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StudentU is a comprehensive program that provides education, nutrition, and social support services to disadvantaged middle and high school students outside of the regular school day. In this paper I investigate the effects of this multiyear program on the early high school outcomes of participating students by exploiting data from oversubscribed admissions lotteries. I find that the subgroup of lottery winners who entered the comprehensive program with low baseline achievement earned more course credits (0.82 credits), achieved higher grade point averages (0.37 grade points), and were less likely to be suspended (17.1 percentage points) during ninth grade than their lottery loser counterparts. Investigation of intervening variables indicates that on-time grade progress and decreases in course failure and disciplinary infractions are potential mediating channels. Using an index of early high school outcomes, I predict that lottery winners are around 4 percentage points more likely to graduate from high school than lottery losers (5 percent effect). These results suggest that comprehensive services delivered outside of the regular school day have the potential to improve the educational outcomes of disadvantaged students.

Purpose: To examine the impact of an out-of-school swimming program on children and youth from one underserved community. Method: Participants were 200 children and youth who attended the out-of-school swimming program during two consecutive summers. The theoretical framework employed drew from previous research on socialization. A mixed-methods design involved participants’ aquatic skill and knowledge of water safety being assessed at the beginning and end of each summer. These data were examined through descriptive and inferential statistical procedures. Qualitative methods employed were nonparticipant observation, informal interviews, and focus groups. Standard interpretive methods were employed to analyze the data these techniques yielded. Findings: Participants improved their aquatic skill and knowledge of water safety. They moved from being concerned for their safety to being confident in their aquatic ability and knowledge. The key socialization agents responsible for this shift were the instructors. Conclusion: The study suggests that an out-of-school swimming program taught by well-trained instructors can be effective.

The aim of the current study was to test the long-term predictive validity of the trans-contextual model in accounting for variance in adolescents’ out-of-school physical activity measured by self-report and accelerometer based-devices over a one-year period. Secondary school students ( N = 265) aged 11 to 15 years completed a three-wave survey on two occasions in time, spanning a one-year interval, measuring perceived autonomy support in physical education (PE), peer and parent autonomy support in leisure-time, autonomous and controlled motivation in PE and leisure-time, attitude, subjective norms, perceived behavioural control, intention, and out-of-school physical activity both by self-report and accelerometer-based devices. A variance-based structural equation model using residualized change scores revealed that perceived autonomy support from PE teachers predicted autonomous motivation in PE, and autonomous motivation in PE predicted autonomous motivation in leisure-time. In addition, peer and parent autonomy support predicted autonomous motivation in leisure-time. Autonomous motivation in leisure-time indirectly predicted physical activity intention mediated by attitude and perceived behavioural control. Intention predicted self-reported physical activity participation, although the effect was in the opposite direction to our prediction, but not physical activity measured by accelerometer-based devices. Results support some tenets of the trans-contextual model over a one-year time period, particularly the determinants of physical activity intentions. The introduction of COVID-19 restrictions may explain the negative relationship between intention and self-reported physical activity. Further longitudinal studies are needed to verify the results of the current study.

This pilot study aimed to evaluate the effectiveness of a Gamification-based intervention on physical activity levels of High School students. This quasi experimental study was conducted in two federal high schools in Southern Brazil. One class from each school was selected to be either intervention (INT) or control (CON) group. Experiment duration was two weeks, and both groups downloaded My Active Life app. INT group (n = 69) participants received daily app alerts with messages of encouragement to practice physical activity. They also received a score based on the percentage of goal achieved. CON group (n = 35) only had access to total number of steps per day. INT group showed a lower decrease in physical activity at school compared to CON group (p = 0.024). No effect of intervention was observed in physical activity out of school (p = 0.911). Gamification-based intervention prevented a decrease in physical activity at school among male (F = 10.680; p = 0.004), students at first half of high school (F = 12.668; p = 0.002), and adequate body mass index (F = 4.640; p = 0.037), and with lower perception of barriers to physical activity (F = 5.437; p = 0.024). Although we did not observe an increase in physical activity at school, gamification-based intervention may mitigate its decrease among adolescents.

