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Students' sense of belonging impacts their affect, motivation, well-being, and academic success. Sense of belonging is considered context-dependent as what determines one's belonging differs across contexts. This study explores how sense of belonging manifests among post-secondary, introductory chemistry students. This context is important given the threats to belonging that may arise from the transition into post-secondary studies and the pivotal role introductory courses play in student success. To carry out this investigation, 19 post-secondary students from introductory chemistry courses were interviewed following a semi-structured approach. Qualitative analyses were conducted that led to a conceptualization of belonging. Belonging can be situational, dependent on the occurrences within the setting, or dispositional, representing long-standing tendencies. It is also acceptance-based, such as friendships and support, or value-based, where contributions are recognized or acted upon. These traits are combined into four dimensions: Situational Acceptance, Dispositional Acceptance, Situational Value, and Dispositional Value. This nuanced understanding can guide instructional and research efforts to improve students' sense of belonging.

This research aimed to determine whether the Making Friends (MF) program is effective on social acceptance levels of typically developing children in preschool toward their peers with special needs. The research had an experimental design with a control group, pretest, posttest, and follow-up test. The study included 130 typically developing children in inclusive classrooms in educational institutions in Edirne, Turkey; 64 of whom were in the experimental group and 66 of whom were in the control group. In the current study, the MF program was applied to the children in the experimental group as 3 days a week for 6 weeks. General Information Form and Acceptance Scale for Kindergarten were used as data collection tools. The data were analyzed using the Covariance Analysis in the context of Generalized Linear Models (ANCOVA). The MF program was found to be effective on increasing social acceptance levels of typically developing children in inclusive preschool settings.

One main argument for inclusion refers to the social benefits that students with SEN might have from being in contact with typically developing classmates. Students' sense of belonging to the classroom is also a relevant dimension of inclusion, given its importance for positive emotional and social development and academic motivation. Yet, studies specifically focused on students with SEN show mixed results regarding their sense of belonging. While some studies have highlighted the effect of classroom social networks on peer-related social experiences, to our knowledge no study has examined its effect on the sense of belonging. Thus, the goal of the current study is to examine the associations between the structure of classroom social networks, peer-related social experiences in the classroom and the sense of belonging of students with and without SEN. The participants were 914 students (56% boys, 10% SEN, average age 12.68) attending Portuguese schools. Contrary to what was expected, although students with SEN were, on average, more rejected and less accepted by the peer group than students without SEN, they did not differ in their levels of sense of belonging. In addition, the structure of classroom social networks was associated with students' belonging in unexpected ways. Results point to the importance of creating social conditions in the classroom to facilitate positive peer interactions and relationships, and the need for teachers to pay attention to the social structure of the classroom in order to create a positive atmosphere where all students feel accepted, respected, valued and a part of the classroom.

The higher education community continues to pursue solutions to the alarming number of science, technology, engineering, and math (STEM) undergraduates leaving their degree programs. This qualitative study investigated the experiences of 12 STEM scholarship recipients in a near-peer-mentored social support group at a large Midwestern university. The goal of this study was to investigate the scholars' challenges and supports prior to and while participating in a weekly peer group through the lens of the Phenomenological Variant of Ecological Systems Theory model. This case study triangulated the experiences of the peer group participants using pre-group individual interviews, peer leader reflections, and a focus group. The pre-group interviews revealed that the participants experienced challenges associated with the rigor of their courses, self-imposed pressure, and unsupportive relationships. Supports for their persistence prior to the peer group included their internal drive to achieve their goals and supportive relationships, particularly with family. The focus group revealed that the peer group provided a non-academic space to connect with peers, facilitated sense of belonging, and normalized their struggle as STEM majors, broadening their perception of science identity. Paradoxically, although participants highlighted personal disclosure as key to promoting social support, they indicated their greatest challenge in the peer group was discomfort with sharing.

It is crucial that academic institutions offer support to their increasingly diverse student bodies. LGBTQIA+ students often report negative experiences in relation to campus climate and treatment. The aim of this qualitative research was to explore the experiences of LGBTQIA+ students who attend(ed) a collaborative (staff and student), departmentally located (psychology) virtual (synchronous and asynchronous online) Pride group. Semi-structured interviews were conducted with four LGBTQIA+ students who had attended one or more virtual group meetings. Interviews were transcribed and analysed using Braun and Clarke's (2006; 2019; 2022) reflexive thematic analysis. Four themes were constructed: being and becoming authentic; safe and restorative spaces; community, and connections. Together these four themes relate to an overarching theme of belonging. Although the cohort was small, the emphatic and consistent findings point to the importance of visible representation of LGBTQIA+ academic staff and the need to provide joint Pride group spaces in academic settings.

