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In response to increasing concerns about the mental health and wellbeing of university students and staff, policy aims have shifted towards a 'whole-university approach' to mental health and wellbeing. This policy advocates for a culture wherein mental health and wellbeing are a key priority across all levels (individual, societal, environmental). Thereby, responsibility for mental health and wellbeing is distributed across the institution, requiring contributions from staff irrespective of whether mental health and wellbeing are central to their role. Consequently, boundaries of responsibility and expertise can be unclear, while individual and professional capacity and opportunity influence the consistency of support. Effective governance of the whole-university approach requires an understanding of the complex network of 'actors' in the wellbeing system to cohesively deliver strategic objectives. This mixed-methods case study of one Higher Education Institution (HEI) employed social network analysis (SNA) to identify network structures and connections between staff who promote mental health and wellbeing. Qualitative follow-up explored factors associated with network prominence, cohesion between the informal network and formal structures, and overall perceptions of the network. An informal network of 211 actors in the wellbeing system was identified, revealing disparities with formal governance structures. Prominence in the network was attributed to both extrinsic (e.g. workplace culture and leadership) and intrinsic (e.g. social rewards) factors, and was perceived to provide value by increasing cohesive and collaborative working. However, findings also indicate the need to raise awareness of the network and improve capacity for network membership and engagement.

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

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

Within OECD countries, 20% of university students continue no further than the first year. The objective of this research is to analyse the antecedents of student commitment, so as to design action plans for reducing dropout rates within higher education. Educational engagement, student--university identification and perception of performance were analysed at the campus of Social and Juridical Sciences of Seville University (Spain). A sample of 641 valid questionnaires was used to analyse the constructs and their complex inter-relations using Partial Least Squares-Simultaneous Equation Modelling. The results revealed a strong relation between identification with and commitment to the university, as well as between educational engagement and identification. Universities as institutions are called on to take action to reduce high early dropout rates by encouraging educational engagement and identification with the university. Such actions might include departments for educational orientation and the promotion of activities to foster enduring links between students and universities.

Background: Telehealth utilization exploded during the COVID-19 pandemic, including within school-based health programs. School-based tele-behavioral health can help programs overcome barriers of access to care, but the current state and effectiveness of such programs are unknown. Methods: A scoping literature review was conducted. Studies were included if they described in-school behavioral health services delivered via telehealth for children ages 5 to 18. From the included studies, population, location, setting, intervention, telehealth modality, clinician type, and outcomes assessed were extracted. Findings: Eighteen studies met inclusion criteria. All described psychotherapy or medication management delivered by psychologists (n = 7) and/or psychiatrists (n = 11). Treatment included psychotherapy (N = 8), psychiatric consultation (N = 7), medication management (N = 4), crisis stabilization (N = 1), and caregiver education (N = 1). Eight studies provide qualitative or quantitative outcomes, with 4 examining clinical effectiveness. Conclusions: Despite limited findings in the literature, school-based tele-behavioral health is feasible, effective, and acceptable for delivery of behavioral health care to children and adolescents.

Psychoeducation programs may increase knowledge about stress and help adolescents cope with stress. However, research about the effectiveness of psychoeducation programs about stress for adolescents is limited. The present study aimed to fill this gap by evaluating the effect of a brief school-based universal psychoeducation program about stress, the Stress Lessons, in terms of knowledge and experienced stress. A total of 1613 adolescents (M = 13.41 years) from Dutch secondary schools participated. A cluster randomised controlled design was employed: classes were randomly assigned to an experimental or control condition. The experimental condition received three Stress Lessons between pre- and post-test. The Stress Lessons provided information about stress, how to recognize stress, and how to cope with and prevent stress. Questionnaires were used to assess knowledge about stress as well as experienced stress. Multilevel analyses were conducted to examine the effectiveness of the Stress Lessons and the moderating effect of gender, educational track, and ethnic background. Results showed that knowledge gain was significantly greater in the experimental than in the control condition. Experienced stress did not change due to the Stress Lessons. Moderator analyses revealed a larger effect of the Stress lessons in terms of knowledge about stress for girls compared to boys and for adolescents who followed academic compared to vocational education. Overall, the findings show that a brief psychoeducation program leads to a better understanding of stress. Therefore, it may be useful for schools to implement such programs to enhance adolescents' awareness.

