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AI-generated paraphrasing tools, especially QuillBot and Paraphrasing Tool, play a crucial role in preventing plagiarism in academic writing. However, their effectiveness and proficiency have been questioned, particularly regarding the adequacy of their strategies. This qualitative study analyzed the paraphrasing strategies and proficiency levels of QuillBot and Paraphrase Tool. Using a purposive sampling technique, all 30 abstracts from one issue of the "Journal of Second Language Writing" were paraphrased using the two paraphrasing tools in their standard modes, and the results were analyzed using the frameworks of Keck (2014) and Nabhan et al. (2021). The results of the study indicated that both tools primarily used synonym substitution, with QuillBot favoring word-level changes and Paraphrase Tool emphasizing sentence restructuring. QuillBot tended to show minimal revision, followed by moderate revision, while Paraphrase Tool exhibited more moderate revision, followed by minimal and substantial revision. Paraphrase Tool exhibited broader paraphrasing capability than QuillBot, but both tools show some paraphrasing limitations. Overall, while these tools may enhance some writing, writers should thoroughly review the core concepts of the original texts and grammatical structures in specific contexts. For novice writers, paraphrasing practice in classrooms should be conducted under teachers' guidance. AIgenerated tools should be secondary.

The proliferation of artificial intelligence (AI) has impacted scholarly publishing. This study explores the use of AI tools by Arab researchers who publish in English. A survey was conducted to gather information on AI tool adoption in research conception, writing, editing, and publishing. It collected responses from 84 participants, who provided insights into their usage patterns, challenges encountered, and ethical considerations when using AI. The findings reveal diverse adoption rates of AI tools, with high usage for language correctness and content enhancement such as grammar and spelling checking. The ethical implications of AI tool usage, including the need to ensure data quality, prevent plagiarism, and maintain ethical standards, were emphasized by respondents. Tools such as Grammarly, Endnote, and QuillBot were recognized for their utility in addressing common challenges. However, certain research-related tasks, notably research design, exhibited lower AI tool integration. The study underscores the gap between awareness and adoption of AI tools, indicating potential barriers to their utilization. Challenges such as cost, integration issues, and concerns about the accuracy and appropriateness of AI-generated content were identified. These findings offer insights for researchers, institutions, and publishers to enhance editorial processes, promote ethical AI tool usage, and bridge the gap between awareness and adoption.

Teachers are at high risk of voice disorders due to the heavy vocal demand of their profession as well as diverse classroom conditions that can stress the voice. Healthy vocal hygiene practices reduce this risk, but many teachers lack knowledge in these areas or have misconceptions about ways to improve their vocal health. This study aimed to identify knowledge deficits among teachers, and directly address topics with poorest performance to better generate vocal health resources for teachers and improve their overall vocal health.

This study employs a mixed-methods approach, combining quantitative and qualitative research methodologies to investigate the dynamics of leadership, management, and performance in the context of drug prevention within schools under local administrative organizations. The research pursues three main objectives: (1) to examine the key elements of leadership, management, and performance related to drug prevention in these educational institutions, (2) to analyze the direct, indirect, and combined influences of leadership on the management and performance of drug prevention efforts, and (3) to formulate policy recommendations for influential leadership development models tailored to enhance the management and performance of drug prevention initiatives. Quantitative data were collected from 400 personnel within educational institutes under the Sisaket Local Administrative Organization, utilizing stratified random sampling and a questionnaire with a high-reliability score of 0.978. Concurrently, qualitative insights were from 12 purposively selected educational institutes in the same administrative context through the focused group. The analytical toolkit included frequency, percentage, mean, standard deviation, structural equation analysis, and content analysis. Key findings indicate the appropriateness of utilizing trait-based, behavior-based, and situational leadership alongside Principles of management to construct a comprehensive structural equation model. The performance emerges as primarily influenced by Principles of management, all statistically significant at 0.01 level. In terms of policy suggestions, the focus centers on fostering a knowledgeable and collaborative team, developing leadership skills through cooperation, and creating an organizational culture that supportslearning and development. Thisintegrated leadership development approach isthe picture to significantly impact the effective management and prevention of drug abuse in schools under local administrative organizations.

The objectives of this research were (1) to assess the suitability and feasibility of participatory approaches for the prevention and solution of drug problems of schools under Sisaket Provincial Administrative Organizations and (2) to create a consensus proposing a leadership development model that influences driving effectiveness, management and performance on drug prevention of schools under the local government organization. The informants were the study administrators and teachers who were responsible for prevention and correction drug problem of school, each group of 5 people, and the total of 10 people, obtained by purposive selection. The research instrument was a semi-structured interview. The interviews were conducted during January to March 2023. The research results showed that (1) Participatory approaches for the prevention and solution of drug problems of schools under the local administrative organizations in Sisaket Province of every created item had a suitability assessment at a level higher than the specified criteria and the possibility of implementing the guidelines; and (2) leadership development model that influences management and results of drug prevention operations in schools under the local government organization can be summarized in 5 issues: (1) raising awareness and education (2) developing communication skills (3) building trusted teams (4) being a good role model, and (5) self-reflection and assessment.

This quantitative study is designed to help educational institutions and instructors make informed decisions regarding the use of online proctoring software. The researchers studied the impact of proctoring software in online courses by comparing the final grades of two groups of online, undergraduate students who took the same online course with the same professor who administered virtually the same content, with and without proctoring software. The overall sample included 252 students in six different undergraduate courses. When regressing all six courses together, the data did not show that the addition of proctoring software created a significantly lower course grade. The researchers then regressed the data of each individual undergraduate course, with the addition of independent variables, which had a mixed-bag of results. Interestingly, an undergraduate business course showed that the use of proctoring software reduced course grades while other courses produced interesting significant findings relative to gender and attendance status.