Students minoritised because of their race and/or ethnicity have a different university experience from their peers, which is reflected in degree completion statistics, awarding gaps, and graduate outcomes. One factor influencing these outcomes is students' sense of inclusion and belonging with the university, which is lower in minoritised students. We aimed to identify whether barriers to inclusion were present across students and alumni in one university, and whether this varied according to ethnic and/or racial backgrounds. Three-hundred and twenty-three students and alumni completed an online questionnaire measuring students' belonging, experience of the curriculum and microaggressions, and 14 students and alumni attended focus groups to further explore the barriers to inclusion and belonging, and proposed recommended actions to reduce these barriers. From the questionnaire, ethnicity and/or race did not influence students' sense of belonging, experience of the curriculum or microaggressions, though having a long-term health condition was consistently associated with these outcomes. However, students' culture and ethnicity/race were consistently reported as factors associated with experiencing obstacles in academia and microaggressions. From the focus groups, three key themes emerged: 1) Hidden racism at the university, which included a prevailing nature of microaggressions and 2) Eurocentric curriculum; that representation is valued in the community and curriculum; and 3) The role of diversity and inclusion initiatives for building community. These findings are discussed in terms of their impact for Higher Education institutions.

Introduction: Paving the way towards inclusive education, it is essential to aim for positive social outcomes for all students, including cultivating a positive self-concept and fostering acceptance and friendships with peers. Although self-concept, acceptance and friendships are interrelated, research focussing on the relationship between these constructs remains limited. Method: This study examined the self-concept, acceptance and friendships of two groups of typically developing students in secondary education (n = 401) and two groups of students in special secondary education with either an intellectual disability (ID) (n = 58) or social, emotional and behavioural difficulties (SEBD) (n = 68). Results: Lower self-concept scores were found for students with ID on some dimensions, whereas typically developing students reported lower acceptance and friendship scores. Multilevel analyses indicated that acceptance is a predictor for several different dimensions of self-concept in the different groups of students, but friendship is less likely to predict self-concept scores. Discussion: The results of the study emphasize the importance of promoting peer acceptance amongst all students in inclusive school settings in order to realize the intended positive social outcomes of inclusive education.

Higher education students with dyslexia are generally under enormous emotional pressure. The fear of getting exposed as "stupid" leads many of them to isolate themselves and avoid social contact with their peers. In consequence, a lot of dyslexic college students suffer from feelings of loneliness or even depression and anxiety. One promising way to palliate the anguish is participation in self-help groups. They can create a sense of belonging and of not being the only one out there with severe reading and writing problems. Moreover, they can help disseminate practical information on how to best cope with one's challenges. In this paper, we describe the opportunities that digital self-support groups (mostly by means of video conferencing) can offer. We argue that for these groups to be successful, they need a facilitator, must limit their attendance to a specific set of not more than five members, should have some etiquette and routines, should not limit the number of sessions that one is allowed to attend, and should be connected with nonprofit associations or other suitable organizations to elicit synergy effects.

Students with administrative care measures have historically faced difficulties in achieving school goals. The COVID-19 pandemic forced the declaration of a lockdown, which accelerated changes in the schools' pedagogical actions. This investigation analyses the strategies used by the educational system to promote the academic inclusion of students who have an open protection file in the child welfare system within the context of COVID-19. Two different phases are compared: Phase 1) from the March lockdown to the end of the 2019/20 school year; Phase 2) The first six weeks of the beginning of the 2020/21 school year. Longitudinal follow-ups were carried out with adolescents in care with a sample of N = 10 (Phase 1) and N = 11 (Phase 2). Based on the grounded theory, information is supplemented by case studies through interviews with educational professionals, N = 14 (Phase 1) and N = 11 (Phase 2). The results indicate deficits of schools' adaptability to the situation of the students suffering social exclusion and difficulties in monitoring when students do not attend school in person and do school activities at home. It is concluded that the design of the educational policy applied in the context of the pandemic does not take the social factor into account.

This study aims to identify the relationship between academic self-efficacy, self-identity of English education major students and psychological environment of their family and school. In order to improve their self-efficacy and self-identity, this study is to see the effect of the family and school psychological environment on self-efficacy and self-identity. In this study, 262 questionnaires completed by the English education major students in teacher training universities in Guangxi Zhuang Autonomous Region in China are used. Reliability, correlation, and regression analysis are performed by the SPSS25.0 program. This study found that there is no significant difference in family and school psychological environment, academic self-efficacy, self-identity by gender and academic year. However, students born in urban areas, students with higher family economic income, and students with better academic performance have higher levels of academic self-efficacy and self-identity, along with better family and school psychological environment. Students with siblings have better family psychological environment than students without siblings, but there is no difference in the academic self-efficacy, self-identity, and school psychological environment by the presence of siblings. This study found that family and school psychological environment are positively related to academic self-efficacy and self-identity of English education major university students. Compared with family psychological environment, school psychological environment is more influential on the academic self-efficacy of them. As the sub-dimensions of school psychological environment, peer support is more influential than teacher support. Compared with school psychological environment, family psychological environment is more influential on the self-identity of them. As the sub-dimensions of family psychological environment, family challenge is more influential than family support. Therefore, strengthening the role of peer support in schools is necessary. Family members should increase stimulation and support to challenge students toward their positive development.

