district-level school spending, and the federal government is uniquely positioned to address between-state inequality.

Background: Research suggests that many educators hold inaccurate or incomplete perceptions of poverty leading to stereotyping of students living in poverty. It is important for future teachers to understand more about the complexities of poverty so they can bridge gaps between misconceptions and understanding for their students, families, and school communities. Purpose: This study examined teacher candidates' preconceived thoughts and changes in perceptions toward poverty based on participation in an experiential learning activity (i.e., a poverty simulation). Methodology/Approach: The participants (n = 94) were in their final term of a 2-year teacher education program in Ontario, Canada. This mixed-method study used a Community Action Poverty Simulation combined with the quantitative presurvey Undergraduate Perception of Poverty Tracking Survey and qualitative postgroup discussions. Findings/Conclusions: Results indicated that the poverty simulation was an effective tool for disrupting poverty perceptions and myths among teacher candidates and provided insight into further areas to increase understanding. Implications: Based on the findings, poverty simulations are a promising experiential learning process for teacher education programs as a cost-effective, consciousness-raising exercise that can prompt deeper levels of learning for teacher candidates and better prepare them to teach students living in poverty.

Dominican-born children of Haitian descent are frequently excluded from the public education system in the Dominican Republic. Barriers to participation include poverty, discriminatory government policies, and structural barriers within school settings. Females of Haitian descent face additional barriers due to gender discrimination. The current study used modified grounded theory to analyze qualitative interviews from 32 Dominican females of Haitian descent to explore factors that promote and impede educational resilience. Barriers to school participation included: the economics of school integration and persistence, poor cultural and learning climate within school, and limited structural supports for female students who want to pursue education while pregnant, or raising children. Factors described as promoting educational resilience included: successfully balancing work and study from an early age, having supportive social networks, and holding strong beliefs about the future value of education. Findings challenge and inform dominant discourses about factors that impede and support educational resilience.

Educators and caregivers can foster emotional wellbeing, growth, and resilience, contributing to a fulfilling and balanced adulthood by providing positive childhood experiences (PCEs). PCEs protect the brain and promote healing for people who have experienced adverse childhood environments (ACEs). In the presence of PCEs, adverse experiences in childhood do not always result in lifelong poor mental health. Knowing that PCEs can prevent ACEs, block toxic stress, and promote healing, the HOPE framework incorporates PCEs alongside ACEs. HOPE (Healthy Outcomes from Positive Experiences) is a framework that changes the way service providers engage with children and families. This article examines how the HOPE National Resource Center is transforming systems to create a research-based structured approach to care through PCEs.

Research Findings: Immigrant families who represent a growing share of the early schooling population face unique challenges related to involvement in their children's education. This study examined whether and to what extent home-based parent involvement and parental warmth are associated with the socio-emotional and academic outcomes of children of immigrant mothers during the kindergarten year -- a critical and sensitive period for later school success. The study sample included 9,187 children from the base year of the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11. Among the major findings, the study revealed that Hispanic and Asian immigrant parents, on average, were less frequently involved in home-based activities and reported less warmth than U.S.-born parents. Additionally, greater frequency of home-based parent involvement was associated with better interpersonal skills for both children of Hispanic immigrant mothers and children of Asian immigrant mothers, but home-based involvement was also positively associated with reading and math scores for children of Asian immigrant mothers. Moreover, the association between home-based involvement and socio-emotional outcomes was manifested broadly among poor children of immigrant mothers. Practice or Policy: The findings highlight the importance of understanding cultural differences in parent involvement and parenting styles to enhance immigrant children's educational experiences.