The capacity to navigate conflict and solve problems will persist as an essential skill of the future, even if today's students will be doing jobs that haven't been invented yet. What are we doing in schools right now to ensure students have these skills? For nearly a decade, a program called Speak Truth has taught students to use their voices, concerns, and capacity to build bridges as tools for understanding different viewpoints and collaborating to lead change.

Large-scale, evidence-based interventions face challenges to program fidelity of implementation. We developed implementation strategies to support teachers implementing an evidence-based HIV prevention program in schools, Focus on Youth in The Caribbean (FOYC) and Caribbean Informed Parents and Children Together (CImPACT) in The Bahamas. We examined the effects of these implementation strategies on teachers' implementation in the subsequent year after the initial implementation during the COVID-19 pandemic. Data were collected from 79 Grade 6 teachers in 24 government elementary schools. Teachers completed training workshops and a pre-implementation questionnaire to record their characteristics and perceptions that might affect their program fidelity. School coordinators and peer mentors provided teachers with monitoring, feedback, and mentoring. In Year 1, teachers on average taught 79.3% of the sessions and 80.8% of core activities; teachers in Year 2 covered 84.2% of sessions and 72.9% of the core activities. Teachers with "good" or "excellent" school coordinators in the second year taught significantly more sessions on average (7.8 vs. 7.0, t = 2.04, P < 0.05) and more core activities (26.3 vs. 23.0, t = 2.41, P < 0.05) than teachers with "satisfactory" coordinators. Teachers who had a "good" or "satisfactory" mentor taught more sessions than teachers who did not have a mentor (7.9 vs. 7.3; t = 2.22; P = 0.03). Two-level mixed-effects model analysis indicated that teachers' program fidelity in Year 1, confidence in the execution of core activities, and school coordinators' performance were significantly associated with Year 2 implementation dose. Implementation of FOYC + CImPACT was significantly associated with improved student outcomes. Teachers maintained high fidelity to a comprehensive HIV prevention program over 2 years during the COVID-19 pandemic. Future program implementers should consider additional implementation support to improve the implementation of school-based programs.

Drawing on evidence and example legislation, this policy research brief identifies school-based policy options for Texas to prevent and mitigate toxic stress caused by Adverse Childhood Experiences (ACEs). The term ACEs refers to the 10 common categories of adversity included in a landmark study from the Centers for Disease Control and Prevention and Kaiser Permanente (Felliti et al., 1998). These include physical, emotional, or sexual abuse; physical or emotional neglect; and household challenges such as living with a person who is experiencing mental illness (Felliti et al., 1998). Of great concern is that even before the COVID-19 pandemic, ACEs were already widespread in the state, cutting across lines of race and income and potentially affecting constituents from every region and demographic group (Texas Department of State Health Services, n.d.). Over the past two years, COVID-19-related school and child-care center closures coupled with an economic recession have increased children's risk of hunger, homelessness, and neglect (Welch & Haskins, 2020). The effects of ACEs are particularly concerning in Texas which is home to over 7.5 million children under 18--more than any state other than California--and children under 18 make up more than 25% of the population of Texas--more than any other state other than Utah (Population Reference Bureau, n.d.). Therefore, Texas's school-based policies to mitigate the effects of toxic stress are particularly consequential now and in the future. The purpose of this policy research brief is to identify and describe nationwide legislative efforts to help Texas school district officials and Texas policymakers consider legislative remedies to reduce or mitigate the detrimental impact of ACEs.

Various investigations have applied meditation protocols in the school context, with beneficial effects. Transcendental meditation, however, received little attention in primary school settings and few controlled studies are available. The present study is aimed: 1) to investigate the implementation of a school protocol (Quiet Time-QT) based on Transcendental Meditation ™ in a primary school setting 2) to test its efficacy in promoting strengths and resilience in children, using a controlled research, with a cross over design. 92 students attending fourth and fifth class of a primary school were assigned to either the QT intervention, or to a waiting list condition. Children assigned to the waiting list received the QT protocol after few months. Before and after the intervention children were evaluated by their teachers using the Strengths and Difficulties Questionnaire (SDQ) and the Devereux Student Strengths Assessment (DESSA). A Repeated Measures MANOVA was applied to compare the two groups. After the QT intervention children in the experimental condition showed fewer emotional and behavioral difficulties (SDQ) compared to children in the waiting list. An overall positive effect of QT was observed in the total sample in improving children's strengths and emotional well-being. Participants enjoyed the practice of meditation in the school setting. Conclusions: the results of this controlled investigation showed that the QT school protocol is feasible in the school setting, and it yielded improvements in children's strengths and well-being. Meditation programs could be easily included in the educational system to sustain children positive development.