The aim of this study is to investigate the level of social acceptance of students with typical development in inclusive classes towards individuals with special needs in terms of certain variables. In this study, the screening model was used, which is one of the quantitative research methods. The reason for choosing the screening model in the research is to determine the relationship between different variables such as gender, parents' education level, and whether there is a person with disability in the student's immediate environment and the level of social acceptance. In the 2019-2020 academic year, 1083 6th, 7th, and 8th-grade students in inclusive classes in public secondary schools in Türkiye participated in the study. The Social Acceptance Scale was used in the study. The statistical package was used to analyze the data. The results of the study revealed that there was a significant difference in social acceptance levels of students with typical development towards their peers with special needs (p<0.001) according to the variables as gender, father's education level, grade level, Having a person with disability among relatives, previous attendance to kindergarten and nursery in the past, family status. However, it was found out that there was no statistically significant difference between the mother's level of education of the students with typical development and their social acceptance levels towards their peers with special needs. [Note: The page range (470-492) shown on the PDF is incorrect. The correct page range is 469-492.]

The aim of this study was to analyze quest for significance of adults according to their demographic features and to determine predictive relations between quest for significance and social media addiction of adults. The data of the study were collected from a total of 556 participants, 188 men and 368 women aged 18 and over. Participants were recruited by utilizing convenience sampling technique, and correlational survey method of quantitative research models was adopted within this study. Quest for Significance Scale, Social Media Addiction Scale and Personal Information Form were used as data collection tools. The data from assessment tools were analyzed using the T-test, and multi-group comparisons were made using ANOVA (one-way analysis of variance). The relation between the points acquired from assessment tools was calculated using Pearson's Moments Multiplication Correlation Coefficient. Predictive relations between quest for significance and social media addiction was analyzed using simple linear regression model. Significant difference was determined in quest for significance of adults as a result of the study considering age level, marital status, time spent on social media, the reason for using social media and whether using social media has any impact on sleeping pattern. On the other hand, no significant difference was determined in quest for significance of adults in terms of gender, income and educational background. A moderate positive correlation between quest for significance and social media addiction of adults was determined.

The study examines the influence of teacher feedback in the relationship between peer rejection and student level predictors of rejection. Feedback on academic performance and social behaviour recorded during a standardised lesson was analysed for each of 36 Grade 1-3 classes (N = 709). Student social behaviour, academic achievement, and language skills were assessed at the start of the school year. Peer rejection was assessed at both the beginning and end of the school year. Three types of feedback behaviour were identified: Teachers who gave most negative feedback on social behaviour, those who gave most positive feedback on academic performance, and those who gave less feedback, positive or negative. Results provide evidence for the moderating role of teacher behaviour in the relationship between student academic achievement and peer rejection. In classrooms with the highest proportion of positive feedback on academic performance, academic achievement predicted peer rejection and there was a decrease in peer rejection over an academic year.

Girls are consistently found to have higher literacy levels than their male peers and to consume more social narrative fiction. This study conducted interviews with four autistic girls to better understand how reading fiction can inform the camouflaging behaviours of autistic girls. Participants described how imitating characters embodying desired values, such as kindness, provided them with a practical behavioural template. However, literature is only a simulation of reality, and participants described social "failures" where the tone of the imitated text did not align with their social reality.

This study investigates the role of teachers' feedback on achievement and behaviour in influencing students' peer acceptance, academic trait emotions as well as school well-being. Data derives from 970 fourth graders from inclusive primary schools (51% male, 49% female; 8% with special educational needs). Results showed that students perceive an equal amount of feedback on their behaviour and their academic achievement. However, more positive than negative feedback was reported. Results indicate that teacher feedback affects students' well-being in school as well as social acceptance. Multilevel regression analyses conducted on all four feedback variables revealed differences within the examined subgroups. Significant effects were found for gender and students with migration biography. Correlation patterns between students' perceptions of teacher feedback and students' emotional well-being, social acceptance and emotions were investigated for different subgroups. One key finding is the stronger correlation of negative feedback with social acceptance.