Despite a recent decrease in both school dropout and victimization rates, many harsh and exclusionary school policies continue to push school-aged adolescents out of school. This study combines two research areas—school dropout and violent victimization—by investigating if dropping out of school increases the chance of violent victimization. It is hypothesized that a change in the opportunity structure associated with risky lifestyles and routine activities accounts for the link between school dropout and violent victimization. Drawing on longitudinal panel data collected from a relatively homogenous sample of 1354 serious adolescent offenders who are predominantly minorities (75%) and males (86%) and fixed-effects models which enhance the causal validity of the findings by using the same individuals as their own counterfactuals over time, this study shows that dropping out of school leads to the perpetuation of violent victimization, primarily due to a change in the opportunity structure associated with risky lifestyles and routine activities. By uncovering the pathway between school dropout and victimization, this study contributes to the knowledge base on the impact of school dropouts, the source of violent victimization, and the causal mechanism underlying the link between dropping out of school and violent victimization—all of which are relatively understudied despite their significant implications for theory and policy.

A evasão escolar tem sido um tema recorrente na educação em todos os níveis de ensino. Para combatê-la, muitas instituições têm definido ações e estratégias para promover o acesso e a permanência de estudantes na escola. No Instituto Federal de Santa Catarina (IFSC), com base em seu plano estratégico, foi criada, em 2019, a Comissão de Acompanhamento das Ações de Permanência e Êxito dos Estudantes, do Departamento Acadêmico de Linguagem, Tecnologia, Educação e Ciência, Câmpus Florianópolis. Com a pandemia da covid-19, as ações dessa Comissão voltaram-se exclusivamente para o acompanhamento da participação de estudantes das fases iniciais dos cursos técnicos integrados nas atividades não presenciais (ANPs). Assim, este trabalho objetiva relatar a experiência de atuação da Comissão na assistência aos estudantes com dificuldades de acesso às ANPs, entre 2020 e 2021. As ações da Comissão compreenderam: levantamento de estudantes com dificuldades, contato com esses estudantes e familiares e encaminhamentos para diferentes situações. De 752 estudantes matriculados nessas fases, 49 apresentaram dificuldades, seja por falta de equipamentos e/ou acesso à internet, seja por necessidade de material impresso ou dificuldades mais específicas. Para essas situações, foram realizadas orientações a estudantes/familiares para a obtenção do Auxílio Emergencial de acesso à Internet, campanhas de doação de equipamentos e preparação de material impresso. Apesar de parcialmente efetivas, essas ações reforçam a necessidade de debate e políticas institucionais mais amplas.

In spite of various policy initiatives and institutional frameworks, a good number of school-age children roam the streets of Nigeria. Nigeria unduly tops the rank in the total number of out-of-school children in the global scene. Now, about 16 million Out-Of-School Children (OOSC) live in Nigeria, and this means that about one out of five OOSC in the world relate to Nigeria. The number has increased from 8.7 million in 2014 to 13.2 million and 16 million in 2015/2019, respectively. But, this number reduced to 6.95 million in 2020. The breakdown of people in the out-of-school set includes children with disabilities; nomadic groups, comprising of pastoralists and migrants fishing groups; Almajiri students and displaced people due to violent Nigeria conflicts, mostly Northern states like Adamawa, Yobe and Borno. These schools are bedecked with series of schools which have been closed, and they amount to roughly 802, out of which classrooms of about 497 were practically sabotaged, while another 1,392 were entirely damaged. It is absolutely patent that the unadulterated surge in the hiking number of out-of-school children in Nigeria is traceable to the reinforced cases of insecurity, feeble institutional and policy structure, norms and traditions of the people, poverty, and total excommunication of children with disabilities in consideration of policies. This unearthed the OOSC fragments and the plausible instigations of the growing occupants in Nigeria. While this study adopts qualitative approach, it banks largely on secondary data to find out the perplexing population of the out-of-school children. The study concludes that, albeit series of government policy interventions have helped reduce the number of OOSC in 2020, more strategic actions need to be taken to further cushion the growth of the menace of OOSC in the country. Hence, the study proposes some recommendations to reinvigorate the decreasing trend of the OOSC. Key words: Out-of-school children, causes, Nigeria educational system, legal and policy interventions.