We explored secondary school principals' knowledge of suicide prevention programs, their perceptions of the logistical and cultural barriers associated with suicide prevention program adoption, and their justification for adopting (or not adopting) suicide prevention programs in their schools. Principals, as positional leaders of schools, can lead the adoption and support of school-based suicide prevention programs for their students. Using a phenomenology framework, we conducted semi-structured interviews of eight secondary school principals working in public schools in the south-central United States. The principals readily identified the importance of supporting students' mental health to enhance their learning as a justification for implementing suicide prevention programs for their students. They shared how limited staffing, time, perception of school responsibility for student mental health, and lack of knowledge of available suicide prevention resources were logistical, cultural, and knowledge barriers to adopting suicide prevention programs for students. Our research has profound implications for practice.

As a fundamental communication tool, media has undergone transformative changes throughout history. This has a lot to do with education. Each era has been characterized by its own unique media paradigms, from the invention of the printing press in the 15th century to the emergence of radio and television in the 20th century. These paradigms not only define how information is disseminated but also shape the social and political landscapes of their respective periods. In the modern age, the emergence of digital technology and the internet has brought about a new media paradigm that deeply influences every aspect of human interaction and the fabric of society. Today, new media, characterized by its interactivity, decentralization, and unprecedented access, dominates our daily lives. The significance of new media, which affects individual behaviors and global politics, economy, and cultures, cannot be underestimated. This process is also of great importance in terms of education. In particular, media literacy education will enable the individual to personally prepare for or otherwise intervene in the positive or negative aspects of their interaction with the media. From connecting distant communities to altering the dynamics of political campaigns, the impact of new media is ubiquitous. However, along with these advantages, new challenges have also emerged. One of the most concerning aspects of this shift in media is the potential for its exploitation by malicious groups, particularly evident in the rise of "terror agencies" utilizing new media platforms. These organizations adeptly employ new media tools for propaganda, recruitment, and operations, forming a symbiotic relationship that poses significant threats to global security. This article explores how new media paradigms enable the existence of terrorist organizations, the place of education in this regard, and what this complex relationship means for our interconnected world.

This study aims to reveal school principals' unethical behaviours based on teachers' perceptions within schools, to reveal the causes for these behaviours and recommendations to prevent them. An interpretive qualitative approach was applied. Data were gathered via face-to-face interviews conducted with 17 public school teachers in Kocaeli Province of Turkey. The data was examined through content analysis technique. The participants listed the unethical behaviours of school principals in seven different themes as discrimination, favouritism, violation of the rules of courtesy, misconduct, mobbing and pressure, neglect of duty, and other behaviours. The causes of unethical behaviours of school principals were stated as the factors related to administrative qualifications, personal factors, institutional factors, the factors related to teachers, and environmental factors. To prevent unethical behaviours of school principals, the participants suggested some training activities as post-graduate education in educational administration and psychological guidance to school principals. They also suggested some activities to increase the professional development levels and human relations competences of school principals. It was also recommended to make some legal regulations regarding the appointment, assignment issues, reward, rotation, and supervision of administrators. In addition to these suggestions, it was recommended to organize social activities for preventing unethical behaviours of school principals.

Gambling disorder is a dramatic phenomenon that is spreading, in Italy as well as around the world, among younger and younger people every year. Activities in mathematics lessons at school can help pre-vent it, but it is necessary to know with which attitudes and beliefs students approach such mathematics lessons, as well as the role of the social environment. Thus, in this study, within a sample of secondary school students who experienced gambling at various levels of addiction (from none to high), we investigate the role of: mathematics-related beliefs, emotions, social relationships, attitudes towards gambling and behaviour, through a set of calibrated self-report multiple-choice questionnaires. This represents for us an opportunity to understand the complex relations among affective variables in mathematics educational activities aimed at preventing gambling disorder. For example, we found a positive correlation between mathematics-related beliefs and gambling frequency, and a negative correlation between emotional regulation and gambling frequency. Hence, we can say that affective variables such as emotions and beliefs have an effect on gambling behavior.

This study investigates the validity and reliability of the Intrinsic Motivation Inventory (IMI) in the context of blended learning. In the digital age, the fusion of online components with traditional classroom instruction has become integral to modern pedagogy, giving rise to blended learning--a flexible approach accommodating diverse learning needs. In such multifaceted environments, intrinsic motivation emerges as pivotal for sustaining student engagement, bridging the gap between in-person and online learning components. Utilizing a quasi-experimental quantitative research design, the research focuses on first-year university students enrolled in a blended learning economics course. Thorough statistical analysis affirms the IMI's effectiveness in accurately measuring intrinsic motivation levels within the diverse framework of blended learning. The findings not only validate the IMI as a tool for assessing intrinsic motivation but also underscore its importance for educators. Understanding students' intrinsic motivation is essential for tailoring instructional strategies, identifying at-risk students, and proactively preventing potential dropouts in blended learning environments. The validation of the IMI enhances the accuracy of assessments, interventions, and program evaluations, ultimately contributing to the improvement of education quality for students engaged in the integrated format of traditional and online instruction.

This paper reviews cybersecurity laws and regulations in Cameroon, focusing on cybersecurity and information security audits and risk assessments. The importance of cybersecurity risk assessment and the implementation of security controls to cure deficiencies noted during risk assessments or audits is a critical step in developing cybersecurity resilience. Cameroon's cybersecurity legal framework provides for audits but does not explicitly enumerate controls. Consequently, integrating relevant controls from the NIST frameworks and ISO Standards can improve the cybersecurity posture in Cameroon while waiting for a comprehensive revision of the legal framework. NIST and ISO are internationally recognized as best practices in information security systems and cybersecurity risk management. This paper highlights the lack of specific international law provisions addressing cybersecurity audits and risk assessments. Overall, the paper highlights the importance of continuous risk assessment and monitoring, implementation of security controls, and compliance with organizational policies, relevant laws and regulations to ensure the adequate protection of information systems. Finally, the paper underscores the importance of improving Cameroon's cybersecurity regulations by integrating provisions from NIST and ISO.

Cyber threats have escalated in recent years. Many of these threats have been direct and vicious attacks on K-12 systems. Educators are rarely trained on how to address cyber threats from a systemic and educational perspective when such challenges arise in their school buildings. This article explains the cyber threats that are looming large for K-12 systems and provides concrete tools for school leaders to employ in order to provide preventive education to their school communities.