This study examined the links between Israeli teachers' perceptions of children with developmental delay (DD) in special education kindergartens and changes in children's development. Participants were 47 teachers and children diagnosed with DD. At Time 1, teachers' perceptions were assessed via the valence of their narrative about the child and the extent to which the narrative was multifaceted (i.e. addressing more developmental domains). Kindergarten therapists reported twice, at Time 1 and at Time 2 (12 months later), on children's adaptive behavior in terms of communication, socialization, motor, and daily living skills and on children's peer acceptance. Positive valence of teachers' narratives was associated with more gains in children's adaptive behavior from Time 1 to Time 2. Multifaceted narratives were associated with children's increased peer acceptance from Time 1 to Time 2. Results highlight the importance of supporting teachers' construction of positive and multifaceted perceptions of children through training and supervision.

The COVID-19 pandemic highlighted the need for higher education institutions to take a holistic approach to early childhood teacher preparation, which includes fostering students' social connections at the university. Using an online survey, this study examined perceptions of whether and how the pandemic disrupted sense of belonging (SoB) and career preparation among students with early-childhood related career interests. We further examined how students' individual personal characteristics (personality, adult attachment) and involvement in student groups/clubs relate to multiple aspects of their SoB. Participants included a racially/ethnically diverse group of first- and non- first-generation undergraduate and graduate students (N = 79) at a public US university. In response to open-ended questions, students reported pandemic-related losses of connection to peers and of opportunities to gain hands-on experience with children, negatively impacting their SoB and career preparation. Key quantitative findings indicated that, beyond the effects of personal characteristics, participation in student groups was associated with a higher sense of "peer support." Further, only involvement in early childhood-focused student groups was positively associated with students' "sense of mattering" at college. These findings inform universities' efforts to foster student engagement and connection, particularly by providing opportunities to engage with peers who share career interests.

Research shows that peer relationships are associated with students' school adjustment. However, the importance of advantageous and disadvantageous factors for students' educational outcomes may vary by socioeconomic positioning. Drawing on sociometric and register data from a nationally representative sample of Swedish youth (n = 4996, girls 50%; migration background 19%), this study asks if family socioeconomic status moderates associations between youth's peer relationships and their subsequent educational outcomes. Based on preregistered analyses, associations that peer acceptance and rejection at age 14-15 years share with school grades at [approximately]16 years and completion of upper secondary school at [approximately]20 years were tested. The findings showed that positive and adverse peer relationships are most consequential for the educational outcomes of socioeconomically disadvantaged youth.

Schools are critical spaces for young men from refugee backgrounds. They play an integral role in literacy development, educational attainment, and providing a sense of belonging. Inclusive education practices for this group?are?largely absent in Australian schools. Research shows focusing on these young men from a non-deficit position assists with inclusivity. There is a lack of research exploring the agentic practices of young men from refugee backgrounds within?schools. This paper explores the symbolic value of swagger for a group of young men from refugee backgrounds at a high school?in?Australia. A Bourdieusian theoretical framework guided?critical awareness of power in schools. This research shows how a group of young men found a meaningful way to acquire social and cultural capital. Despite the school's constraints, this group?developed a group identity reflected in their clothing and embodied dispositions referred to here as swagger. Our findings demonstrate the complex power relations at work, including the opportunity for the?young men to resist and be included. In the spirit of Bourdieu's concern for reflexivity our findings point to the need for schools, teachers, and education policy makers to consider the workings of power in schools in more considered ways.

Despite increased social and emotional challenges in online learning during the COVID-19 pandemic, little attention has been paid to students' social and emotional self-efficacy beliefs. The present study investigated university students' (N = 268) academic, social, and emotional self-efficacy beliefs as predictors of their academic achievement, sense of belonging, and well-being in online learning during the pandemic. We first evaluated the factor structure of the three types of self-efficacy. Results revealed that academic, social, and emotional self-efficacy beliefs were related yet distinct constructs. In the path model, gains in academic self-efficacy positively predicted students' academic achievement, whereas social self-efficacy and emotional self-efficacy positively predicted students' sense of belonging and well-being, respectively. In addition, students' mastery experience emerged as a significant predictor of longitudinal changes in academic self-efficacy.