PurposeBy engaging in critical literacy, participants theorized Blackness and antiblackness. The purpose of this study was to have participants theorize Blackness and antiblackness through their engagements with critical literacy.Design/methodology/approachThe authors used a youth-centered and informed Black critical-race grounded methodology.FindingsParticipants’ unique and varied revelations of Blackness as Vitality, Blackness as Cognizance and Blackness as Expansive Community, served to withstand, confront and transcend encounters with antiblackness in English curricula.Practical implicationsThis paper provides a model for how to engage Black youth as a means to disrupt anti-Black English education spaces.Social implicationsThis study provides a foundation for future research efforts of Black English outer spaces as they relate to English education. Findings in this study may also inform existing English educator practices.Originality/valueThis study theorized both the role and the flexible nature of Black English outer spaces. It defined the multi-ethnic nature of Blackness. It proposed that affirmations of Blackness sharpened participants’ critical literacies in Black English outer spaces as a transformative intervention to anti-Black English education spaces.

This research aimed to examine the enhancement of soft skills in public education in Peru through analysing non-profit organisations’ techniques at the school level. The objectives were (a)To understand how the quality of education in Peruvian public schools assures the development of soft skills, (b)To explore the potential of non-profit organisations in supporting the development of soft skills in public schools. Interviews with three non-profit organisations and a government official, alongside reports, were analysed based on an OECD model. The findings include government initiatives that indirectly develop soft skills, but management issues might lead to teacher-centred rather than student-centred methodologies, deterring skills development. Unfriendly environments characterise vulnerable areas for skills development; non-profits become supportive disruptive spaces to cultivate values, ethics, and skills. The discourse analysis concludes that, despite their small scope, they mainly develop collaboration and task performance skills, impacting career decisions, families and communities. Non-profits employ a playful and concrete methodology that fosters the development of soft skills, but which is difficult to implement in public schools due to a lack of resources and school management. Further research should explore non-profits’ impact on skills development. This study is a pioneer in this field in LATAM.

Students’ lives, both in and out of school, are full of different forms of value. Wealthy students enjoy value in the form of financial capital; their fit to hegemonic social practices; excellent health care and so on. Low-income students, especially those from African American, Native American, and Latinx communities, often lack access to those resources. But there are other forms of value that low-income students do possess. Most examples of what we will call Counter-Hegemonic Practice (CHP) in the African American community involve some mixture of Indigenous African heritage, contemporary innovation in the Black community, and other influences. Moving between these value forms and the computing classroom is a non-trivial task, especially if we are to avoid merely using the appearance of culture to attract students. Our objective in this paper is to provide a framework for deeper investigations into the computational potentials for CHP; its potential as a link between education and community development; and a more dignified role for its utilization in the CS classroom. We report on a series of collaborative engagements with CHP, largely focused on African American communities.

The main purpose of the study is to analyze the role of public associations in the implementation of out-of-school education. The system of out-of-school education is characterized by the purposeful functioning of teaching, upbringing, development and socialization of the individual in his free time, with its special structures, connections and relationships between elements. Out-of-school education is a systemic object both in its content and in its procedural aspects. The semantic components of out-of-school education are culture, society, nature, people. The procedural components of out-of-school education include the family, educational institutions, libraries, clubs, children's, student and organizations, societies, and the media. As a result, the role of public associations in the implementation of out-of-school education was determined.

