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Objective: College students use electronic nicotine delivery systems (ENDS) more often than any other US demographic group. In a novel application of the acquired preparedness model, we examined how proximal (e.g., cognitions) and distal (e.g., dispositional) influences accounted for ENDS use and dependence. Participants: Undergraduates (N = 1075; 72% female, 74% White) from seven US campuses completed an online survey between October 2019-March 2020. Methods: We modeled ENDS use and dependence, respectively, as zero-inflated Poisson distributions with impulsivity as an independent variable and perceived risks and benefits of e-cigarettes as mediators. Results: Students higher in impulsivity perceived more benefits and, in turn, reported greater ENDS use and dependence. Curiosity and friends' use motivated ENDS initiation; stress management and nicotine motivated continued use. Conclusions: ENDS interventions should be tailored to students higher in impulsivity, as they hold more favorable perceptions of ENDS, and should enhance skills to manage stress and nicotine cravings.

Research on trauma in education has primarily focused on the student experience while the prevalence and scope of educator trauma remains largely unexplored, especially through an identity-conscious lens. This study addresses the gap in our understanding of educator trauma through a national survey of United States educators. Results indicated that most educators have experienced primary trauma and a majority have also experienced secondary trauma as a result of their students' traumatic experiences. Results further revealed that educator primary trauma differs across age, race/ethnicity, and sexual orientation, while educator secondary trauma differs by school context. Implications for educational leaders and administrators are considered, as well as directions for further research centering identity-conscious approaches to educator trauma.

Objective: The purpose of this study was to examine patterns of concurrent cannabis and other substance use and their differential associations with cannabis-related problems and academic outcomes in college students. Participants: Participants were undergraduate students (N = 263; M age = 19.1 years; 61.2% female) who were eligible if they used cannabis at least 3 days in the past month (M = 10.1 days). Method: Substance use, academic-related outcomes, and measures of Cannabis Use Disorder (CUD) severity and problems were obtained in an online survey. Results: The five groups evaluated were cannabis-only users (5.3%), cannabis and alcohol (47.1%), cannabis, alcohol and cigarettes (16.7%), cannabis, alcohol and other substances (14.8%), or all-substances (16%). Cannabis-only and all-substance users reported using cannabis most frequently (ps [less than or equal to] 0.034), but only the latter reported greater CUD severity, problems, and poorer academic outcomes. Discussion: College student polysubstance users may be at increased risk for poorer outcomes compared to cannabis-only users and other groups.

Objective: To determine if a peer-led concussion reporting worksheet activity could elucidate barriers to reporting in collegiate athletes. Participants: Five hundred and three athletes from 7 universities across all three NCAA divisions. Methods: A supplementary qualitative analysis of responses to a concussion reporting worksheet completed during an RCT of a novel peer concussion education program. The first column of the worksheet required participants to list thoughts that prevent reporting and the second column required replacement thoughts that facilitate reporting. Results: A qualitative phenomenological thematic analysis of responses to the first column of the worksheets identified themes that coalesced into three areas: (1) missing out on athletic and social events, (2) losing one's competitive edge, and (3) negative interpersonal interaction/self-perception. Conclusions: Barriers to concussion reporting from several areas central to the collegiate athlete experience were identified. These barriers should be considered during clinical assessment and when developing concussion education programs.

This qualitative multiple case study explores the collaborations between three STEM middle school teachers and three STEM undergraduate mentors of color in an urban school district. Drawing on sociocultural theories and literature on culturally relevant education, we used a comparative thematic approach to explore how mentors contributed to culturally relevant opportunities in STEM curriculum and pedagogy. We found that the partners' STEM identities, how the teacher positioned the mentor in the learners' experience, and the teachers' philosophy of the purpose of engineering influenced the contribution undergraduate mentors could make to rigorous and equitable engineering instruction.

Research Findings: Although it is well documented that toy play and book sharing shape communication between adults and children in different ways, relatively few studies have compared teacher-child interactions in the two activities. The aim of this observational study was to describe and compare the conversational functions of teachers' and children's interactional contributions during book sharing and toy play. Examining dyads of five- to six-year-old children (N = 38) and their preschool teachers in the two activities, we found that the teachers produced significantly higher proportions of questions during toy play and higher proportions of statements during book sharing and that their questions tended to be more advanced (i.e. inferential) during book sharing compared to toy play. Moreover, sequential analyses of the immediate dependencies between the teachers' and children's contributions revealed that the teachers' statements were more likely to follow the children's questions during toy play than during book sharing, which may suggest more "back-and-forth" communication during play. Practice or Policy: The study findings indicate that toy play and book sharing provide children with complementary communication experiences and that the choice of activity may shape their opportunities to engage in educational dialogs.