In terms of ethics, the study deals with the hidden curriculum in terms of teaching programs. The aim of the study is to reveal the context in which the practices related to the teaching of values in the curriculum put into practice are handled. The phenomenological design, one of the qualitative research methods, was used in the study. Five different focus group interviews were conducted with forty-one participating teachers from various disciplines working in secondary education institutions in order to reveal the teachers' understanding of the treatment of concepts related to ethical values in their curriculum. Semistructured interview form was used in the interviews. The characteristics of the environment in which the individual performs his / her behaviors and how these characteristics affect his / her behavior have been examined with a holistic approach and the results of the research have been interpreted within the scope of this approach. These themes are divided into 29 categories and shown within a model. The most obvious ethical values that the school should be built on are justice and events that can be designed in accordance with the school ethical values, and the appropriate categorical are the activities for their views with their teachers and the appropriate resource categories are their behavior at school and in class, curriculum and times, teacher as a role model, social structure, environmental Impact as a social structure. Ensuring that the legal difficulties in front of teachers to use different course materials and contents in lesson activities are overcome will support the functioning of the hidden curriculum and pave the way for new and different learning.

Due to the nature of RME, which sees mathematics as a human activity, there is never a fixed and complete theory for mathematics education. Therefore, it is seen as an approach that still needs to be developed. The aim of this research is to analyze the RME (Realistic Mathematics Education) activities prepared by the pre-service primary school teachers who were educated with a constructivist approach. Participants were 137 student teachers who have been trained with a constructivist approach for about 15 years and will teach with this approach. It was determined that the activities prepared by the pre-service primary school teachers were generally at a medium-level in terms of compliance with RME. The results of the research show that no matter how much education they had, the effects of constructivist education could not overcome some traditional patterns in pre-service teachers. In addition, the training they had about RME was not enough to break these patterns. It has been observed that pre-service teachers are insufficient in preparing activities for the basic principles of constructivism with RME. This shows that the disruption in the education system started at the undergraduate level. With this beginning, an endless cycle is formed. In order to avoid the basic patterns brought by traditional education, learning approaches such as the RME approach in addition to the constructivist approach should also be employed at lower grade levels.

By now, members of state boards of education will have heard the dire statistics about the rise in students' mental health struggles, which were exacerbated by exposure to added traumatic events during the pandemic. When they are prepared to do so, educators play an important role in helping these students. In this article, the authors discuss how applying trauma-informed practices in the classroom can help students build the resilience and emotional intelligence they will need to reduce the impact of trauma on their well-being and learning. The authors also argue that state boards should take action to ensure that educators are trained in trauma-informed practices.

Cyberbullying is a form of violence that has been present in schools for a long time and negatively impacts the mental health of students. Different countries have different strategies for avoiding cyberbullying. However, research on school-based cyberbullying prevention is limited in Southeast Asian developing countries. This study aims to explore the current implementation of school-based cyberbullying prevention in public schools in a developing country. The framework of prevention programs is based on three aspects: (1) Developing curricula on how to behave when being a victim of cyberbullying. (2) Strengthening the students' skills to deal with cyberbullying. (3) Promulgating specific provisions in the legal document on handling cyberbullying. School-based cyberbullying prevention among students in public schools is currently a research gap because of the limitations in the management of students using the internet and educational policies. This is a cross-sectional study that surveyed 400 participants who are Vietnamese teachers, administrators and school psychologists. The results show that the limitations ofschool-based cyberbullying prevention for Vietnamese students include professional knowledge, practical experience and personnel in charge of this work. This constraint has resulted in an upsurge in incidents of cyberbullying in Vietnam. The findings add to the important evidence on cyberbullying prevention in a developing country that is working to research and develop an appropriate school-based cyberbullying prevention strategy.