Objectives: The purpose of this study was to investigate the factors related to relapse within six months of cessation of smoking in out-of-school adolescents. Methods: The study included 45 adolescents who applied to the outreaching smoking cessation service provided by Daejeon Tobacco Control Center between July 2015 and March 2017 and maintained the abstinence for four weeks since registering for the service. The data on the participants were collected from the Integrated Information System for Smoking Cessation Services and analyzed using The Kaplan-Meier analysis and the Cox proportional hazard model. Results: Our results indicated that the rate of smoking relapse within six months was 75.6%. The variables related to this relapse were attempts to quit smoking in last one year and frequency of counseling. Adolescents who had previously tried to quit smoking were more likely to relapse than those who had never tried quitting (hazard ratio [HR]=4.24; 95% confidence interval [CI]=1.38-13.02). Additionally, if the number of counseling sessions to quit smoking was nine or more, the likelihood of relapse was reduced as compared to when the sessions were five or less. (HR=0.19; 95% CI=0.06-0.60 for ≥9 vs. ≤5 sessions). Conclusion: Our results indicate that it is necessary to offer continued and consistent counseling, focusing on their confidence in quitting, for out-of-school adolescents to discourage a relapse of smoking.

Designers in out-of-school spaces often negotiate the meaning of mathematics as part of the design process, determining what to include in classes and exhibits both implicitly and explicitly. This analysis suggests that instead of keeping these conversations behind the scenes, we should foreground them for participants. In doing so, we may actually be helping to expand their sense of what counts as mathematics as they participate in legitimate communal activity. The focal analysis examines the case of one participant in a knitting summer camp as she encounters the mathematics that the facilitator deemed necessary to move the knitting project forward. Together they negotiate whether their work counts as knitting or as mathematics, and what the consequences for that designation are for how they make sense of the activity. I argue that this kind of encounter has the potential to build bridges between everyday and school mathematics and thus to broaden participation.

This paper summarizes the trends in research about student experiences in out-of-school time (OST) in countries of Europe. The analysis is based on a review of the content of research papers published between 1999 and 2019 in about 36 European countries. OST is recognized as an important aspect of students’ educational experiences that deserves increased research attention. A significant portion of students in all countries participate in OST activities either to improve their school performance or to engage in social activities. Under conditions where parents and students believe that the formal school system is weak, the OST educational experiences may be considered to be necessary to make a significant or necessary contribution to a student’s success compared with formal school itself. Because OST activities are undertaken in a free market their form and structure vary because of differences in the countries’ historical development, condition of public education, and the social, economic, cultural, and political factors that influence the educational systems. The analysis presents examples of how in some European countries conceptual models of OST have been expanded, adapted OST practices for regular school systems, and evaluated the outcomes. This review of the definitions of OST, of evaluations of its impact, and of the evidence for its effect on equality of educational opportunity throughout 36 European countries concludes that the studies provide contradictory messages. Greater consistency in conceptual development could be increased over time as researchers across countries review each other’s strategies and share methods and results.

Participation in youth sports can have a positive, lasting impact on a child's general health and physical well-being. Unfortunately, some youth populations are unable to participate and/or reap the benefits of sports because of existing inequities. Youth from lower socioeconomic status and ethnic minority children have been found to participate in sports less. These disparities are unfortunately pervasive and likely the result of multiple barriers, including financial and time constraints, limited resources and the inability to access facilities both in and out of school, and lack of familial support. There also exist inequities with regard to sports injury management, including knowledge, access to athletic trainers, and care. This article provides a review of the numerous disparities and inequities in youth sports. Compiling and understanding these data may help develop a framework to make youth sports more equitable and beneficial for all.