The Interpersonal Behaviors Questionnaire (IBQ) in Sport assesses athlete perceptions of coach interpersonal behaviors that support or thwart athletes' basic psychological needs. While different sources of validity evidence for responses to the IBQ have been provided for adults, only validity evidence for relations to other variables has been provided with youth. Moreover, potential problems with internal structure for youths' responses to the IBQ have recently been noted and motivated the current study. Specifically, a three-phase mixed-methods design was employed to provide validity evidence for modification of the IBQ for youth. Phase I empirically examined the internal structure for youth athletes' responses to the IBQ. Phase II used cognitive think-aloud interviews to identify and then modify problematic IBQ items to create the Youth Interpersonal Behaviors Questionnaire in Sport (Y-IBQ). Phase III examined the psychometric properties of the Y-IBQ to provide initial validity evidence for this instrument in a youth athlete sample.

Background: This study reports on new contexts in which formulaic language has been used in the years since 2013 when the last synthesis was carried out. The background presents an old but still useful definition and lists themes under which research was arranged in 2013 and which continue to be used. Aims: This study has a particular emphasis on the relevance of formulaic language to people living with dementia. Methods: Section 3, identifying new directions, reviews new 'third waves' of research priorities in several fields in which formulaic sequences play a major role, including sociolinguistic variation, corpus-based and corpus-driven analyses, pragmatics, human-computer interaction, and psycholinguistics, all of which are relevant to speech-language therapists. Section 4, outreach and expansions, illustrates new contributions from cognitively impaired person-to-person exchanges in online environments, recent examinations of infant- and pet-directed speech incorporating formulaic language, and online graphic explorations such as emojis. Section 5 focuses on growth of research in theoretical and clinical applications by Van Lancker Sidtis, as illustrated by references to her recent work. Main Contribution: The paper's main contribution is to summarize the work on formulaic language over the last 10 years, to indicate its continued importance and relevance in ordinary conversation, and especially in allowing people living with dementia to continue to interact with others. Conclusion: The paper concludes by suggesting that more focus be placed on the analysis of formulaic language with an emphasis on its relevance for speech-language therapists and other clinicians.

This article presents an ethnographic case study of how deficit beliefs shape the ways teachers call upon Latinx emergent bilinguals and families to engage in the schooling process. Informed by theories of language socialization, this study examines how one second-grade bilingual teacher called upon students and families of Mexican origin to demonstrate moral responsibility for schooling. Findings indicate how the teacher invoked a neoliberal moral discourse to critique student and parent effort and attempted to remediate the "low" literacy levels of three students by emphasizing the importance of hard work for success. In their homes, the students and families used various strategies to fulfill the teacher's raciolinguistic expectations for the display of hard work but remained marginalized from engagement in school-based routines.

Spending time in nature during childhood can improve mental and physical health, support academic success, and cultivate pro-environmental attitudes and behaviors. Increasing outdoor time during school can enhance the likelihood of those outcomes for all students. However, in practice incorporating outdoor time into the school day can be challenging. This study reports on barriers identified during the development phase of an action research project that aimed to increase outdoor time as a regular, repeated part of the elementary school day. Teachers (n = 22) and administrators (n = 3) in one school district in the Northeastern United States were asked to describe the barriers that limited their opportunities to take students outside. Data indicated 33 discrete barriers and 5 themes that cut across the barriers. Interactions and overlap across barriers increased the challenges encountered by teachers. A systems thinking approach is suggested to increase outdoor time in schools.