An organization's infrastructure rests upon the premise that cybersecurity professionals have specific knowledge in administrating and protecting it against outside threats. Without this expertise, sensitive information could be leaked to malicious actors and cause damage to critical systems. In order to facilitate this process, the presented work addresses the use of Infrastructure as Code (IaC) and DevOps to automate the deployment of cyber ranges. An approach closely related to virtualization and containerization as the code's underlying infrastructure helps lay down this burden. Notably, placing emphasis on using IaC tools like Ansible eases the process of configuration management and provisioning of a network. Lastly, several up-to-date vulnerabilities that are constantly messing with the lives of individuals and organizations are explored, most related to Privilege Escalation, Remote Code Execution attacks, and Incident Forensics, allowing the improvement of skills concerning Red team and Blue team scenarios. In short, one of the key takeaways of this work is contributing to better prepare specialists in ensuring that the principles of the National Institute of Standards and Technology (NIST) Cybersecurity Framework hold, namely: prevent, detect, mitigate, and recover.

It is important to prioritize intersectoral action at schools to prevent the use of alcohol and other drugs. This strategic act should be organized with multidisciplinary learning characteristics and with the involvement of different stakeholders. The aim of a recent scoping review was to identify the factors that benefit and hinder intersectoral actions at school resulting from the elaboration of policies to prevent drug use. It seems like the research study was a scoping review that used the P-population, C-context, and C-concept structure. The study searched for information in various databases like Embase, Proquest, Lilacs, Medline via Pubmed, PsycInfo, WHO-Iris, and PAHO-Iris on April 17, 2023. According to the results, there were 5 studies that were eligible to answer the research question. One of the advantages of intersectoral actions is the role of schools in creating a support network with different social actors, particularly with family involvement. On the other hand, one of the challenges is inconsistencies in legal regulations, which do not provide enough guidance to schools on how to prevent alcohol and drug use. While public and private schools may be affected differently by social and economic factors, it is essential to invest in developing policies that focus on drug prevention for children and adolescents who are learning in schools.

Although vaccination requirements have been a mainstay of university admissions, the recent shift in vaccination and other preventative measures to reduce the spread of COVID-19 has been met with resistance. Reviewing the vaccination literature, there has been an apparent shift in support for university vaccinations, which is largely a result of the politicized climate surrounding the COVID-19 pandemic. Using a mixed-methods analysis, this study examines how type of institution and location variables affect public and private universities implementation of vaccination mandates and other preventative measures. Data indicate that, similar to other studies, politics matter and higher institutions are finding themselves at odds with state governments in which campus and community safety is not the primary concern.

The incidence and nature of sexual violence at UK universities has been aligned with a 'rape culture', where sexual violence is taken-for-granted. Calls to change such a culture permeate literature from government, charities, regulatory bodies, and academia. This paper pulls out of the literature the strategies called to change rape culture. Focusing on three overarching strategies: "naming" sexual violence, "reporting" sexual violence, and "preventing" sexual violence. We carried out a website analysis of all UK universities that focused on gathering data along these three themes to ascertain the extent to which their websites supported changing the culture of sexual violence at their university. Many universities' websites had an online reporting tool and defined sexual violence, but many universities' websites did not have information about bystander initiatives (the prevention strategy we focused on). The research raises implications for universities to enhance their website pages for in-person bystander initiatives and to standardise definitions of sexual violence used in online reporting tools. Consequently, more research is needed into what definitions of sexual violence are used, the type of language used and the efficacy of online reporting tools.

Background: Building 'key skills' may help prevent the development of challenging behaviour in children with an intellectual disability. The aim of this paper was to extend the current limited evidence in this area. Method: We undertook two studies with children with an intellectual disability in school settings: (1) a cross-sectional replication study exploring the relationship between 'key skills' and challenging behaviour. (2) a longitudinal study follow-up exploring change in 'key skill' levels and challenging behaviour. Results: The replication study recruited 74 participants, those scoring lowest in 'key skill' had a 94% chance of having challenging behaviour; those with the highest scores had a 6% chance. The follow-up study recruited 39 participants, we found a significant increase in children's 'key skill' level (p < 0.001) and a decrease in their challenging behaviour (p = 0.046). Conclusion: Building 'key skills' in children with an intellectual disability may help reduce or prevent challenging behaviour.

Background: Unintentional injuries are the leading cause of morbidity and mortality among children and adolescents in the United States. Traditional injury education interventions for children often are inaccessible due to cost and logistics in underserved communities, exacerbating injury disparities. A new approach is needed to close this gap for families with preschool children. Contributions to Theory: Collaborating with Head Start preschools optimizes engagement and accessibility to families in underserved communities. Involving caregivers and community organizations addresses the limitations of conventional interventions and community-specific injury prevention concerns. Implications for School Health Policy, Practice, and Equity: Pop-up Safety Town offers a more affordable model for injury prevention education, particularly in underserved regions. The model's approach, using adaptable education, mobile and reusable materials, and volunteer staffing, offers greater potential for achieving sustainable impact in these underserved communities. Conclusions: Pop-up Safety Town presents a novel upstream solution to address disparities in injury prevention education in underserved communities.

The current study aimed to explore effective strategies for preventing cheating in online examinations by surveying students to determine their cheating strategies. A total of 406 Iranian students at BA, MA, and PhD levels in four programs, including English language teaching, English literature, Linguistics, and English language translation, participated in this study using a convenient sampling technique. The sample was drawn from 83 universities across all 31 provinces of Iran. The researchers developed a 30-item questionnaire and a 4-item interview to collect data. The results revealed that searching in PDFs and using social media groups were the most commonly used cheating strategies. To prevent this form of academic dishonesty, teachers used various strategies, the most effective being the use of conceptual questions and one-by-one oral exams with turned-on webcams. The main reason for students to cheat was their desire to perform better. The implications of this study are relevant for educational stakeholders, particularly teachers, and students, in promoting academic integrity.