The scope of this study was to discriminate factors, which could improve students' social relationships in kindergarten classrooms. In this research, 147 volunteer children participated, 67 female students and 80 male students. Every student was between 4.5 and 5.5 years old and they were all attending urban public kindergarten located in central Greece. This study focuses on factors associated with the students' social ability to develop healthy relationships in kindergarten classrooms. Direct observations of children's friendship skills and social play participation, questionnaires for children's social behaviour filled out by teachers and sociometric data were gathered for data analysis. The collected data ware analysed through correlational and Multiple Linear Regression Analysis. Results indicate that social behaviour, social play and social skills for developing friendships have an impact on children's relationships. Higher scores in 'cooperation', 'social collaborative game' and 'social skills for sustaining friends' are positively associated with peer acceptance and friendship. All of the above are highly significant variables for the prediction of healthy relationships in early childhood. All models showed effects, which are meaningful in socio-pedagogical applications.

The first year of university can be a vulnerable time, especially for students who describe themselves as shy and who may be reluctant to engage socially. Shyness, which can be closely aligned with social anxiety, often reduces opportunities for students to belong. This paper presents the experiences of two students negotiating experiences of shyness and belonging during their first year at university. Scholars have focused on how young people "negotiate" belonging(s) in multiple spaces. These negotiations provide insights into complex, varied and multi-faceted relationships which contribute to the lives of young people and which are integral to their identity development. The paper foregrounds four common trends in scholarship on belonging (space/place, memory/nostalgia, temporality and relationships) to structure the analysis of positionality, shyness and intersubjectivity during a transitional time. How both these students "come to belong" in reference to everyday social practices complicates a psychological or disability-studies approach to the study of shyness and provides insight into the realities of student experience, personal hardship and familial responsibility.

Although children with Williams syndrome (WS) are strongly socially motivated, many have friendship difficulties. The parents of 21 children with WS and 20 of the children themselves participated in a semi-structured interview about the children's friendships. Parents reported that their child had difficulties sustaining friendships and low levels of interaction with peers. Barriers to friendships included difficulties with play and self-regulating behaviour. However, there was within-group variability, with a small number of children reported to have strong friendships. While parents reported friendship challenges, all of the children named at least one friend, and most said that they had never felt excluded by their peers. Future research is needed to determine optimal ways to support children with WS in their friendships.

Many scholars have documented the critical importance of youth having access to spaces of joy and homeplaces in which they learn to matter. Research has shown that Black LGBTQ+ youth often struggle to locate homeplaces and spaces of joy in K-12 schooling contexts due to societal beliefs flowing from anti-blackness, (hetero)sexism, homophobia, transphobia, and classism. These discriminatory beliefs coupled with the lack of understanding many educational stakeholders have about the (dis)connections between interlocking systems of oppression complicates their capacity to construct spaces of affirmation and inclusion for Black LGBTQ+ youth in K-12 schools. In this article, I draw on previous scholarship within Black LGBTQ+ communities in which I worked within a queer of color critique framework to explore how Black LGBTQ+ youth and their communities practice love, agency, and world-making. I reflect on this previous work and offer three practical invitations for education stakeholders committed to creating spaces of joy and homeplaces for Black LGBTQ+ youth in K-12 schooling spaces.

The concept of #BlackGirlMagic has resonated with Black women and Black girls across the world. Black Girl Magic is as unique as a fingerprint and serves as an invitation for Black girls to be present as their true, most powerful selves. In reflecting on the power of Black Girl Magic for Black girls as 5 Black women in psychological science and education, we describe 3 recommendations for cultivating supportive spaces for Black girls to be magical. These recommendations can serve as an important starting point for future conversations and purposeful action.

The acceptance of students with special needs by their peers with typical development is of critical prominence for students with special needs. This study, which uses the mixed method as the research design, aims to find out the effectiveness of the same-age tutoring method in order to determine the effect of peer-mediated skill generalisation techniques on the social acceptance of students with special needs in Konya, Turkey. The study utilised a mixed-method quasi-experimental research design. The study group consists of 16 students with typical development (11 years old) and 4 students with special needs (10-13 years old). Both student groups are attending a state primary school in Konya, Turkey. The social acceptance scale and Peer-Mediated Skill Generalisation Activities have been used as data collection tools. The quantitative data was analysed using the statistical analysis method, whereas the qualitative data was analysed using descriptive analysis. Following the study, it has been concluded that there are meaningful differences between the pre-test and post-test scores of the social acceptance of students with special needs by their peers with typical development who conducted the skill generalisation activities.

According to the failure model (Patterson & Capaldi, 1990), peer rejection is the intermediary link between problem behaviors and internalizing symptoms. The present study tested the model with 464 monozygotic and same-sex dizygotic twin pairs (234 female, 230 male dyads). Teacher-reported reactive aggression and internalizing symptoms, and peer-reported peer rejection were collected at ages 6, 7, and 10 (from 2001 to 2008). Support for the failure model emerged in conventional non-genetically controlled analyses, but not twin-difference score analyses (which remove shared environmental and genetic contributions). Univariate biometric models attributed minimal variance in failure model variables to shared environmental factors, suggesting that genetic factors play an important unacknowledged role in developmental pathways historically ascribed to nonshared experiences in the failure model.