Conversational turn-taking is a complex communicative skill that requires both linguistic and executive functioning (EF) skills, including processing input while simultaneously forming and inhibiting responses until one's turn. Adult-child turn-taking predicts children's linguistic, cognitive, and socioemotional development. However, little is understood about how disruptions to temporal contingency in turn-taking, such as interruptions and overlapping speech, relate to cognitive outcomes, and how these relationships may vary across developmental contexts. In a longitudinal sample of 275 socioeconomically diverse mother-child dyads (children 50% male, 65% White), we conducted pre-registered examinations of whether the frequency of dyads' conversational disruption during free play when children were 3 years old related to children's executive functioning (EF; 9 months later), self-regulation skills (18 months later), and externalizing psychopathology in early adolescence (age 10-12 years). Contrary to hypotheses, more conversational disruptions significantly predicted "higher" inhibition skills, controlling for sex, age, income-to-needs (ITN), and language ability. Results were driven by maternal disruptions of the child's speech, and could not be explained by measures of overall talkativeness or interactiveness. Exploratory analyses revealed that ITN moderated these relationships, such that the positive effect of disruptions on inhibition was strongest for children from lower ITN backgrounds. We discuss how adult-driven "cooperative overlap" may serve as a form of engaged participation that supports cognition and behavior in certain cultural contexts.

This study explores the perspective of day school parents as they engage with questions of race with their children and in the context of their day school choice. We convened a book group in summer 2020. Nine White mothers of school-aged children met over four ninety minute sessions to discuss Margaret Hagermans' (2018) White Kids: Growing up with privilege in a racially divided America. The book served as a jumping off point for conversation about how participants experience race in their own lives, how they engage with race within the family, and how they understand their children's school to be engaging with issues of race. Hagerman followed families who chose mainly between public schools and secular private schools; our participants developed comparisons between Hagerman's schools and Jewish day schools, and between themselves and Hagerman's parents. While maintaining the uniqueness of the Jewish day school context, they also discovered commonalities with Hagerman's parents related to privilege and social class and the disconnect between good intentions and outcomes.

Even though the "Next Generation Science Standards" (NGSS) were released over a decade ago, science is still infrequently taught in early childhood and elementary classrooms. A lack of teacher confidence due to inadequate content knowledge may be a contributing factor, making access to high-quality elementary science methods courses even more imperative. This article highlights preservice elementary teachers' use of an interactive word wall, an instructional strategy that explicitly documented their experiences with disciplinary core ideas, scientific and engineering practices, and crosscutting concepts. Students enrolled in four undergraduate elementary science methods sections participated in the creation, implementation, and evaluation of their classroom's interactive word wall. Through written assignments, classroom discussions, and photographic documentation, students helped to identify seven benefits of using this strategy while collaboratively building their interactive word walls. This article describes the process of setting up the word walls, the students' choices during the construction of the walls, and their reflections on the benefits and challenges associated with using an interactive word wall at the university level. This article provides teacher educators with a strategy to strengthen students' understanding of the NGSS framework and encourages preservice teachers to reflect upon how to use this strategy in their future classrooms.

We sought to understand barriers and facilitators to academic engagement among student parents at six community colleges, through in-depth interviews with student parents, staff, and faculty members (n = 49). Using a grounded theory approach, we found parents were expected to repeatedly self-advocate and request accommodations such as for extended childcare hours, food subsidies, and assignment deadlines. This burden was either constrained or relieved by 1) student parents' strengths and strategies, 2) campus structures and groups operating collectively or in silos, and 3) the way faculty, staff, and campus programs responded to student parents' needs. Community colleges can reduce the burden on students to request accommodations by presenting clear policies, streamlining resources to student parents directly, and normalizing their use.

Background: Addressing mental health illnesses among the college student population is pressing since they are associated with a decline in academic performance. Purpose: This cross-sectional study investigates the impact of mental health illnesses and test anxiety on academic performance of 201 undergraduate students post-COVID-19 in U.S.A. Methods: A survey was administered between October 20th and November 3rd 2022 to collect data on demographics, mental health variables and GPA. Results: Significant negative associations were observed between academic performance and depression ([beta] = -0.022, p < 0.01), anxiety ([beta] = -0.015, p = 0.01), stress ([beta] = -0.021, p < 0.01), and test anxiety ([beta] = -0.011, p < 0.01). There was a significant difference in GPA between all labels of depression and stress (P = 0.01 and P < 0.01 respectively). For test anxiety and GPA, there was significant dose response relationship; the higher the test anxiety level, the lower the GPA (P < 0.01). Discussion: Governments and higher education institutions should provide the necessary academic, social, mental, and financial support during and post-confinement. Translation to Health Education Practice: The findings may be valuable for health educators who can reach stakeholders and highlight the importance of addressing these mental health illnesses and applying systematic mental health treatment plan on college campuses.