Background: Despite emerging evidence for the effectiveness of school-based suicide prevention programmes worldwide, there are few being implemented in the United Kingdom, and their social validity (i.e., the feasibility, acceptability, and utility) is not yet known. Aims: We aimed to conduct a scoping study to determine: (1) the social validity and potential benefits of school-based suicide prevention interventions, (2) the perceived need for such interventions, and (3) barriers and facilitators to implementation. Sample and Methods: A total of 46 participants took part. Semi-structured interviews were conducted with mental health professionals (N = 8), school staff (N = 8), and parents whose children had experienced suicidal ideation/behaviours (N = 3) in England. Focus groups were also completed with children and young people (N = 27) aged 15-18 across three state secondary schools. Data were analysed using thematic framework analysis. Results: Three themes were identified: (1) the need for and importance of suicide prevention in children and young people, (2) schools as a setting for delivery, and (3) key components of suicide prevention programmes. Conclusions: Participants overwhelmingly agreed that there is a need for a greater and more consistent emphasis on school-based suicide prevention. School appears to be an acceptable location for suicide prevention, and participants felt discussions about suicide should begin at the start of secondary school. However, there are potential barriers that need to be considered, including tailoring for neurodiversity, challenging cultural/family beliefs and stigma, managing personal experiences of suicidal thoughts or previous bereavement from suicide, and a lack of existing training for school staff.

Sex trafficking of minors is a significant problem across North America, with sizeable numbers of youth being directly or indirectly manipulated into being exploited or trafficked. Identification of these youth remains difficult, in part because of a lack of knowledge about common characteristics and in part because of victims' reluctance engaging with and trusting law enforcement enough to disclose their experiences. Given that many youth are trafficked during school-aged years, school settings may represent an ideal location to target prevention and identification efforts, especially by health-related school professionals, whose training, professional duties, and often positive relationships with youth may make the professionals trustworthy disclosure recipients. Whether such professionals are effective, though, depends on their knowledge of who is at risk for trafficking, characteristics that distinguish trafficking from other forms of harm, and effective questioning approaches to elicit disclosures from victimized youth. To document whether this knowledge exists, we surveyed 361 school-based professionals concerning their ability to identify trafficking and knowledge of trafficking, adolescent development, and interviewing youth. Although nearly all (97%) school professionals recognized general student risk in the vignettes, only 18% identified that risk as trafficking. Professionals who had prior experience with trafficked youth were more likely to recognize trafficking than those without such experience. Finally, professionals evidenced some general knowledge about the existence of trafficking, adolescent development, and interviewing, but demonstrated more limited knowledge in the most common characteristics of trafficked minors and nuanced aspects of best-practice questioning approaches. Results highlight important directions for training of school-based professionals to improve prevention and identification of a highly vulnerable and often overlooked population of victims, namely trafficked minors.

Poor mental health in childhood and adolescence has a significant impact on both physical and mental health throughout life. However, growing evidence suggests that current levels of child and adolescent mental health (CAMH) care are insufficient to meet the needs of many children and adolescents in the United States as evidenced by increasing rates of mental health problems, inequities in diagnosis, and inaccessibility of services. This article provides a discussion of current problems in CAMH and school mental health services and emphasizes a developmental perspective of CAMH, including the co-occurrence of school difficulties and mental health concerns. A universal design for learning framework for school-wide mental health programs is suggested as a means of addressing barriers to care and promoting prevention and early intervention in CAMH.

Despite calls for injury prevention exercise programmes (IPEPs) to move to school settings for the general adolescent population, current research has had mixed outcomes regarding their efficacy in schools as many of the traditional barriers to IPEP implementation still exist, for example, lack of engagement with the programme. A games-based approach may negate some of these barriers as it has been shown to increase participation and adherence to activity. The aim of this study was to achieve consensus on the fundamental framework for the development of a games-based IPEP for physical education (PE) class. Nineteen academic and practitioner experts in the areas of PE, injury prevention and adolescent coaching took part in a four-round Delphi poll, consisting of an opening exploration round followed by three subsequent rounds of questions. Agreement of at least 67% was required for consensus to be deemed achieved on outcomes. Agreement was reached on the key components of an IPEP and potential layouts of the programme. Requirements for an activity/exercise to be deemed games-based and key outcome measures for a games-based IPEP for PE class were established. Finally, PE teacher supports and resources required for implementing a games-based IPEP in PE class were determined, including supports for PE teachers and IPEP location within the class. The recommendations of this study provide a fundamental framework for the development of future games-based IPEPs that could be applied internationally as it provides the flexibility to be adapted to suit various constraints of PE classes across the globe.

This study aimed to investigate the effects of a violence-prevention education program using empathy (VPEP-E) on elementary school students. This quasi-experimental design examined fifth-grade students' (a) empathy level, (b) perception of violence, and (c) permissive and negligent attitudes toward violence, using a pre- and post-test design. A total of 101 students participated: the experimental group (n = 48) received eight sessions of VPEP-E, whereas the control group (n = 53) received violence prevention education through classroom lectures. Significant differences were observed between the groups' empathy level (t = 6.81, p < 0.001), perception of violence (t = 2.79, p = 0.006), and permissive and negligent attitudes toward violence (t = -2.21, p = 0.030; t = -2.02, p = 0.046). Thus, a school-based VPEP-E may help elementary school students. Long-term studies evaluating behavioral changes from VPEP-E implementation are needed for establishing the effects on violent behavior.

Massive open online courses (MOOCs) are online-based teaching programs designed to accommodate thousands of students without charging any fees. They began appearing in 2009 and 2010, became popular for a while, but are in decline now. This paper contains bibliometric and systematic reviews of research on MOOCs to see what can be learned from the innovation. The primary goals of these reviews are (1) to bibliometrically chart the research conducted on MOOCs and highlight significant milestones, (2) to reveal themes in MOOC research and discover key lessons, and (3) to surface any management education-specific lessons. The results show an increasing interest in scholarly work on MOOCs that demonstrates an enduring interest in reducing drop-out rates, although remedies have not yet been found. Studies demonstrate the importance of increasing opportunities for engagement and interaction. Few studies have explored MOOCs related to business and management. As universities have sought to monetize MOOCs, they have become less massive and less open as key components like credit and certification have been placed behind pay walls. The paper concludes with a critical discussion of MOOC research that suggests that they were a fad whose time has come and gone.