Background Opportunities for physical activity within out of school hours care (OSHC) are not well documented in Australia. This study explored factors associated with children (5–12 years) meeting 30 min of moderate to vigorous physical activity (MVPA) while attending OSHC in the afternoon period. Methods A cross-sectional study, conducted in 89 OSHC services in New South Wales, Australia, serving 4,408 children. Each service was visited twice between 2018–2019. Physical activity promotion practices were captured via short interviews and System for Observing Staff Promotion of Physical Activity and Nutrition (SOSPAN). Physical activity spaces was measured (m2) and physical activity of 3,614 child days (42% girls), were collected using Acti-Graph accelerometers. Association between program practices and children accumulation of MVPA was tested using mixed effects logistic regression, adjusted by OSHC service and child. Results Twenty-six percent of children (n = 925) accumulated 30 min or more of MVPA. Factors associated with children reaching MVPA recommendations included: services scheduling greater amounts of child-led free play, both 30–59 min (OR 2.6, 95%CI 1.70, 3.98) and ≥ 60 min (OR 6.4, 95%CI 3.90, 10.49); opportunities for staff-led organised play of ≥ 30 min (OR 2.3, 95%CI 1.47, 3.83); and active games that engaged the majority of children (OR 1.7, 95%CI 1.11, 2.61). Children were less likely to meet MVPA recommendations if services played games with elimination components (OR 0.56, 95%CI 0.37, 0.86). Conclusion Improvements to service-level physical activity promotion practices, specifically the type of physical activity scheduled and the structure of games, may be an effective strategy to increase MVPA of children attending OSHC afterschool in NSW, Australia.

The article highlights the approaches to professional future music teacher training in the institutions of higher pedagogical education to work in out-of-school education institutions. The importance of providing the young generation with general art education and students of pedagogical universities training is emphasized. Emphasis is placed on the expediency of mastering the theoretical foundations of the organization and implementation of musical activities in out-of-school educational institutions in the process of formal education. At the same time, the need to combine such formal education with non-formal art education is highlighted. It is emphasized that in the process of preparing students for future music and pedagogical activities in out-of-school educational institutions, it is valuable to involve students in artistic and pedagogical educational activities in musical artistic and creative groups at higher pedago­gical educational institutions. It is noted that such activities are examples of non-formal art education, and such experience of which s is an essential component of future music teacher training to work in out-of-school education.

Aim: The use of various substances is very common among the populace. These agents are readily abused by adolescents and youths who are introduced to these substances at an early age in life. This thus leads to abuse and misuse that eventually has a catastrophic outcome to the society at large. The aim of this study was to determine the prevalence of substance use among in-school and out-of-school adolescents; a comparative analysis in Anambra State, Nigeria. Study Design: This was a cross-sectional comparative study. Place and Duration of Study: The study was conducted in schools, parks and markets of Onitsha municipal area of Anambra State, Nigeria, from September 2019-April 2020. Methodology: A total of 250 in-school and 250 out-of-school adolescents aged 10-19 years, within Onitsha municipal area was sampled through the use of a semi-structured interviewer administered questionnaire, that was adapted from a WHO designed instrument on drug use among non-student youths. Frequency distributions were developed, while associations between variables were tested using t-test, fisher’s test, and chi-square. Results: The results showed that most participants were males with mean ages of both sexes being 16.7 among the in-school and 16.1 in the out-of-school. There was statistically significant difference in alcohol consumption between in-school compared to out-of-school, p=0.001; and cigarette smoking, p=0.001. However, inhalants use was more among in-school compared to out-of-school, though not statistically significant. The overall prevalence of substance use was 58.4%, with 80.4% among the out-of-school compared to 36.4% with the in-school participants. Conclusion: Substance use is common among in-school and out-of-school adolescents. The prevalence of substance use was significantly higher among out-of-school compared to in-school adolescents. Parents should teach their children the dangers of substance abuse while Schools and governments should ensure inclusion of such in the curriculum.