School belonging, sometimes referred to as school belonging or school connectedness, involves dimensions like positive affect towards school, relationships with teachers, and feeling socially valued. Previous research points to immediate benefits for students' mental health and wellbeing; however, evidence on the potential long-term benefits of school belonging for mental health--once young people leave the school setting--is limited. This study used data on 1568 adults from the Australian Temperament Project (ATP), a 16-wave longitudinal study which has tracked participants since infancy. The short form of the Australian Council for Educational Research (ACER) School Life Questionnaire was used to assess secondary school belonging at age 15-16 years whilst young adult mental health symptoms were evaluated using the Depression, Anxiety and Stress Scales (DASS-21) at 19-20, 23-24, and 27-28 years. Generalised Estimating Equation models were used to examine the link between secondary school belonging and mental health symptoms in young adulthood. Results showed that higher levels of all aspects of school belonging were associated with lower mental health symptoms across young adulthood ([beta] range - 0.05 to - 0.20). Associations were similar by gender. These findings underscore the importance of adolescent school belonging and in particular school status in reference to feeling socially valued, as a long-term protective factor that can mitigate against later depression, anxiety, and stress.

Objective: Despite community colleges accounting for 34% of all undergraduate enrollment, research on substance-use patterns among community college students is limited. Community college students may engage in substance use differently than their 4-year university counterparts due to differences in psychosocial factors and decreased availability of mental health services. The current study aimed to elucidate risk factors underlying non-medical use of prescription simulants (NMUS) and nicotine use by community college students. Methods: A web-based survey was administered to 10 of 13 community colleges within a southeastern state's Board of Regents school system. The survey included questions related to NMUS, nicotine use, alcohol use, mental health diagnosis, and demographics. Results: Overall, 9% of the participants reported NMUS, and 24.6% used nicotine. Multivariate analysis of variance and ?[subscript 2] tests revealed group differences among individuals using only nicotine, only NMUS, both nicotine and NMUS, and neither nicotine nor NMUS. Post-hoc 2 × 2 ?[subscript 2] tests indicated that individuals using both nicotine and NMUS had higher incidence of mental health diagnoses, were more likely to live in urban areas, reported higher weekly alcohol consumption, and were more likely to be male as compared to individuals using neither substance. Attention-deficit hyperactivity disorder (ADHD) symptoms were higher in individuals using only NMUS and both NMUS and nicotine as compared to those using only nicotine or neither substance. Conclusions: These findings provide insight into demographic and psychological variables associated with NMUS and nicotine use among community college students that could be benefitted by greater access to affordable mental health services.

An increase in student veterans on campuses creates issues similar to the growing population of other nontraditional students, yet unique experiences for this population. Although higher education environments are working to provide on-campus support for military populations, student veterans continue to report issues with communication, understanding, and support for their military service. This study investigated student veteran experiences of the higher education classroom on a southeastern university campus. Overall, the majority of participants reported positive interactions with professors but struggled with peers and schedules. Included are implications for working with student veterans in higher education.

Young children's voices have been nearly absent in the study of belonging during the early years. In this article, we propose a more inclusive understanding about "how" to study belonging, as well as "what else" must be studied in early childhood education. The importance of conducting research "with" young children rather than on them is provided, and factors contributing to a sense of belonging or (un)belonging in early childhood are examined. With a commitment to understanding first-hand from young children's own perspectives, research agendas can be more authentically and inclusively achieved.

Objectives: We investigated the holistic experiences of university students during the pandemic. Participants: Thirty-eight students in a public university system in New York City (NYC) purposively selected from neighborhoods highly affected by the pandemic based on level of self-reported impact. Methods: We conducted virtual in-depth interviews from May to August 2021 and analyzed data using thematic coding and constant comparison techniques informed by grounded theory. Results: Financial and social support systems, such as governmental and school resources, were critical to addressing essential needs and allowing students to persist. For those whose essential needs were met, faculty members' flexibility and students' experience with online learning were central to their academic success. Conclusions: Institutions of higher education should strengthen financial and social support systems to meet students' essential needs. Academic policies to bolster online pedagogy and faculty's flexibility can facilitate student retention and completion.

The importance of parent-child relationships for child developmental outcomes suggests a need to incorporate a relationship focus into early intervention programs for children with developmental delays. Nevertheless, confusion exists about the definition and application of relationship-focussed interventions, and occupational therapists remain more developmentally- and child-focussed. There is a need to operationalize relationship-focussed interventions to make these approaches clinically accessible. This report defines, and provides a rationale for, including parent-child relationship-focussed interventions in early childhood occupational therapy interventions. A new conceptual model, the "Phased Approach to Incorporating a Relationship-focus" (PAIR), is detailed for consideration in pediatric therapy settings. The PAIR model can support professional education, inform practice, and guide future research regarding relationship-focussed interventions. Research is needed to test the usefulness of this model in occupational therapy practice.