Research Findings: Research with older children and adults reliably demonstrates that individuals raised in poverty tend to evaluate concerns related to moral concerns (i.e., related to harm, welfare, and justice) differently than do wealthier individuals. However, little work has examined these patterns in young children. Children (N=214, Mage = 53.30 months, SD = 18.3 months) completed tasks regarding accidental and prototypic moral transgressions, and a standard verbal assessment. Parents reported family size and household income, which were used to compute individuals' income-to-needs ratio (INR) compared to federal standards. Using generalized linear mixed modeling (GLMM), a repeated-measure analysis, results indicate that children in low-income families (INR < 2.0) were more lenient in how they evaluate both accidental and prototypic issues, compared to more affluent children. Moreover, they were more likely to evaluate issues based on communal welfare (e.g., equitable resource distribution), whereas more affluent children were more likely to reference psychological harm. Practice or Policy: Practitioners and researchers of early childhood should be cognizant and sensitive to differences in children's social understanding. We encourage scholars to use a strength-based, adaptive approach in future research on children's cognition, particularly involving SES, class, and the like.

"Pashe Achhi" is a telecommunication model that emerged out of the COVID-19 pandemic in Bangladesh to provide support to 0- to 5-year-old children and their caregivers through mobile-to-mobile phone calls. It is a caregiver-child facing and/or only caregiver focused, low-resource, low-tech model that constitutes a 20-minute phone call. The phone calls include a 10-minute psychosocial support segment to caregivers and a 10-minute stimulation segment to their children through play. After the initial intervention period during the pandemic, this model has been tested further and evaluated based on two modalities: 5-month and 9-month interventions. An experimental study design using randomized assignment of the treatment and comparison group was used for this evaluation. The improvement in cognitive development scores among children has been found to be higher after 5 months than after 9 months of intervention. The model has implications for further research as an early childhood development (ECD) solution during crisis situations and ECD access to children of ultra-poor households.

Brain age, a measure of biological aging in the brain, has been linked to psychiatric illness, principally in adult populations. Components of socioeconomic status (SES) associate with differences in brain structure and psychiatric risk across the lifespan. This study aimed to investigate the influence of SES on brain aging in childhood and adolescence, a period of rapid neurodevelopment and peak onset for many psychiatric disorders. We reanalyzed data from the Healthy Brain Network to examine the influence of SES components (occupational prestige, public assistance enrollment, parent education, and household income-to-needs ratio [INR]) on relative brain age (RBA). Analyses included 470 youth (5-17 years; 61.3% men), self-identifying as White (55%), African American (15%), Hispanic (9%), or multiracial (17.2%). Household income was 3.95 ± 2.33 (mean ± SD) times the federal poverty threshold. RBA quantified differences between chronological age and brain age using covariation patterns of morphological features and total volumes. We also examined associations between RBA and psychiatric symptoms (Child Behavior Checklist [CBCL]). Models covaried for sex, scan location, and parent psychiatric diagnoses. In a linear regression, lower RBA is associated with lower parent occupational prestige (p = 0.01), lower public assistance enrollment (p = 0.03), and more parent psychiatric diagnoses (p = 0.01), but not parent education or INR. Lower parent occupational prestige (p = 0.02) and lower RBA (p = 0.04) are associated with higher CBCL anxious/depressed scores. Our findings underscore the importance of including SES components in developmental brain research. Delayed brain aging may represent a potential biological pathway from SES to psychiatric risk.

Music and the arts are of growing interest in promoting success in school and psychological development of young people in general. However, there are few studies focused on the relationship between music and, more specifically on school engagement of vulnerable students. Thus, this exploratory study aims to understand the perceived impact of student participation in a school percussion group on school engagement. The research followed a qualitative methodology through individual semi-structured interviews. Six pupils aged between eleven and fifteen, two teachers of these pupils and two of the percussion group facilitators took part in the study. The results reveal a positive impact perceived by the participants arising from participation in the percussion group, with emphasis on the behavioural dimension of school engagement. Considering the relation between school engagement and learning processes, promoting school engagement through musical activities could be an innovative strategy to promote school success.

