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Access to education has been the central tenet of the Millennium Development Goal 2, which focused strongly on increasing enrolment yet failed to promote education quality and equity and address contextual complexities that sustain exclusion. As a consequence, many children are not learning. There is growing recognition that effective, efficient and equitable education for all will not be achieved without better accountability. The present paper details innovative methods for strengthening the learning process through better social accountability. The paper defines and tests in rural schools of Afghanistan and Pakistan a community-based system dynamics protocol using participatory group model building (GMB) techniques. We tested the protocol with two groups of teachers and one group of children, with the three produced causal loop diagrams highlighting factors that influence learning in the classroom from the perspectives of the participants. The sessions showed interest, engagement, quick mastery of how GMB methods work and clear understanding of how the current classroom system hinders learning for many students. Researchers found that large autonomy and initiative could be left to the workshop participants, keeping the facilitator's role to one of explaining the method and asking clarification about causal relations.

Older adults are living longer in the United States and the proportion of those belonging to minoritized groups is growing. The value and characteristics of quality of life (QoL) at an older age have becoming of central concern to policy makers. To investigate the wicked problem of ageing and QoL, we conducted and compared two group model building workshops in St. Louis City, one with 16 White and another with 10 Black American older adults, age 65 and older. Group model building workshops involve communities in the identification and testing of shared solutions to pressing and complex problems. Findings demonstrated that racial disparities in terms of material and environmental resources represent significant barriers to QoL for both Black and White participants. Results underscore the need to address social determinants of health that impede healthy ageing and damage well‐being and QoL of older adults. [ABSTRACT FROM AUTHOR]

Background: The combined effects of multiple environmental toxicants and social stressor exposures are widely recognized as important public health problems contributing to health inequities. However cumulative environmental health risks and impacts have received little attention from U.S. policy makers at state and federal levels to develop comprehensive strategies to reduce these exposures, mitigate cumulative risks, and prevent harm. An area for which the inherent limitations of current approaches to cumulative environmental health risks are well illustrated is children's neurodevelopment, which exhibits dynamic complexity of multiple interdependent and causally linked factors and intergenerational effects. Objectives: We delineate how a complex systems approach, specifically system dynamics, can address shortcomings in environmental health risk assessment regarding exposures to multiple chemical and nonchemical stressors and reshape associated public policies. Discussion: Systems modeling assists in the goal of solving problems by improving the 'mental models' we use to make decisions, including regulatory and policy decisions. In the context of disparities in children's cumulative exposure to neurodevelopmental stressors, we describe potential policy insights about the structure and behavior of the system and the types of system dynamics modeling that would be appropriate, from visual depiction (i.e., informal maps) to formal quantitative simulation models. A systems dynamics framework provides not only a language but also a set of methodological tools that can more easily operationalize existing multidisciplinary scientific evidence and conceptual frameworks on cumulative risks. Thus, we can arrive at more accurate diagnostic tools for children's' environmental health inequities that take into consideration the broader social and economic environment in which children live, grow, play, and learn. https://doi.org/10.1289/EHP7333, Introduction The combined effects of multiple environmental toxicants and social stressors are widely recognized as important public health problems, contributing to health inequities and potentially inadequate determinations of effect levels [...]

The economic impact of COVID‐19 threatened mass housing insecurity undermining the health and financial recovery from the pandemic. Unprecedented federal policy responses halted court‐ordered evictions and injected billions of dollars in rental assistance, but questions remain whether housing interventions adequately accounted for dynamics that drive landlord‐tenant interactions, including accumulations of rental and mortgage arrears, rental unit availability, and low‐income housing options. A system dynamics model probes complex feedback dynamics driving tenant and landlord decision‐making in the low‐income rental housing market pre‐ and postpandemic protections. Feedback loops highlight trade‐offs considered by low‐income tenants and landlords in the context of scarcity and uncertainty. Simulations suggest the eviction moratorium and federal emergency rental assistance prevented a tidal wave of evictions, but rental arrears, overcrowding, and homelessness remain elevated. Failure to address underlying financial hardship and limited affordable housing undermines COVID recovery. © 2023 The Authors. System Dynamics Review published by John Wiley & Sons Ltd on behalf of System Dynamics Society. [ABSTRACT FROM AUTHOR]

Background: Two of the most important causes of global disease fall in the realm of environmental health: household air pollution (HAP) and poor water, sanitation, and hygiene (WASH) conditions. Interventions, such as clean cookstoves, household water treatment, and improved sanitation facilities, have great potential to yield reductions in disease burden. However, in recent trials and implementation efforts, interventions to improve HAP and WASH conditions have shown few of the desired health gains, raising fundamental questions about current approaches. OBJECTIVES: We describe how the failure to consider the complex systems that characterize diverse real-world conditions may doom promising new approaches prematurely. We provide examples of the application of systems approaches, including system dynamics, network analysis, and agentbased modeling, to the global environmental health priorities of HAP and WASH research and programs. Finally, we offer suggestions on how to approach systems science. Methods: Systems science applied to environmental health can address major challenges by a) enhancing understanding of existing system structures and behaviors that accelerate or impede aims; b) developing understanding and agreement on a problem among stakeholders; and c) guiding intervention and policy formulation. When employed in participatory processes that engage study populations, policy makers, and implementers, systems science helps ensure that research is responsive to local priorities and reflect real-world conditions. Systems approaches also help interpret unexpected outcomes by revealing emergent properties of the system due to interactions among variables, yielding complex behaviors and sometimes counterintuitive results. Discussion: Systems science offers powerful and underused tools to accelerate our ability to identify barriers and facilitators to success in environmental health interventions. This approach is especially useful in the context of implementation research because it explicitly accounts for the interaction of processes occurring at multiple scales, across social and environmental dimensions, with a particular emphasis on linkages and feedback among these processes. https://doi.org/10.1289/EHP7010, Introduction Two environmental risk factors underlie the substantial global disease burden affecting young children and vulnerable populations around the world: household air pollution (HAP) exposure and deficiencies in water, sanitation, [...]

This article makes specific suggestions for teaching evidence-based practice (EBP) in the master's-in-social-work (MSW) curriculum. The authors use the model of EBP as it was originally conceived: a process for posing empirically answerable questions, finding and evaluating the best available evidence, and applying that evidence in conjunction with client characteristics and practitioner judgment. The authors suggest that EBP, in its original form, is both sufficiently well operationalized and flexible to serve as a primary paradigmatic component of social work education. Furthermore, EBP carries a series of distinct advantages for MSW education that have not been widely recognized to date. These include the provision of a structure for more explicitly recognizing client factors, bridging the micro-macro and researcher-clinician divides, and emphasizing the professionalism of MSW-level practice. Specific curricular components are proposed and discussed.