In Pakistan, about 22.8 million children of school going age are out of school which is very alarming situation and second highest number in the World. Major portion of these OOSCs belong to deprived, marginalized community of Pakistan. Although Pakistan has promised under article 25A to educate all the boys and girls age of school going children but this yet not to be meet due to financial constraints. So to fill this gap an alternative comprehensive system is needed. Non Formal Education is recognized and understood as cost effective and flexible system to fill this gap. In context of Pakistan, despite of recognition of NFE, it has not received due attention due to lack political interest. However, in last few years it is seen progress in this sector and a Non Formal Education Policies are developed at province level e.g. Punjab Non Formal Education Policy and Sindh Non Formal Education Policy. The aim of study was to explore the strategies of Non Formal Education for education access to underprivileged community and its effectiveness in Punjab. The research was conducted in 100 NFBE schools in three districts of Punjab. It was a Quantitative survey research to explore the strategies, and impact of NFBE schools on community. Random sampling technique was used to select the sample. Data was collected from officers, teachers, students and their parents. Data was collected through Questionnaires. It was found that NFE system was imparting cost effective, affordable, flexible, inclusive education at door step of deprived and marginalized community. It was recommended to allocate the more funds to scale up NFE system to cater the all OOSC. It was also recommended to amend and implement the Literacy Act 1987.

Out of School Hours Care (OSHC) is recognised as an important service for working parents. Enabling parents to work beyond school hours, this sector has seen increased demand. Research and policy h...

The Smart Indonesia Card Policy in reducing the number of children who drop out of school is not optimal. The purposes of this research are to describe: 1) The implementation of the Smart Indonesia Card Policy in reducing the number of children who drop out of school at SMP N 1 Poncowarno, 2) The impact of the implementation of the Smart Indonesia Card in an effort to reduce the number of children who drop out of school at SMP N 1 Poncowarno, and 3) Factors that support and hinder the implementation of KIP policies at SMP N 1 Poncowarno.This research uses a descriptive qualitative approach. Data collection techniques are interviews, observation and documentation. The subjects of this research were staff of the Kebumen district office planning, school principals, school KIP managers, students of KIP recipient, parents of KIP recipients, and students who had dropped out of school. The data analysis technique used Milles and Huberman’s model, namely interactive analysis. The data validity used source and technique triangulation.The results showed: 1) Smart Indonesia Cards are communicated through regular socialization. Supporting equipment resources are computers and Wi-Fi. The number of managers at school is deemed insufficient. School plays a role as the person in charge. 2) KIP has not maximally reduced APS. 3) Supporting factors: good communication, coordination, socialization and cooperation among policy implementers, as well as supporting facilities. The inhibiting factors are lack of management personnel, student negligence and not being on target. Keywords: Policy Implementation, Smart Indonesia Card, children who drop out of school

The purpose of this study are: to describe the tren of children’s dropping out rates from primary education, describe the factors that influence the change in the tren line of children dropping out of school in primary education in Bantul Regency, and describes policies and follow-up actions taken by the government to reduce dropout rates in Bantul Regency. This research is a descriptive quantitative research. The data was obtained from the Dikpora Bantul and analyzed with the least squares trend. The results of this study are: 1. At elementary level (SD/MI) in Bantul Regency, there is an increasing tren and has not reached 0%. At junior high level (SMP/MTs), there is a decreasing tren and has been reached 0%. 2. The results of tren analysis are influenced by internal and external factors that cause children to drop out of school; 3. Policy in the Elementary School sector, namely to activate compulsory education programs, social assistance, and inclusive schools. Follow-up in the SD sector by increasing public awareness, collaboration with various cross-agency. The SMP sector carries out a policy of completing the 9-year compulsory education program, simultaneous assistance, and tracing to the village level. Follow-up in the field of SMP by increasing Minimum Service Standards, maximizing support capacity, and discussing with Commission D. Keywords: Trens, Dropout Rate, Primary Education, Bantul Regency