The experience of participating in a mobility program is both enriching and shocking. While facing different identities and asymmetrical relations of power, the international student from the Global South is forced to reanalyze his or her identity in the world. The politics of racialization and the dichotomy between the politics of belonging and of bordering make those who study abroad realize the stereotypes of the country they are nationals of and the prejudice their co-citizens may suffer. As such, this text is my narrative as a Brazilian student in the Middle East living in a community predominantly constituted by Europeans, describing the process of realization of my identity as a Global South and Latin American citizen.

Supporting socio-economically disadvantaged students to improve their academic resilience is vital in promoting social mobility and halting intergenerational transmission of poverty. Based on the baseline data 2013-2014 from the China Education Panel Survey (CEPS) database, this paper examined the impact of preschool education experience on academic resilience of disadvantaged students using coarsened exact matching (CEM) and hierarchical logistic regression. Research findings show that disadvantaged children have less access to preschool education than their advantaged peers, with a kindergarten attendance rate lower than 70%; that preschool education can significantly improve children's cognitive ability and effectively predict academic resilience of disadvantaged students; and that preschool education is a better predictor of resilience of rural disadvantaged students than that of their urban counterparts. The government should reinforce subsidies for early childhood education that can serve as compensation for disadvantaged kids; and should further universalize preschool education to secure the opportunity of high-quality pre-primary school education for disadvantaged children.

The article addresses diversity issues related to language, gender, and culture. Topics include fundamental areas of research essential to the discussion on language diversity in the context of education with respect to equity, poverty, stereotype threat, Pygmalion Effect, non-sexist language, and Matthews Effect. The discussion on diversity and equity creates a space to think about issues of access, opportunity, voice, and equal participation within society and educational settings. Diversity among humans requires thoughtful considerations, accommodations, and differentiations in educational treatment, yet providing equal opportunities for growth and learning for all.

This descriptive study involving over 50 students, both undergraduate and graduate nursing students. A modified Community Service Attitudes Scale was given pre and post service-learning activity to the students. Students overwhelmingly reported an increase in their cultural awareness, their ability to work effectively with others and their feeling of making a real difference for those they served in the activity. Utilization of a service-learning activity (SLA) via health fairs is an effective pedagogy to offer clinical hours and exposure to professional situations for nursing students. The impact of the SLA is multifactorial on the students and on the community served.

Islamic boarding schools as educational institutions in Indonesia have contributed to national education in terms of the contribution of knowledge and figures in government. On the other hand, the limitations of pesantren funding sources must be solved by good entrepreneurial management so that pesantren are independent of donors or the government. This research takes place at Tahfidzul Qur'an Salsabila Islamic Boarding School, Tegal, which has implemented entrepreneurship in pesantren management. The results of this study indicate that various kinds of entrepreneurship are carried out, including citrus garden agro-tourism, catfish farming, coffee cafes, ground coffee products, pesantren stalls, and snack products from dages sticks. Second, the existing and implemented entrepreneurial management follows management rules, namely planning, organizing, implementing and monitoring as steps taken so that entrepreneurship can still be carried out correctly. The three entrepreneurial contributions to education costs include paying pesantren asatidz, to pay for electricity for Islamic boarding schools every month, and financing orphans and orphans, as well as being allocated to fund poor students.

There is a growing emphasis to improve every student's academic, social-emotional, and career and college development as schools strive to design and deliver comprehensive counseling programs that support students' development in these areas. The purpose of this study is to explore a large urban high school teachers' counselors and admins' perspectives on improving a high-poverty urban school's counseling services to extend school leaders' and counselors' knowledge about delivering effective school counseling programs as, ultimately, success lies with an effective principal and school counselor partnership. Particularly, data from our study will allow urban school principals and school counselors to identify the high and low program needs of urban students to become college, career, and life ready. The next set of comparisons was conducted for social-emotional needs. Like academic development needs, the entire ANOVA summary tables showed non-significant differences. The findings indicated that some responses varied significantly across (1) special education faculty, (2) regular classroom teachers and (3) school counselors in terms of rating of students' counseling needs. School leaders and school counselors can apply the findings of this study to create systemic and comprehensive student services in their schools. Particularly, school leaders and counselors can apply the results in decision-making, discussions, and time allocation in prevention/education versus reactive/responsive academic and counseling services.