Middle school is a time of adjustments in youth: physical, intellectual, and social changes often result in stress. Middle school students are vulnerable to academic, behavioral, and mental health problems. Yoga is an Indian discipline practiced for health and relaxation. School-based yoga programs are becoming increasingly common given their potential benefits for students. We conducted a literature review of studies of middle school-based yoga programs, focusing on the reported benefits for students. We identified and retrieved 12 studies from electronic databases including Education Resources Information Center, PsycINFO, and Google Scholar that met inclusion criteria: (a) examined the benefits of yoga as the primary intervention conducted in a middle school setting with students ages 10 to 15 years old, (b) was published by June 2022, (c) was reviewed either by a journal editorial board or by a student's dissertation or thesis committee, (d) was available in English, and (e) a full text copy was available. Results of studies were synthesized by clustering findings into common domains. Study results suggested that middle school-based yoga interventions showed mental health, executive functioning, physical, social, and academic benefits for students. Yoga also showed benefits for middle school students who were stressed, anxious, or depressed, and those at risk. We provide considerations for those contemplating the implementation of yoga in middle schools.

The present work has revealed an inside story of university physics education in Bangladesh. The four large autonomous universities in the country were chosen to get the real reflection of physics education to perform this investigation. Sophomores, juniors, seniors, and master's students were the participants randomly selected from these four universities at the same time of education years 2013-2014. The number of participants from each year of each university was twenty physics students, and the sample size was 320. The same questionnaire about academic resources and activities in the physics departments was used in the survey. The investigation has revealed that the theoretical results of the secondary and higher secondary students were very good but obtained without complete understanding. About 64% of students study physics against their intention as they were interested in engineering or medical courses, though the interests were not their own in every case. Many of the physics students were not attentive enough to the academic activities in the department. Many students were interested in physics research without proper awareness and induction about research. In addition, teachers were not fully engaged in the department to make the students capable of understanding and learning physics independently. As a result, only 14% of the students were consistent in their opinions and had good confidence about the promising future for physics education and research in Bangladesh. However, devoted quality teachers, students with a substantial interest in physics, and the necessary resources are required to improve physics education.

Sweden's first Elementary School Act of 1842 stated that every parish was obliged to organise and fund schools to be offered to all children in the parish. Many parishes were poor and had a difficult time funding schools. In some parishes, local industries, such as ironworks, organised, funded, and managed schools for their workers. Even though state regulations might have striven for more comprehensive schooling, parishes faced different local conditions that could have affected school organisation and results. This study examines four elementary schools in northern Sweden to analyse differences and similarities caused by local conditions and local actors. Two of the schools were ironworks schools and two were parish schools, and they are studied from the 1840s through the 1860s. This case study of the Robertsfors and Gideåbruk ironworks schools and the Bygdeå and Gideå parish schools focuses on the school organisation, school subjects, children's attendance, and reported gained knowledge. The research questions are: how were the four schools organised in their local communities? Which subjects were taught in the schools? How were the children's reported attendance and gained knowledge? What similarities and differences can be seen among the four local school cases? The results indicate both similarities and differences. One school, Gideåbruk ironworks school, reported higher attendance and higher results, traceable to variations in local actors and local conditions in Gideåbruk. The Gideåbruk ironworks and its role in the community seem to be crucial for the ironworks school organisation.

Although school engagement is crucial to child development, research on children with intellectual disabilities in mainstream schools is scant. This sequential, explanatory mixed-methods study examined the ways in and extent to which children with intellectual disabilities participate in mainstream school activities, as well the personal and environmental factors that affect their participation. A total of 101 general teachers provided quantitative data, while eight children with intellectual impairments and their teachers and peers provided qualitative data. In the quantitative survey, no significant differences were observed between children with and those without intellectual disabilities regarding school absence, but a low similarity existed in their extent of participation. Children with intellectual disabilities engaged most frequently in life-skills and after-school activities and least frequently in social and volunteer activities. School participation was affected by the degree of disability and environmental variables. We derived two themes from qualitative research: (1) school participation of children with intellectual disabilities; and (2) factors associated with school participation of children with intellectual disabilities. The results suggest strategies that may promote the participation of children with intellectual disabilities in mainstream schools.