Objectives: Overweight and obesity among school-aged children pose a threat to both their academic performance and public health. The Healthy Primary School of the Future (HPSF) initiative was established to address this issue. Our objective was to explore the conditions that make HPSF sustainable based on the perspectives of relevant stakeholders. Design: The study utilised Group Concept Mapping, a structured methodology for conducting mixed-methods participative research, combining qualitative data collection with quantitative data analysis measures. Method: Participants included parents, teachers, school directors, politicians, labour unions, educational, nutrition and health scientists and policymakers. They were asked to respond to the prompt, 'A necessary condition to make the HPSF sustainable is . . .'. The statements generated were then assessed for their importance and feasibility. Using multidimensional scaling and hierarchical cluster analyses, we identified the shared vision among the stakeholders. Results: A total of 106 unique statements were generated and grouped statistically into 10 clusters. The most significant clusters were identified as Financing; Accessibility for everyone; and Content/Lifestyle/School Programme. The clusters that were deemed most feasible included Content/Lifestyle/School Programme; Accessibility for everyone; and Evaluation. Conclusion: Achieving sustainability for the HPSF requires a comprehensive approach that addresses the conditions outlined in all 10 clusters. Based on the ratings of feasibility and importance, our recommendation is to prioritise implementation of Content/Lifestyle/School Programme and Accessibility for everyone. Subsequently, efforts should be directed towards realising the less feasible but crucial conditions, such as Financing and Evaluation, followed by the remaining six clusters of conditions as identified.

Objective: Crack cocaine use has increased rapidly throughout Mexico, along with rising HIV and hepatitis C virus (HCV) infections among vulnerable groups. The Tirando Esquina: Interviniendo Muros de Salud (TE:IMS) project uses projection-mapping technology and is the first of its kind to reach and provide health education at an individual and community level to at-risk crack smoking populations in Mexico City. Setting: This intervention project took place in Mexico City. Design: A single-arm design was utilised. Method: The TE:IMS intervention used projection mapping, a community-based art form wherein 3-dimensional (3-D) images, videos and graphics are projected onto buildings in the community. A total of nine projection mapping episodes were projected and health promoters engaged individuals on the street to reinforce messaging and distribute safer crack kits. A sample of persons who use crack (n = 58) were recruited prior to the intervention to complete pretest-posttest evaluation questionnaires. Results: Findings provide evidence of initial effectiveness. Decreases pre- to posttest were found in weekly crack use (p < 0.05), sharing of paraphernalia (p = 0.002) and use of cans as pipes (p = 0.008), while increases were observed in the usage of Pyrex pipes (p = 0.002). While quantitative HIV knowledge assessments did not increase significantly, qualitative data suggest the intervention made a substantial impact on perceptions and knowledge of HIV among those who interacted with the health promoters and saw the projections. Conclusions: TE: IMS was successful in providing health education and harm reduction strategies at a community level to at-risk crack smoking populations in Mexico City. These findings provide evidence for the initial effectiveness of innovative education and harm reduction efforts in this population.

Objectives: In early 2021, Western Sydney school principals expressed heightened concern about rising e-cigarette usage among high school students. This prompted us to assess knowledge, attitudes and perceptions surrounding adolescent vaping in students, school staff and parents, and their preferred strategies to effectively communicate prevention messages. Design: Exploratory qualitative study. Setting: Participants included students (aged 12-16 years), school staff and parents from government high schools in Greater Western Sydney, Australia. Methods: We held research workshops with 162 students, 133 school staff and 29 parents across seven schools. We used interactive activities which included individual written responses, small-group brainstorming and open group discussions. Data analysis was undertaken by two researchers using Framework Analysis. Results: Findings demonstrated differing perceptions among students, staff and parents regarding reasons why adolescents vape. Although common motives emerged, such as the perception that vaping differs from smoking, social normalisation, peer pressure and mental health considerations, there were important differences in emphasis. Students were concerned about dependency and vaping to cope, staff were concerned about the impact of vaping on students' learning and behaviour, and parents were concerned about being ill-equipped to support their children. Strategies to tackle vaping also differed, with an emphasis on education and engagement over surveillance and consequences. Conclusion: Adolescent vaping is a pressing concern within Australian school communities, necessitating a comprehensive, holistic approach supported by strong partnerships between the health and education sectors. Addressing this issue effectively demands heightened education and engagement among students, staff and parents.

This article contributes to the TESOL paradigm by highlighting ways in which bodies of Black feminist thought, transnational feminism, and transnational Black feminism endeavors antiracist practices and support students via English language teaching (ELT). The author utilizes the Transnational Black feminist (TBF) framework--intersectionality, scholar activism, solidarity building, and attention to borders and boundaries--to guide the article. The author provides definitions for racial equity and racial justice and explains what these terms mean in practice when adopting the TBF lens in the English language classroom. The article shows how "racial equity" and "racial justice" can be effectively incorporated with a method of L.O.V.E. (Lifting others, Offering support, Valuing others, and Evolving self) that embodies the work of TBF.

Objectives: Among Aboriginal children, the year between birth and 1 year of age has the highest mortality rate compared with any other age. Prompt administration of cardiopulmonary resuscitation (CPR) leads to better outcomes and a lower likelihood of ongoing sequalae. Current education on infant CPR is not provided to parents except in certain circumstances in a neonatal intensive care unit. Currently, there are no identified CPR education courses specifically available for Aboriginal or Torres Strait Islander people, meaning that current infant CPR education courses are not culturally responsive. Design: Partnering with an Aboriginal community from the Bindjareb region of the Western Australian Noongar nation, the researchers used a co-design approach and an Aboriginal Participatory Action Research (APAR) design to explore how to deliver culturally safe and responsive infant CPR community education. This resulted in the development of the Koolangka Infant Life Saving Education Framework (KILSEF), which can be used to guide future planning and delivery of culturally safe and responsive community level infant CPR education. Results: The study findings identified that members of the Aboriginal community were very interested in receiving infant CPR education, but the barriers identified from mainstream CPR course delivery need to be removed for the community to benefit from culturally responsive ways of learning. Culturally responsive community CPR education should be provided in culturally safe places and the focus of learning should be on the practical applications of CPR and less on the academic pre-reading and written requirements. Explanations should be provided in lay terms and patience is required to communicate ideas in ways that facilitate understanding, and the course may need to be delivered over several days to accommodate community participant availability. Conclusion: Addressing Aboriginal community concerns and barriers allowed for the implementation of culturally responsive infant resuscitation education which was highly valued by community members and led to increased community confidence and participation in CPR education.