This study examines whether and how an individual's subjective, or self-rated, popularity is related to one's structural position in the peer network, as measured by betweenness centrality and structural hole measure. Data were drawn from the original fieldwork conducted in Laos (N = 1,490; boys = 40%; M[subscript age] = 13), a low-income country in Southeast Asia. Using friendship nominations, we constructed a global network matrix based on which sociometric variables were calculated. Findings from hierarchical linear models showed that net of sociometric and other controls, "network brokers"--those who span more structural holes or bridge across more disconnected dyads pairs--indeed perceive themselves as being "more popular." Subjective, net of objective, measure of popularity should be incorporated as a critical component in the lives of young people.

Ostracism and dark triad personality traits have been found to be linked with social media addiction. Despite the well-established relationship between the dark triad (i.e., narcissism, machiavellianism, and psychopathy) and social media addiction, there is limited research on their mediating effect. In the present study, we tested a hypothetical model to examine the mediating effect of the dark triad on the relationship between ostracism and social media addiction. Data were collected from 497 Turkish adolescents (M = 14.98, SD = 0.93) who regularly use social media. Participants completed measures of ostracism, dark personality traits, and social media addiction. The results of the mediation analysis showed significant relationships among ostracism, social media addiction, and the dark triad. Specifically, the dark triad variables acted as mediators in the relationship between ostracism and social media addiction. The present study also highlights the importance of dark personality traits as a mediator of the relationship between ostracism and social media addiction. The implications of these results extend to the development of interventions aimed at mitigating social media addiction among adolescents. Ultimately, this study offers valuable insights into the contributing factors that underlie the detrimental effects of social media on the mental well-being of adolescents.

Background: Eating patterns such as breakfast consumption and fruit and vegetable intake have been associated with academic achievement and cognitive function. Method: The purpose of this study was to learn more about psychological (emotion-driven eating) and behavioral (over-eating) eating patterns and motives, and the roles of body image, academic achievement (reading and math), and social supports (peer acceptance and school attachment), among 378 fourth-grade students (55% boys) from 14 classrooms across 6 schools within a large Midwestern urban area. Results: Results were analyzed through a 2-group (male and female) path analysis. Boys' overeating (R[superscript 2] = 9%) was not significantly predicted. Their emotional eating (R[superscript 2] = 22.2%) was negatively, significantly predicted by peer acceptance and interaction of peer acceptance and school attachment. Girls' overeating (R[superscript 2] = 13.6%) was negatively, significantly predicted by positive body image. Girls' emotional eating (R[superscript 2] = 24.1%) was negatively significantly predicted by positive body image, math scores, and peer acceptance. Conclusions: Boys' and girls' eating patterns are differentially affected by their school experiences.

Camouflaging is a strategy adopted by neurodivergent individuals to cope in neurotypical social contexts, likely related to perceived stress. Despite increasing research in autistic adults, studies of camouflaging in adolescents remain sparse. The self-reported Camouflaging Autistic Traits Questionnaire has been validated in adults in some Western societies, but not in non-Western populations. We examined the psychometric properties of the self-reported and caregiver-reported Chinese version Camouflaging Autistic Traits Questionnaire in Taiwanese adolescents. We enrolled 100 autistic and 105 non-autistic adolescents (aged 12-18 years) and their caregivers. As an initial development, we found a two-factor structure ("compensation-masking" and "assimilation") via exploratory factor analysis, alongside good internal consistency and test-retest reliability, for both the self-reported and caregiver-reported Chinese version Camouflaging Autistic Traits Questionnaire. Self-reported and caregiver-reported Chinese version Camouflaging Autistic Traits Questionnaire scores were moderately to highly correlated. Autistic adolescents showed higher total Chinese version Camouflaging Autistic Traits Questionnaire and assimilation scores than non-autistic adolescents in both males and females. Female autistic adolescents showed higher assimilation than male autistic adolescents, but there was no significant difference between sex assigned at birth on compensation-masking in either autistic or non-autistic adolescents. Assimilation correlated with higher self-perceived stress for both autistic and non-autistic adolescents. Both self-reported and caregiver-reported Chinese version Camouflaging Autistic Traits Questionnaire were reliable and offered meaningful information to understand social coping of Taiwanese autistic and non-autistic adolescents.