This paper explores the development of a special interest group bound by common interests, experiences, and access to opportunities in mobile learning as a model of a networked academic development community. With core members spanning eleven educational institutes across three continents, the Mobile Learning Special Interest Group (MLSIG) was established to facilitate mobile learning praxis to enable authentic learning and learner agency through a networked community of academic practitioners and researchers. The paper identifies critical elements of the MLSIG networked community through an autoethnographic narrative from 14 self-nominated participants. These are woven into a proposed framework and model for nurturing networked academic development communities.

This study explores a third-grade teacher's (Deb) developing knowledge and practice for incorporating representations into her teaching of science over the course of 2 years. Data was gathered from the same science unit (Rock Formation) over 2 years, and consisted of video of seven lessons, one of which was the same lesson taught over both years. Also collected were artifacts from the lessons, pre (planning) and post (reflection) lesson conversations for each of the seven lessons, and interviews conducted with Deb before and after her teaching of the full unit each year. The results showed Deb's learning process of using representations was multi-faceted and incremental. Even with using the same representation forms and/or activities, in the second year, Deb was able to: (1) incorporate representations on multiple aspects of teaching such as reviewing previous knowledge, introducing new topics, and assessing students thinking; (2) use multiple representations in one aspect of teaching; (3) engage students in higher levels of learning. These changes were related to Deb's reasoning of selecting representations, which are described further in the paper. This research contributes to an emerging knowledge base on what teachers know and are able to do with incorporating science representations into their practice. It also contributes to the field of science teacher professional development and the need for considering the multi-faceted nature of teacher learning. Implications for teacher professional development are discussed.

The COVID-19 pandemic and the subsequent lockdown was particularly challenging for elementary students who experienced disruptions in almost all aspects of their daily activities. Our study addressed a dearth of U.S. studies documenting the adverse effects the pandemic created and continues to have for children by analyzing their drawings. This study was conducted post-lockdown after students resumed normal school operations. The Mosaic Approach framed this case study research that was conducted using drawings created by sixteen students in grades prekindergarten through fifth grade (ages 4 to 10 years old). Students drew what came to mind when thinking of COVID-19. We conducted a content analysis of the data and determined four dominant themes: (1) symptoms related to COVID-19, (2) evidence of psychological or emotional responses, (3) health and safety precautions, and (4) depictions of the virus cell. We assert children's drawings as a useful tool for educators to create opportunities to connect with students and potentially reduce their anxieties about issues, including those beyond the pandemic. This will be of interest to educators who may not have considered the power of children's drawings as a means to provide voice about current issues. It will also add to the global knowledge base about children's perceptions of COVID-19 and the resulting lockdown.

Existing literature has established the benefits of recess and physical activity for children. In response, more schools in the United States are implementing, or even requiring, extended recess time for students. With these policy changes, it is important to understand the impact upon students, faculty, and staff. The following study used the shared experience of three elementary schools in the southern United States who recently implemented extended recess. Semi-structured focus groups with administrators, teachers, paraprofessionals, and students from three elementary schools were included in this pilot study. A grounded theory approach was utilized, and findings confirmed the known benefits of recess but also enhanced understanding of the process, which included the challenges involved as well as the importance of stakeholder feedback. Recommendations are included for the professional school counselor which are applicable in both, the United States and internationally.

Following the transition to e-learning due to COVID-19, instructional designers (IDs) went into action to prepare faculty for distance education using new technologies and pedagogical approaches. The purpose of this qualitative study was to interpret how five members of an ID team at a U.S. higher education institution made sense of their experiences designing and implementing faculty-training courses to aid the emergency remote transition. Using sensemaking theory (Weick, 1988), this study explored their collective meaning-making process through collaborative multistep narrative and thematic analysis. The themes progressed on a storyline depicting their immediate action in response to the crisis, their felt emotions considering the challenges they encountered, their interpretations of collaboration and implementation, and their retrospective feelings of success. Implications of findings will contribute to continuity planning to inform future iterations of faculty-training courses as well as approaches to change and/or crisis impacting online instructional innovation within higher education.