Opioid overdose deaths are dramatically increasing in the United States and disproportionately affecting minority communities, with the increasing presence of fentanyl exacerbating this crisis. Developing community coalitions is a long-standing strategy used to address public health issues. However, there is a limited understanding of how coalitions operate amid a serious public health crisis. To address this gap, we leveraged data from the HEALing Communities Study (HCS)--a multisite implementation study aiming to reduce opioid overdose deaths in 67 communities. Researchers analyzed transcripts of 321 qualitative interviews conducted with members of 56 coalitions in the four states participating in the HCS. There were no a priori interests in themes, and emergent themes were identified through inductive thematic analysis and then mapped to the constructs of the Community Coalition Action Theory (CCAT). Themes emerged related to coalition development and highlighted the role of health equity in the inner workings of coalitions addressing the opioid epidemic. Coalition members reported seeing the lack of racial and ethnic diversity within their coalitions as a barrier to their work. However, when coalitions focused on health equity, they noted that their effectiveness and ability to tailor their initiatives to their communities' needs were strengthened. Based on our findings, we suggest two additions to enhance the CCAT: (a) incorporating health equity as an overarching construct that affects all stages of development, and (b) ensuring that data about individuals served are included within the pooled resource construct to enable monitoring of health equity.

Adolescence is a critical period during which youth develop and shape their behaviors. Because differences between youths are strongly connected to environmental factors, we aimed to elucidate possible pathways from home-school regulation and atmosphere to youths' prosocial and antisocial behaviors. Data were derived from the China Education Panel Survey. This study involved a total of 9291 students aged 14-15 years (4834 boys, 4457 girls). We used structural equation modeling (SEM) with LISREL 8.80 and Monte Carlo resampling with R to conduct the analysis strategy. In the home-school regulation, parental supervision on the one hand and teacher criticism on the other hand have direct positive and negative predictive effects on youths' prosocial behaviors, respectively, while their direct effects on antisocial behavior are the opposite; teachers praise does not directly affect adolescents' prosocial and antisocial behaviors. In the home-school atmosphere, family interaction and perceived good class climate directly positively affect youths' prosocial behaviors, while the direct effects of both on antisocial behavior are not significant. The SEM results reveal that academic self-efficacy and depressive symptoms may be underlying mediating mechanisms through which home-school regulation and atmosphere during adolescence affect students' prosocial and antisocial behaviors. Intervention programs targeting home-school supportive environments and prevention programs targeting positive emotion and self-awareness may yield benefits for proper social behavior in adolescents. For example, by enhancing the way and frequency of parent-child interaction, teachers and students jointly create a good class climate of care and friendship to strengthen a home-school supportive environment. Improve adolescents' positive emotions such as contentment, optimism, and hope to reduce the possibility of depression.

This article examines the implementation, participation rates, and potential determinants of participation in the digital addiction prevention program "ready4life." A two-arm cluster-randomized trial recruited German vocational students via class-based strategies. Intervention group received 16 weeks of in-app coaching; the control group received health behavior information, with coaching offered after 12 months. Potential determinants of participation were analyzed based on class and individual characteristics. Out of 525 contacted schools, 35 participated, enrolling 376 classes. Implementation during the pandemic required flexible adjustments, with 49.7% of introductions conducted in person, 43.1% digitally via online streaming, and 7.2% received a video link via email. Despite challenges, 72.3% of the vocational students downloaded the app, and 46.7% gave informed consent. Participation rates were highest among (associate) professionals, vocational grammar school classes, classes introduced by females, younger individuals, members of the project team, and classes introduced face-to-face. Female gender, lower social competencies, lifetime cannabis use, higher problematic internet use, and higher perceived stress were associated with higher individual participation. The study highlights the importance of proactive outreach and personalized interventions for addiction prevention programs in vocational schools. While reached students aligned with the aims of the app, tailored recruitment strategies could enhance engagement among under-represented groups.

Reservation-dwelling American Indian adolescents are at exceedingly high risk for cannabis use. Prevention initiatives to delay the onset and escalation of use are needed. The risk and promotive factors approach to substance use prevention is a well-established framework for identifying the timing and targets for prevention initiatives. This study aimed to develop predictive models for the usage of cannabis using 22 salient risk and promotive factors. Models were developed using data from a cross-sectional study and further validated using data from a separate longitudinal study with three measurement occasions (baseline, 6-month follow-up, 1-year follow-up). Application of the model to longitudinal data showed an acceptable performance contemporaneously but waning prospective predictive utility over time. Despite the model's high specificity, the sensitivity was low, indicating an effective prediction of non-users but poor performance in correctly identifying users, particularly at the 1-year follow-up. This divergence can have significant implications. For example, a model that misclassifies future adolescent cannabis use could fail to provide necessary intervention for those at risk, leading to negative health and social consequences. Moreover, supplementary analysis points to the importance of considering change in risk and promotive factors over time.

Nine-year old Eliza is a student at Meadows Elementary School where she receives special education services for her diagnosis of Emotional Disturbance. Her teachers are working together to try to bring Eliza back into the classroom after weeks of time spent in the office with no contact with her peers. Mr. Jimenez and Ms. Landon are collaborating to incorporate trauma-informed practices into their classrooms in an attempt to address the absence of secure attachments and feelings of safety in Eliza's life, as well as her inability to control her emotional responses. Creating a trauma-informed classroom benefits everyone but especially students with disabilities who have experienced trauma. In this paper we discuss the need for trauma-informed practices and strategies for making classroom environments more trauma-informed.