Despite the importance of university events in students' lives and experiences, little research has been devoted to understand the behavioral intentions of university students to attend such extra-curricular activities. This study, therefore, examined the behavioral intentions of university students to attend university events. The study successfully extended the theory of reasoned action (TRA) through incorporating a new variable cultural exploration, as a proposed predictor of students' behavioral intentions. An online survey was conducted with students in a number of southeastern US public universities. Results of the structural model analysis revealed that attitudes, subjective norms, and cultural exploration have a significant positive impact on the university students' behavioral intention to attend university events. Moreover, attitude was found to mediate the effect of cultural exploration and subjective norms on students' behavioral intention. Findings proved that the extended TRA (ETRA) is influential in predicting students' behavioral intentions to attend university events. Practical and theoretical implications of this study, and future research directions, are discussed.

Sexual health education is a well-known, evidence-based intervention that can improve adolescent health outcomes, increase protective health behaviours, and decrease risky health behaviours. Providing sexual health education in schools offers opportunities to discuss critical health topics and can improve the school environment. However, not all sexual health education is taught equitably. As part of a mixed-methods study to describe school-based sexual health education, we conducted focus groups and interviews with recent high school graduates in a geographically and ethnically diverse state in the US Southwest. Thirty-one young people shared their experiences, explored the content they had been taught, and offered recommendations to improve sexual health education. Three key themes emerged: young people wanted and needed sexual health education taught in school; current sexual health education is not helpful and sometimes harmful; and the individuals who teach sexual health education are critically important. These findings can help address barriers to school-based sexual health education delivery, particularly for schools within communities with limited resources. The results support including youth as stakeholders in the planning and evaluation of school-based sexual health education, and the development of sexual health education teacher training with the goal of improving youth health outcomes.

The incorporation of mental well-being provision into school curricula is increasingly the focus of government policy in the UK and internationally. However, it is not clear what well-being programmes schools provide to pupils, and how these programmes are delivered. The current study was an online survey to assess the use of whole-school well-being programmes in primary schools in North Wales. Normalisation Process Theory was utilised as a framework to assess normalisation of the well-being programmes. One-hundred and fifty-one schools in North Wales responded to the survey. The mean number of whole-school well-being programmes utilised by schools was 4.59, and nine of the 10 most frequently used programmes had little or no associated evidence base. The well-being programmes were generally perceived as normalised (i.e. everyday practice) by respondents. Implications for future practice are discussed, including the need to support schools to identify and implement evidence-based mental well-being provision.

Background: There are known health disparities in adolescent substance treatment access and engagement. The purpose of this project is to compare outcomes from school- and clinic-based substance treatment and to evaluate if providing school-based substance treatment reduces disparities in treatment access and engagement. Method: This quality improvement retrospective chart review compares baseline and outcome data for adolescents accessing school-based (n = 531) and clinic-based (n = 523) substance treatment in a natural quasi-experimental study with nonequivalent control group design. Baseline demographic and clinical measures include age, sex, ethnicity, race, and clinical diagnoses. Outcome measures include the number of sessions completed, proportion reaching a week of self-reported abstinence, and proportion providing a negative urine drug screen. Results: Compared to the clinic-based sample, the school-based sample includes more female (47.65% vs 26.77%) and Hispanic/Latinx (59.89% vs 46.46%) adolescents. The school-based group has a similar proportion reaching a negative urine drug screen (31.84% vs 28.83%, p = 0.5259) or a week of abstinence (43.15% vs 41.03%, p = 0.6718) as the clinic-based sample. There are significant differences in total session completion over a period of 16 weeks between school-based and clinic-based adolescents. In multivariable analyses, there was a significant interaction effect of race/ethnicity by location on the number of sessions completed. Conclusion: Providing school-based substance treatment increases access to care and treatment engagement for female, African American, and Hispanic/Latinx adolescents without diminishing outcomes.