One argument for the inclusion of children with special education needs (SEN) is that they will benefit from the interactions and relationships with their typically developing peers. However, students with SEN tend to be more rejected than their non-SEN peers. Considering the negative consequences of peer rejection on socioemotional development and school adjustment, the current study aims to understand the behavioural correlates and specific characteristics of the students with SEN associated with peer rejection. Participants were 227 students (107 with SEN); 53.7% male; mean age 10.79 (SD = 2.16); attending the 3rd (33.9%), 5th (35.3%) and 7th grades (30.8%). Students filled in a Sociometric task and 47 regular school teachers and 31 special education teachers provided information regarding sociodemographic and educational data, behavioural characteristics and student-teacher relationship. SEN status was the most important predictor of rejection followed by social skills. In the case of students with SEN, less familiarity with peers and a less close student-teacher relationship were also associated with rejection. Thus, the findings emphasise the need of professional development programs to assist teachers in the promotion of positive relationships with their students and a positive peer culture within the class.

This article delves into the pivotal role of Christian Athlete Circles as a new religious counter-space designed to foster inclusive spiritual growth for student-athletes, contrasting this organization with existing athlete ministries. Drawing from scholarly literature and informed by autoethnographic methods, the article highlights the necessity of such counter-spaces to support the well-being and flourishing of Christian student-athletes, particularly those who identify as LGBTQ+. It underscores the challenges posed by conservative theological beliefs, discusses mental health issues among student-athletes, and addresses recent anti-LGBTQ+ legislation. The research advocates for the creation of inclusive and affirming communities where student-athletes can authentically belong, ultimately enhancing their overall flourishing and well-being.

Guided by a love politic and centrifugal intersectionality we demonstrate how whiteness, homonormative whiteness, and white heteronormativity alienates racialized queer students in both 2SLGBTQ + and racialized counterspaces within the university. The tensions experienced by racialized queer students, do not stem from the existence of these spaces, rather they are rooted within institutional notions of diversity. It is through this examination that we present our conceptualization of protective space. Protective space builds from the reconceptualization of safe spaces as defined by the Roestone Collective. Protective spaces are rooted in a love politic and involves moving forward from guilt to meaningful action embedded in accountability to create love-centered solutions. These principles can be used in both individual action and collective organizing. The conceptualization mainly builds on the experiences of sexually diverse identities; therefore, we encourage researchers and practitioners to expand and build upon this work.

Purpose: This study identifies gendered disparities among women students participating in work-integrated learning and explores the effects of the disparities on their perceptions on perceived opportunities, competencies, sense of belonging, and professional identity. Design/methodology/approach: A series of semi-structured focus groups were run with 59 participants at six higher education institutions in four countries (Australia, Canada, Sweden, United Kingdom). All focus groups were designed with the same questions and formatting. Findings: Thematic analysis of the transcripts revealed two overarching themes, namely perceptions of self and interactions with others in work placements. Theme categories included awareness of self-presentation, sense of autonomy, perceived Allies, emotional labour, barriers to opportunity, sense of belonging, intersections of identity, and validation value. Originality/value: This study fills an important gap in the international literature about gendered experiences in WIL and highlights inequalities that women experience while on work placements.

Whilst research examining transgender identities within educational contexts in recent years has increased, there is limited research focused specifically on transgender and non-binary (TNB) experiences in Physical Education (PE). PE is a context where dominant gendered 'ideals' raise the potential for exclusion for those who do not 'fit'. This paper explores the reflective experiences of thirty TNB individuals (aged 18-25 years) and identifies the barriers to/facilitators of their participation in PE. It presents data collected from an online survey and semi-structured interviews with TNB young adults. Findings show that both the implicit and explicit curriculum are strongly binary, making it hard for students who do not conform to dualistic expectations to negotiate the setting. While these findings support the broader view that TNB young people can feel excluded from PE, there is much to learn from the participants' experiences. The paper closes by discussing the implications for shaping more inclusive practice.

Many adolescents want to be popular. Popularity goals are associated with adolescents' relational and overt aggression and aggression has been linked to greater risk for victimization. The current study sought to examine if popularity goals may be linked to victimization through associations with aggression and if self-perceived popularity and gender may moderate these relationships. Participants were 292 adolescents (60.3% girls; 44.5% seventh graders, 55.5% eighth graders; 79.5% White/Caucasian) from the Southern United States. Results indicated that relational aggression accounted for the association between popularity goals and victimization and that self-perceived popularity strengthened this indirect effect for girls but not for boys. Overt aggression also partially explained the relation of popularity goals with victimization similarly for boys and girls. The findings suggest that motivations for popularity and self-perceived popularity are important to understanding variation in adolescent aggression and victimization.