Purpose: This study was to investigate the factors associated with preventable hospitalization due to ambulatory care sensitive conditions (ACSCs) in children with autism. Methods: Using secondary data from the U.S. Nationwide Inpatient Sample (NIS), multivariable regression analyses were conducted to determine the potential effect of race and income level on the likelihood of inpatient stays for ACSCs among autistic children. Pediatric ACSCs included three acute conditions (dehydration, gastroenteritis, and urinary infection) and three chronic conditions (asthma, constipation, and diabetes short-term complications). Results: In this analysis, there were 21,733 hospitalizations among children with autism; about 10% were hospitalized due to pediatric ACSCs. Overall, the odds of ACSCs hospitalization were greater among Hispanic and Black autistic children versus White autistic children. Both Hispanic and Black autistic children from the lowest income level had the highest odds to be hospitalized for chronic ACSCs. Conclusion: Inequities of access to health care among racial/ethnic minorities were most notable for autistic children with chronic ACSC conditions.

As part of citizenship education, the prevention of radicalization and extremism through education (PVE-E) is an urgent initiative of global educational policy. According to research, radicalized individuals, despite the ideology held, have mindsets that challenge equality and social justice. In this light, this study examines the intergroup mindsets of Finnish students aged 16-19 in vocational institutions through a mixed methods research survey (n = 383). Three distinct intergroup mindsets were found in a profile analysis. The findings demonstrate that the intergroup mindsets of the students are predominantly egalitarian, open-minded, and inclusive. However, there are also students whose mindsets are anti-egalitarian and pro-dominance, and for whom Finnishness is a marker of borders and social exclusion. If intensified and manipulated, the views of these youth may become radicalized with serious implications for national security and societal cohesion. We argue that in PVE-E, the focus on critical thinking must be complemented with transformative approaches that support the development of mindsets based on social justice and equality.

Bullying is prevalent in many schools worldwide. Providing bullying prevention training to preservice teachers can make a significant difference in preventing school bullying. There is a lack of training in bullying prevention for preservice teachers in China, and the effectiveness of such training for bullying prevention has not yet been established. The present study examined the effectiveness of bullying prevention training on antibullying self-efficacy and incorrect beliefs about bullying among Chinese preservice teachers. A total of 139 preservice teachers (M[subscript age] = 20.76 years, SD = 0.80 years, ranging from 19 to 23 years; 90.6% women) were randomly assigned to the bullying prevention training (n = 73) or the control group (n = 66). Preservice teachers completed pre- and posttraining surveys. The participants in the treatment group completed a 5-week bullying prevention training program (1.5 h per week). Measures of antibullying self-efficacy and incorrect beliefs about bullying were used to evaluate the effectiveness of the bullying prevention training. Results indicated that the training increased preservice teachers' antibullying self-efficacy but did not decrease their incorrect beliefs about bullying. Practical implications, limitations, and future directions of these findings are discussed.

Student mental health needs continue to rise across the United States and many students and families rely on schools to provide services to meet these needs. Yet, an overwhelming number of available frameworks and approaches to school mental health (SMH) and overlapping terminology surrounding SMH supports like trauma-informed (TI) approaches, social and emotional learning (SEL), and others can lead to confusion and potentially less effective implementation of services and supports for students. In this paper, we aim to mitigate this confusion and offer a solution that integrates several of these approaches into a single complementary model with a special emphasis on the role of SEL. We first present an overview of commonly used SMH frameworks. Next, we present the Trauma-Informed Multi-Tiered Systems of Support Model (TI-SEL MTSS)--an adaptation of the TITI-SEL MTSS--to include and emphasize the specific role of SEL as a critical foundational layer within a multi-tiered system of support. The proposed adapted model maintains the key structure of a MTSS while highlighting the importance of embedding SEL pedagogy in daily teaching practices and all aspects of school life. A case study is used to illustrate how the proposed model adaptations can be used in practice and in tandem with TI and SMH services without being conflated as the same service as SEL. Practical implications for implementation are discussed.

Student misbehavior is a significant occupational stressor for educators, with numerous emotional consequences threatening their mental well-being. However, research to date has failed to study the behavioral consequences of student misbehavior among teachers, as such stressors may lead to counterproductive workplace behaviors (CWB) that could decline teachers' performance and school functioning. The current study builds on the stressor-emotion model and frustration-aggression theory to fill this major gap in the literature. The proposed research model examines the association between student misbehavior and teacher CWB through two indirect pathways. It was hypothesized that job-related negative affect would mediate the relationship between student misbehavior and CWB, and regulatory prevention focus would moderate the path from student misbehavior to CWB. Data collected from a sample of 330 teachers at two time points revealed that student misbehavior was directly associated with CWB and was indirectly associated with CWB through job-related negative affect. Additionally, the regulatory prevention focus moderated the relationship between student misbehavior and CWB. The findings of the study help clarify the processes underlying the stressor-behavior link, as well as the boundary conditions of these processes, which could provide a framework for schools to guide policies and practices regarding supporting educators in their interpretation and response to classroom misbehavior.

Workplace bullying is a widespread phenomenon within Higher Education Institutions (HEIs). Employee tendency to remain silent is one of the most common reactions to workplace bullying. Yet, employee silence in the context of workplace bullying is poorly studied. Building on the Conservation of Resources Theory (COR) and the Learned Helplessness Theory (LHT), this study investigated employee reluctance to take action when witnessing workplace bullying (employee silence). The sample comprised 560 employees working in 20 HEIs in Ireland. Respondents filled out a survey measuring employee silence, victimisation, and team psychological safety. Results showed a negative association between team psychological safety and employee silence, indicating a reluctance to report bullying among respondents with low levels of team psychological safety. In line with the COR and the LHT, a positive association was found between victimisation and employee silence. The paper concludes with a discussion of possible actions for bullying prevention in HEIs.