Following legislation in 2010, all Swedish teachers, at all levels, had a double mission: to teach democracy as well the content of their subject. This mission was seen as troublesome by evaluating authorities, among others. In the latest state curriculum, rhetoric has re-emerged as a central element of Swedish mother-tongue high school education and is also seen as troublesome. In this article we will try to show how it may be feasible to combine these two elements: first, by working with the democratic mission, the rhetorical tools will facilitate and favour the preparation and execution of democratic activities; second, the rhetorical tools and concepts may be highly beneficial in the necessary meta-reflection of school activities supporting the democratic mission. Working with rhetoric means working with the foundations necessary for democracy. Since all mother-tongue teachers are obliged to teach rhetoric, it could also be used for the democratic mission.

Objective: Previous research indicates that head teachers in Sweden frequently fail to see school lunch as part of the educational activities of a school. This study contributes to an understanding of how head teachers in Sweden perceive and experience current national policy intentions related to school lunch. Design: Qualitative inquiry. Setting: Ten municipal state schools in Sweden. Method: Individual semi-structured interviews were conducted with 10 head teachers responsible for the compulsory education of 6- to 15-year-olds in state schools. Data from digitally recorded and transcribed interviews were thematically analysed. Results: Head teachers primarily saw school lunch as a means to ensure pupils were fed and energised. Their focus tended to be on what followed after school lunch in the form of academic performance and mood, rather than the stated intentions of national school meal policy. Head teachers stressed the value of a free and nutritious school lunch for social equality, and the importance of good collaboration with food service managers and school meal personnel, despite the difficulty of achieving this. Conclusion: This paper highlights a gap between head teachers' perspectives with respect to school lunch and official intentions stated in Swedish national school meals policy. The meanings head teachers saw as connected to school lunch were those of social equality and ensuring pupils were fed, rather than the wider potential envisioned by the authorities. This paper identifies factors that affect the possibility of realising national policy intentions for school lunch in Sweden.

Service animals can play an integral role in the lives and education of students with disabilities. In addition to assisting with physical tasks, service animals can improve confidence, independence and quality of life for students, as well as help them to meet their educational goals. Teachers, coaches and administrators should have the knowledge and skills necessary to support and collaborate with students as they engage with their service animals in and outside of school. The purpose of this article is to educate school personnel about service animals and to help facilitate the successful integration of service animals into schools. Specifically, the article defines service animals and outlines the rights of students with disabilities and their service animals. It also provides recommendations for teachers and coaches to help promote inclusion in physical education and athletics.

Purpose: Educators need to engage in continuous learning to ensure that their knowledge and practice responds to the changing needs of society and students. Collaborative approaches, in which social capital resource is exchanged, can serve as an effective way of facilitating such learning. With this systematic review, the authors identify the opportunities and benefits inter-school social capital networks might bring by exploring: (1) what inter-school networks are available internationally for primary and secondary schools, (2) the features and activities present within inter-school networks and (3) evidence of impact of inter-school network activities. Design/methodology/approach: For this study, the authors employed a systematic review methodology. The review comprised the five stages of the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses: PRISMA, 2021) protocol. The study findings derived from 111 research outputs (from a total of 1,221 originally identified). Findings: The review highlights a number of different inter-school networks and their diverse purposes as well as key network features, such as the actors present in networks and the activities network participants engage with. At the same time, however, the authors only identify limited reliable evidence of the impact of inter-school networks. Originality/value: The study fills a knowledge gap by exploring, for the first time, the presence, features of inter-school social capital networks available to school leaders as well as investigating the impact of these networks.

School-based mental health screening has been identified as a major component of social, emotional, and behavioral multitiered systems of support models, and a promising practice that can be used to address unmet mental health needs of children and adolescents. However, there are frequently noted concerns about the feasibility of implementing school-based screening programs. In this case study, findings from a school-university partnership, intended to address the most commonly reported screening concerns while reducing screening burdens on the school, are described. Students enrolled in a public middle school in a large, urban city in central Texas completed the self-report version of the Behavioral and Emotional Screening System. Participation in initial school-based screening was high (n = 390), with 35.9% of participants considered at-risk. Screening results informed immediate school-based counseling. However, subsequent screening and comprehensive evaluation for at-risk students--completed at an external university clinic--were low. Implications of these findings, as well as recommendations based on the study methods and related literature, are discussed.