Based on a human rights and development approach, this article aims to study the influence and impact of structural violence in the Northern Triangle of Central America on children's right to education. First, it analyses the context of poverty, inequality and generalised violence that plagues the sub-region under study. Secondly, a diagnosis is made of the situation regarding the right to education through indicators of educational completion and efficiency, including critical moments in the transition through the education system, as well as the phenomenon of school dropout. The article then analyses a series of determining factors in the violation of the right to education, insofar as they are linked to the situation of generalised structural violence. Finally, a series of conclusions are offered in order to guide debate and reflection on possible solutions to the problem studied.

The purpose of this research paper was to highlight the factors students and school staff identify as contributors to mental health issues students attending rural, low socioeconomic high schools experience and the specific mental health issues they witness most. A collective case study was conducted in four rural high schools, two in Kansas and two in West Virginia. Field work at each school involved observations, document collection, and semi-structured focus group interviews with students and school staff. The factors identified as contributors to poor student mental health were pressure, technology, home life, bullying, and stigma. Anxiety, stress, depression, lack of health coping, and suicidal comments emerged as the specific mental health struggles students deal with the most. Recommendations for practice include practical ways to address the identified contributors of poor student mental health in rural schools and strategies to normalize mental health in the rural school environment.

This study originated as an institutionally sponsored research residency conducted using utilization-focused evaluation (Patton, 2008) to investigate the nature of dispositional changes in candidates pursuing National Louis University's M.Ed. and Ed.S. degrees leading to educational leadership (EDL) state certification in one large urban school district in a Southern state. The EDL program organized learning objectives intending to develop a specific knowledge base, an operational competency set, and, as this study's focus, leadership dispositions related to preparing assistant principals and principals to lead effectively in chronically low-performing (CLP) schools. The inquiry cross-analyzed data at the intersection of the graduate program's disposition-related learning objectives with 13 leadership dispositions identified in The Haberman Educational Foundation Star Urban Administrator Pre-Screener. EDL program faculty administered the prescreener to EDL program candidates twice, yielding 187 matched pairs in pre-program and postprogram administrations. Statistical analyses yielded a significant difference (improvement) in overall Haberman scores at the .01 alpha level, as well as an effect size considered (Cohen, 1969) to be a medium effect size. Faculty triangulated the data with interviews of alumni and faculty with experience in leading CLP schools, who affirmed that focus on leadership dispositions serves an important developmental role in an EDL program. The study appears to validate the measurable presence and dynamic changes in EDL candidate dispositions as an element of a graduate program focused on developing effective leaders of CLP schools.

Background: Local governments increasingly rely on sales taxes to raise revenue, often justifying the need for a local sales tax increase with a specific programmatic goal, such as better education or transportation. In Washington State, the legislature explained that a local sales tax increase was necessary to support criminal justice because criminal justice requires more police, courts, and jails. Objective: Informed by decades of literature questioning the efficacy of fighting crime through police, courts, and jails, the objective of this study seeks to use empirical evidence to explain whether the social fabric offers indicators that can better define criminal justice and thus inform local tax policy so that local sales tax revenue may be used to prevent crime rather than fight it. Method: The study compiled a 29-year history of 36 social variables across all 39 Washington counties to determine whether crime is predictable and what is most predictive of crime. Pearson coefficients of determination were calculated to identify cross-sectional associations between social variables and crime variables. An ARIMAX predictive model was then constructed to test the predictive power of the multivariate time series. Results: The study finds that crime is predictable and social observations specific to how a child grows up are consistently predictive explanatory variables of crime. There is reason to believe that the most effective action state and local governments can take to promote criminal justice and prevent crime is to leverage their taxing power to ensure that every child (a) has access to food and basic necessities, (b) is raised in a safe and stable home, and (c) graduates from college.