The present study aimed to determine the level of social acceptance of children with autism spectrum who are integrated into regular schools from the parents' and teachers' perspectives in Jordan. The researcher built a scale of social acceptance of children with an autism spectrum disorder. It consists of (34) items distributed in three dimensions; it was applied to an exploratory sample from outside the study sample consisting of (22) parents and teachers to verify the indications of validity and reliability, as the indications for content validity and construction validity were reached. The indications of reliability were reached through the restoration and the internal reliability of Cronbach Alpha. Finally, the tool was applied to the final study sample, which consisted of (74) teachers and (74) parents of children with autism spectrum disorder, the social acceptance dimension related to the school and the family. The results indicated that the level of social acceptance was moderate. It also indicated no statistically significant differences for the variables of gender and degree of infection, as the study came out with a set of research and educational recommendations.

Business schools have significantly increased the percentage of teaching-focused faculty (defined here as full-time faculty with doctorates not on the tenure track) over the last decades. However, many schools have not adequately updated their policies to support these faculty, leading some teaching-focused faculty to feel like second-class citizens. In this article, we provide a literature review of teaching-focused faculty hiring trends, challenges faced by teaching-focused faculty and the institutions that hire them, and proposed improvements to these challenges. Next, we draw from these best practices provided in the literature, as well as from first-person interviews, to share how business schools address these challenges. Specifically, we use interviews from decision makers (current and former deans) to examine how schools approach hiring and supporting teaching-focused faculty. Our study shows improved institutional support and acceptance of teaching-focused faculty over the past two decades, but with room for continued improvement. We conclude by arguing that TF faculty should be treated as strategic assets within schools in order to support collegiality, acceptance, and professional respect, while also enhancing students' learning opportunities. In doing so, we hope to start a discussion of best practices that can better equip schools to provide institutional support to teaching-focused faculty.

Psychological attitudes about social status hierarchies and social mobility often reflect stereotypic expectations about competencies and entitlements based on inequalities. Children who experience exclusion based on social class are at risk of experiencing a lack of opportunities, contributing to societal disparities. Recently, developmental science has examined the origins of attitudes that contribute to social exclusion, reflecting moral judgments about fairness as well as societal and group-based concerns about norms and intergroup dynamics. This study investigated children's reasoning about intergroup exclusion by focusing on social class as a potential exclusion criterion for children and adolescents in peer contexts in Türkiye, an understudied context for research. Participants living in a metropolitan area of Türkiye (N = 270) between the ages of 8-10 (M[subscript age] = 9.80; SD = 0.77; 53.5% girls) and 14-16 (M[subscript age] = 15.51; SD = 0.93, 61.7% girls) from lower and higher socioeconomic backgrounds were asked for their exclusion evaluations, emotion attributions, related justifications, and individual solutions. While participants overall viewed social class-based social exclusion as wrong, adolescents typically viewed it as more wrong than did children. Adolescents focused on unfair treatment and discrimination, whereas children focused on interpersonal aspects of social exclusion more frequently. Older participants from lower socioeconomic status (SES) viewed the excluders' intentions as discriminatory more often than did older participants from higher SES who desired to protect the status quo. These findings shed new light on how children and adolescents evaluate societal-based biases contributing to peer social exclusion.

This study investigated the longitudinal trajectories of peer rejection and their predictive effects on Internet gaming addiction among Chinese children. The sample comprised 818 students from Grades 1 to 3 (M = 8.30, SD = 1.11, 51.3% boys). Peer rejection was assessed using peer nominations in five waves over a period of 2.5 years, and Internet gaming addiction was measured using the Internet Gaming Disorder Scale--Short Form in the fifth wave. We used a growth mixture model to explore the developmental trajectory of peer rejection and identified four heterogeneous developmental trajectories: low-drop, moderate-drop, moderate-rise, and high-rise rejection. The trajectory categories of peer rejection significantly predicted Internet gaming addiction. In particular, the prediction in the moderate-rise rejection group was higher than that in the low-drop rejection group. This study indicates that exploring the prediction of trajectory categories on Internet gaming addiction is necessary and that it is essential for families and schools to help children establish good interpersonal relationships and to reduce the development of addictive behaviors associated with Internet gaming.

Being part of a peer group and feeling a sense of belonging increases the well-being of children in early childhood education and care (ECEC). Still, children face exclusion and rejection by peers. This study examined children's peer exclusion experiences in pre-primary school settings, investigating children's voices and perspectives through researching children's narratives. Ten children participated in the interviews in Finnish pre-primary school during spring 2018. Children's narrations about exclusion took place during free play time in children's peer groups. Results showed common features but also a variety of children's experiences and strategies when facing exclusion, and suggests that children with positive experiences with peers can cope with occasional exclusion. Children had a clear understanding of exclusion and they were capable of expressing their experiences verbally. Furthermore, by researching children's narratives, we can increase our understanding of peer exclusion in early childhood educational settings.