Mainstream anti-bullying interventions can reduce primary school-level victimisation by 15-16% and bullying perpetration by 19%-20% ("Aggression and Violent Behavior," 2019; 45: 111-133). Less is known about anti-bullying interventions for pupils with special educational needs and disabilities (SEND) even though they are at least 2-4 times more likely to be involved in bullying. This systematic review aimed to identify reported anti-bullying approaches for pupils with SEND, what the evidence is for these approaches reducing bullying and which design factors are linked to a reduction in bullying. We searched 10 databases and four grey literature sources for articles that evaluated school-based anti-bullying strategies for children and young people aged 4-18 years with SEND. This review included 15 studies and used the Mixed Methods Appraisal Tool for quality and risk of bias. Ten reported a reduction in bullying involvement, but the evidence was variable. A further 27 articles formed a 'suggested strategies' review which synthesised articles without evaluations of interventions but that suggested anti-bullying strategies for use with pupils with SEND. The main suggestion was encouraging social skills and networks. Interventions should be evaluated for feasibility, acceptability and effectiveness. High-quality randomised controlled trials are required to build an evidence base to support pupils with SEND.

Trust in the potential of education as a common good is the cornerstone of the bond between citizens and their institutions. Changing current patterns entails lifting barriers to a culture of peace and uprooting all forms of violence. Education needs to be resilient enough through its citizen education to provide a framework for thriving societies. Governing education as a common good requires questioning educational models and curricula, considering how notions of peace are integrated into those models, which can serve as a basis for schooling as an integral part of society for the well-being and advancement of citizens. Therefore, we ask, how can citizenship education impact public institutions peace-wise? And conversely, how can citizenship education foster proximity peace and disseminate ethics for citizens, the planet, and peace building. How can citizenship education be beneficial to society as a whole? This article attempts to address these questions by exploring the benefits of rethinking curriculum beyond performance, while recentering and converging efforts into educating caring citizens in peace with each other and their environments.

This systematic review evaluated interventions and relevant outcomes for health promotion and obesity prevention among children and adolescents with developmental disabilities (DD). Twenty-one studies including randomized control trials (n= 9) and quasi-experimental studies (n=12) published between 2010 and 2021 met inclusion criteria related to participant characteristics, intervention type, and child obesity-related outcomes. Five types of intervention programs were identified: aerobic and strength training, sport-based physical activity, aquatic exercise, active video gaming, and diet and lifestyle. Whereas analysis of intervention outcomes, efficacy, and study rigor showed mixed results and weak evidence of effective interventions, this review identified gaps in the literature, promising strategies for addressing obesity in children with DD, and implications for practice and future research.

This work aims to investigate the causes behind teachers leaving their profession in France, as well as the aspects that influence some teachers to stay in. The phenomenon of teacher dropout and abandonment is increasingly prevalent in OECD countries, particularly affecting new teachers. Taking a social psychological perspective, the research delves into the representational content of teachers' attitudes towards their profession. By distinguishing between teacher dropout and abandonment--the latter being considered an earlier phase, the results suggest that pupils play a central role in preventing teachers' dropout, along with the love and passion for teaching and the discipline they teach. Conversely, lack of consideration, inadequate resources, working conditions and classroom management challenges are identified as aspects contributing to increase teachers' dropout phenomenon. The findings provide an empirical basis for future studies and valuable insights for enhancing initial teacher training programmes. Understanding these phenomena through the lens of social representations provides valuable insights for developing supportive environments that foster teacher retention and well-being and facilitate intervention and prevention strategies targeting key elements linked to teachers dropping out.

Students with disabilities (SWDs) are disproportionately at-risk for bullying victimization and perpetration, yet there is a lack of educator-focused professional development targeting prevention for these students. This project sought to address gaps in training through the creation of four online professional development modules: (1) understanding bullying among SWDs, (2) examining risk characteristics, (3) establishing school and classroom prevention strategies, and (4) individual prevention. These modules were iteratively developed with feedback from teachers and staff, incorporating the Multi-Tiered System of Supports (MTSS) framework to focus on interventions rooted in social emotional learning (SEL), and emphasizing the importance of prevention for SWDs.

As cognitively gifted students may be at risk for motivational problems and underachievement, it is critical to find effective ways to motivate them. Grounded in self-determination theory (SDT) and the literature on teacher beliefs and mindsets, the present study examined whether teachers adapt their motivational teaching style as a function of the cognitive ability of students and which factors can explain the variability in teachers' use of (de)motivating styles among gifted versus typical students. Results of linear mixed modeling among 122 teachers in secondary education (73% female; M[subscript age] = 39.52 years) indicated that teachers made more use of autonomy-supportive and chaotic and less use of controlling and structuring practices towards cognitively gifted, relative to typical, students, with differences in the perceived effectiveness of teaching styles by type of student explaining this variability. Regardless of students' giftedness status, teachers' fixed mindset related positively to the use of a controlling and chaotic style and experience in giftedness education related positively to the use of autonomy support. Misconceptions regarding giftedness did not relate to teachers' motivating style. These results inform prevention efforts aimed at improving teachers' motivating styles, to the benefit of the motivation of both cognitively gifted and typical students.

Narratives have been widely acknowledged as a powerful persuasion tool in health promotion and education. Recently, great efforts have been devoted to identifying message components and causal pathways that maximize a narrative's persuasion power. Specifically, we investigated how narrator point of view and readers' subjective relative risk moderate the effects of protagonist competence on intentions to adopt osteoporosis-prevention behaviors, and proposed identification with the protagonist, self-referencing, and fear arousal as three mediators explaining the effect. Women aged 35 to 55, still young enough to reduce osteoporosis risk, read a narrative in which the 60-year-old female character reflects on either taking actions to prevent osteoporosis (competent protagonist) or failing to do so, resulting in osteoporosis (incompetent protagonist) (N = 563). The narratives were told from either the first- or third-person point of view. We found that women who perceived themselves to be at lower risk for developing osteoporosis relative to their peers identified more with the competent protagonist. For women at higher perceived risk, the competent and incompetent protagonists elicited similar levels of identification. Identification was higher when the protagonist's story was told from the first-person perspective, but only for the incompetent protagonist narrative. Identification, self-referencing, and fear arousal played important mediating roles. Implications for theory development and practice are examined.