This study uses framing theory and the concept of causal stories to examine beliefs about causes and solutions to improving chronically low-performing schools in response to Michigan's school turnaround policy. Across cases, policymakers and district leaders assigned most responsibility to poor leadership, poverty, and chronic educator turnover as primary causes of problems leading to turnaround identification. These causal stories were most often framed as side effects of policy or practice rather than as intentional actions. However, a notable subset assigned blame more directly to intentional policy action (or inaction) that would help districts counteract the effects of concentrated poverty, such as weighted funding. In terms of solutions, most leaders believed that improved funding was necessary to strengthen and stabilize the workforce and meet the nonacademic needs of children--for instance, attending to the deleterious effects of poverty through wraparound services or efforts to address trauma.

In recent decades, parallel literature has documented the magnitudes and effects of teacher turnover and the impact of state school finance reforms (SFRs). In this paper, we examine SFRs as possible mechanisms to improve teacher salary, turnover, and job satisfaction by using nationally representative data from 2000 to 2016 and leveraging variation in SFR timing. We find that SFRs increased teacher salaries by approximately $4,000 and reduced teacher turnover by three percentage points, on average, though gains in both outcome measures took up to a decade to emerge. We observe larger salary gains among teachers in high-poverty and high-minority school contexts, though declines in their corresponding turnover behaviors were similar to average findings. As policymakers seek to address heightened concerns regarding teacher retention and shortages, our findings suggest targeted salary policies may improve rates of teacher attrition.

PTSD is a common mental health disorder among students across the globe that manifests after encountering traumatic events. This study explored the nexus between poverty and PTSD among students. This review employed a scoping review lens to examine the nexus between PTSD and poverty among students. Literature search was conducted in online databases such as PubMed, Google Scholar, Scopus, and Semantic Scholar. This study followed the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analysis) extension for scoping reviews (PRISMA-SCR) for study selection and data extraction. Poverty is a significant factor that predisposes individuals to the development of post-traumatic stress disorder after experiencing a traumatic event, as determined by this review. In addition, this review discloses that psychological treatments such as Trauma Focused Behavioural Therapy, Cognitive Behavioural therapy for PTSD, narrative exposure therapy among others have been identified as effective for treating PTSD; however, the cost of treatment has been found to be unaffordable among poor individuals. This study also revealed that there is a dearth of empirical studies that focus specifically on students' PTSD and Poverty or studies conducted in educational settings with reference to PTSD and poverty. In light of this, this study recommends that feature research should investigate the relationships between PTSD and poverty among students.

The consumption of technical and vocational education and training has increased exponentially over the past two decades. In terms of inclusion, it is without a doubt that today's TVET sector is a far cry from what it was before the democratic government took over the baton from the apartheid government. TVET has become a refuge to many hopefuls from the historically disadvantaged sectors of society who, due to a range of apparent reasons, would ordinarily not have managed to partake in tertiary education. To many South African youth, TVET presents an avenue for the acquisition of a skill that will give them a fighting chance at escaping the harsh recurrence of poverty, economic inactivity and resource deprivation they are subjected to almost on a daily basis. However, beneath this silver lining lies a growing public disgruntlement over the TVET system's ability to steadfastly deliver quality education and transform the lives of students, by instilling in them agency for self-regulated and collaborative innovation that will turn them into formidable and assertive role players in the knowledge societies, come the fourth industrial revolution (4IR). To understand the crux of public mistrust in TVET college education in South Africa, an extensive body of literature was reviewed. The findings of the paper point to strategic factors (which in the main are attributed to a lack of effective leadership and managerial skills) and contextual factors that occur at a campus level, as major causes of public mistrust in TVET education. The paper concludes by tabling a manifesto for changing the status quo ahead of the advent of 4IR.