Child sexual abuse (CSA) is a pervasive public health problem. If left undetected, CSA can result in immediate and long-term health problems, which can be mitigated through early identification. Schools are an ideal environment to implement screening measures, and school nurses (SN) are uniquely poised to intervene and respond early. The aim of this review was to systematically examine and synthesize the international evidence related to screening for early identification of CSA in schools. Themes emerging from the analysis were SN behaviors relative to screening, potential instruments or approaches for screening, and SN and school professionals' beliefs about CSA screening practices. This review found little evidence that CSA screening is occurring in schools. However, SNs are aware that screening falls within their scope of practice and many SNs feel they should be screening for it. A constant proactive approach by SNs is necessary to improve early identification and subsequent intervention.

eSports is an increasingly visible part of our popular culture and is becoming both a financial and technological force. In higher education, community colleges are rapidly developing eSports programs for a variety of reasons, including increasing student engagement to developing alumni relationships. Although some discussion exists in sports management, economics, psychology and legal literature, there appears to be little work dedicated to eSports in the literature of community college studies. This study draws upon the small base of literature on eSports beyond community college studies and presents an example of a recently emerging eSports program at one rural community college in the mountain western U.S. A look forward on eSports is provided by noting breaking issues, trends, and proposals for a research agenda for scholars and practitioners in community college studies.

In this study, we examined the extent to which educators believe students with complex support needs (CSN) participate in and benefit from practices associated with school-wide positive behavioral interventions and supports (SWPBIS). We conducted a survey of 622 teachers in the United States and analyzed responses according to the implementation or absence of SWPBIS at the respondent's school. Our findings show (a) teachers working in SWPBIS schools have more knowledge of how to handle challenging behavior among students with CSN, (b) students with CSN who are taught in SWPBIS schools are more involved in SWPBIS-associated practices and the general education classroom, and (c) teachers believe students with CSN should be involved in SWPBIS-associated practices. Implications for practice and research are discussed.

Students in East Asian locations often obtain high academic results in international high-stakes testing, but lower results on affective aspects of their schooling, such as sense of belonging. These findings indicate the need for more holistic research into children's lifeworlds, including their experiences of school. In this article, we draw on a survey with 627 Year 4 students in three global cities in the Asia Pacific (Hong Kong, Singapore, and Melbourne), exploring dimensions of their perceptions of school. Responses from students were generally positive in terms of sense of school belonging and student identity. Students who responded positively in terms of belonging and student identity were more likely to want academic activities to occur more often. The article adds to the existing literature by offering an exploratory consideration of the relationships between sense of belonging, student identity, and school activity preferences of Year 4 students in Hong Kong, Singapore and Melbourne. It is argued that all of these are essential factors that need to be considered and incorporated in policy planning and curriculum development.

Background: School-based dental sealant programs are noted to increase sealant uptake among children, especially those from low-income families and those living in rural and underserved areas. However, nationally school-based dental sealant programs are substantially underutilized. This paper describes a partnership approach to a school-based dental sealant program for Title 1 public schools in Hawaii. Methods: The Hawaii Keiki--Healthy and Ready to Learn program partnered with the Hawaii Dental Service to develop and implement an interprofessional, school-based sealant program (SBSP). This article describes the development of key factors, such as partnerships, an interprofessional team, team roles, policies, and marketing tools to optimize program success. Results: The SBSP has completed over 3 academic years of implementation in Hawaii public schools. In its initial year (school year [SY] 2019-2020), which presented challenges due to the COVID-19 pandemic, it served 6 schools (106 students screened) on 1 island. It expanded to 14 schools on 1 island (193 students screened) in its second year (SY 2020-2021), 28 schools on 3 islands (653 students screened) in its third year (SY 2021-2022), and during the Fall of the fourth year, the program reached 50 schools on 3 islands (1821 students screened) and is projected to reach over 70 schools by the end of SY 2022-2023. Conclusion: Taking advantage of strategic partnerships and key interprofessional team members, a school-based dental sealant program can help to improve the oral health of children in public schools by helping to decrease barriers to care.

Lifestyle risk behaviours--physical inactivity, poor diet, poor sleep, recreational screen time, and alcohol and tobacco use--collectively known as the "Big 6" emerge during adolescence and significantly contribute to chronic disease development into adulthood. To address this issue, the Health4Life program targeted the Big 6 risk behaviours simultaneously via a co-designed eHealth school-based multiple health behaviour change (MHBC) intervention. This study used multiple causal mediation analysis to investigate some potential mediators of Health4Life's effects on the Big 6 primary outcomes from a cluster randomised controlled trial of Health4Life among Australian school children. Mediators of knowledge, behavioural intentions, self-efficacy, and self-control were assessed. The results revealed a complex pattern of mediation effects across different outcomes. Whilst there was a direct effect of the intervention on reducing moderate-to-vigorous physical activity risk, the impact on sleep duration appeared to occur indirectly through the hypothesised mediators. Conversely, for alcohol and tobacco use, both direct and indirect effects were observed in opposite directions cancelling out the total effect (competitive partial mediation). The intervention's effects on alcohol and tobacco use highlighted complexities, suggesting the involvement of additional undetected mediators. However, little evidence supported mediation for screen time and sugar-sweetened beverage intake risk. These findings emphasise the need for tailored approaches when addressing different risk behaviours and designing effective interventions to target multiple health risk behaviours. The trial was pre-registered with the Australian and New Zealand Clinical Trials Registry: ACTRN12619000431123.

In this article, the first part of the research project "Musical interaction in preschool" will be presented and analysed. The purpose of the study was to examine which musical interactive activities are expressed in everyday preschool environments and how these types of interactions can be related to children's development and learning. Through observations of planned lessons and children's free play in different milieus, the interactions have been mapped. Using Merleau-Ponty's lifeworld phenomenology, various interactions reflect embodied education patterns as a part of preschool cultural canonisation. The result shows that the children in the study have a good ability to interact musically but that this resource is less utilised in the planned music teaching. The analyses were based on learning strategies in music with a child-first perspective which links back to lifeworld phenomenological perspectives of meaning.

Background: The National School Lunch and School Breakfast programs reduce food insecurity and improve dietary intake. During the COVID-19 pandemic, school meals were provided to all children at no cost, regardless of income. This policy is known as Healthy School Meals For All (HSMFA). The purpose of the study was to examine the feasibility of a HSMFA policy in Utah. Methods: A mixed-methods approach was used, including qualitative interviews for policymakers, surveys for school foodservice directors, and financial modeling of Utah Child Nutrition Programs data. Analysis included a phenomenological analytic approach for qualitative data, descriptive statistics for surveys, and development of a cost model with 6 scenarios. Results: Qualitative data revealed themes of (1) awareness; (2) responsibility; (3) perspectives on school meals; and (4) new opportunities. Most (81%) foodservice directors believed HSMFA should continue post-pandemic. HSMFA would cost $51,341,436 to $82,358,375 per year. Implications for School Health Policy, Practice, and Equity: HSMFA would result in the equitable treatment of all children regarding access to healthy school meals. Conclusions: Given the support of foodservice directors but the lack of political consensus, considering stepwise implementation and providing cost estimates may increase feasibility of a HSMFA policy in Utah.

Purpose: This study used the design process (analysis, development, and evaluation) to understand and refine the process, dimensions, and outcomes of a multi-year, whole-institution approach to social justice education for preservice teachers (PSTs) at one institution. The authors used shared governance to establish a cross-disciplinary faculty-student learning community and provided interdisciplinary social justice learning opportunities to PSTs across multiple years. These were delivered using high-impact practices such as community-engaged learning and ePortfolios. Design/methodology/approach: The authors used formative data to examine and refine this study's program design. The authors assessed engagement within and across the components of the whole-institution approach and the impact on, and change in, social justice learning and orientation for PSTs. Findings: Findings showed deepened engagement within and across the components of the whole-institution approach, however, committee representation, opportunities for interdisciplinary collaboration, and coordinated field experiences are areas that can be strengthened. All PSTs demonstrated an understanding of the connections between annual social justice foci and teaching practices, and some documented growth in social justice awareness over time. The authors found more clarity is needed around archiving and keeping social justice event reflections in the ePortfolio each year. Originality/value: This study adds to the existing literature by using the design process to refine the development of a whole-institution social justice education program for PSTs.