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Many educators in California are unaware of just how harmful out of school suspensions can be. When suspended students are barred from attending school, more often than not, the rule broken was some form of minor misconduct. This update of "Lost Instruction Time in California Schools" demonstrates that despite the important efforts by the state of California to reduce suspensions, those efforts are seriously insufficient.

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Aim: To provide an evidence-informed program theory (PT) for Interprofessional Education (IPE) that adds to the knowledge base of how IPE in undergraduate health sciences education works. Methods: We undertook a realist review of the literature and synthesis of the evidence combined with stakeholder experience. Our initial program theory (IPT), built around development, delivery and evaluation of IPE interventions, was tested and refined following an in-depth search of the literature and consultation with stakeholders. The literature (2010-2022) was selected based on the realist criteria of relevance and rigor, as well as on conceptual richness of the studies. Results: Our PT is built upon 124 CMOs (Context of IPE interventions, Mechanisms that fired within that context, and IPE Outcomes), from 58 studies. Our PT comprises an array of elements found in the Context, including traits and behavioral displays of students and facilitators, and discusses four Mechanisms (feeling responsible, feeling enthusiastic/excited, feeling safe to take risks, and feeling ready), which are likely to lead to outcomes related to the Interprofessional Education Collaborative (sub)competencies. Discussion: Results were linked to learning theories to further build our understanding. The PT can serve as a guide for the development, delivery, and evaluation of IPE interventions. [ABSTRACT FROM AUTHOR]

Aim: The aim of this systematic review was to investigate the relationship between self‐efficacy and skill performance in undergraduate student nurses. Background: Across higher education, self‐efficacy is an important predictor of student success in skill‐based learning. Nursing students are required to demonstrate skills prior to caring for hospitalized patients. Understanding the relationship between self‐efficacy and nursing student skill performance may support patient safety. Methods: Following the 2020 Preferred Reporting Items for Systematic Reviews and Meta‐Analyses (PRISMA), a systematic search was conducted of four databases: CINAHL, Medline, Psychinfo, and Web of Science. Quantitative, peer‐reviewed studies published in English were included with no limitation on year. Hands‐on skill performance had to be performed in laboratory or simulation settings and evaluated by an expert. Identified studies were assessed for methodological rigor using Joanna Briggs Institute's Critical Appraisal Tools. Findings: A total of 2,450 items were identified by database search and screened, resulting in 20 eligible studies. Most of the studies included novice first‐ or second‐year students. Self‐efficacy was operationalized as either a general or skill‐specific measure, while the type of skill and associated instrumentation varied widely. Sixteen (80%) of the included study reports showed weak to no correlation between self‐efficacy and skill performance. The remaining 4 reports noted a moderate‐to‐strong relationship. Conclusion: Our findings conflict with existing research in other higher education disciplines where self‐efficacy is a significant predictor of performance success. Explanations for this contradiction likely center around how self‐efficacy was operationalized and rigor of the included studies. Implications for Nursing: Larger studies controlling for confounding variables are needed to understand this relationship with a goal of developing more consistent approaches to teaching and learning skills within prelicensure curriculums. [ABSTRACT FROM AUTHOR]

This paper provides an exploration of a non-hierarchical model of discipline observed in one Secondary School in the North-East of England, that employed the whole-school use of Restorative Practice enhanced by vertically structured Coaching Groups. This model supported a school community characterised by working restoratively with others to achieve an environment of high challenge-high support (Wachtel, 2013). Drawing on an original evaluation of Embedding Restorative Practice in Schools (Warin & Hibbin, 2020), the 'Distributed Network of Relational Accountability' (Hibbin & Warin, 2021) that this school created was based on relationship over authority and collective accounts of responsibility over individualised notions of blame. This model is described and unpacked, to understand how such a relationship-centred approach to behaviour that disrupts traditional ways of engaging with discipline in school, can be implemented and sustained over time. Key themes in relation to the modelling and practice of pro-social skills within the context of Coaching, and the democratization of the disciplinary system through discernment and knowing the child, are explored. It is suggested that such practice that is based on notions of Relational Responsibility (McNamee & Gergen, 1999) alongside a whole school ethos of care (Warin, 2017) fosters commitment, pro-social ability and ultimately leads to more democratic versions of Restorative Practice. In addition, it supplies both students and teachers with important opportunities for community building and disclosure, through exposure to diversity within the secure family base of the Coaching Group. [ABSTRACT FROM AUTHOR]

Incorporating an evidence-based approach in STEM education using data collection and analysis strategies when learning about science concepts enhances primary students' discipline knowledge and cognitive development. This paper reports on learning activities that use the nature of viscosity and the power of informal statistical inference to build students' conceptual understanding of interpolation and extrapolation without imposing on them the demands of understanding the nonlinear mathematics used to explore the concepts at the tertiary level. An exploratory research strategy was adopted to investigate the way in which Year 5 students created and analysed graphical representations from data collected when performing viscosity experiments. The data representations produced by the students and their subsequent predictions were analysed using the Structure of Observed Learning Outcomes (SOLO) model as adapted specifically for graphical representations. The results illustrate that when provided with appropriate technological tools to scaffold student learning, in this case TinkerPlots™, development of students' appreciation of interpolation and extrapolation within meaningful data contexts across the STEM curriculum does not have to wait until the tertiary level. [ABSTRACT FROM AUTHOR]

Introduction: Notwithstanding the multiple descriptions and principles associated with trauma-informed schools (TIS), the field lacks a well-defined operational definition of TIS. This scoping review aimed to characterize TIS intervention components and implementation strategies described in published studies of TIS. This review also examined the extent to which published examples of TIS had an explicit focus on promoting racial equity. Method: Eligible studies described school- or district-wide trauma-informed approaches in Preschool-12 education, and included elements across at least two domains of TIS design: Organizational & Policy Reforms; Workforce Professional Development/Training; and Educational & Clinical Practices. A trained coding team reviewed eligible studies and applied 32 codes characterizing TIS intervention components and implementation strategies. Results: 30 eligible studies were identified. The most common implementation strategies included availability of trauma-informed training & consultation, implementation progress monitoring, and developing community partnerships. The most common intervention components included multi-tiered interventions and specific knowledge areas for trauma-informed training content. Least common, were intervention components related to promoting racial equity (e.g., de-implementation of exclusionary discipline, de-implementation of carceral practices, and culturally inclusive curriculum). Conclusion: Findings suggest TIS components related to implementation strategies are most frequently employed, and that explicit attention to racial equity was infrequent in published descriptions of TIS design and implementation. [ABSTRACT FROM AUTHOR]

Research on school discipline disparities often examines the relationship between student behavior, student/teacher demographics, bias, policies, and practices on the likelihood of receiving a discipline outcome. However, often missing from the discourse is the role of repeat infractions and the time of the year that the discipline outcome was given. In this study, we investigate the relationship between race, severity of past disciplinary infractions, and the probability of receiving an exclusionary disciplinary outcome for infractions at the end of the school year. Utilizing data from the School-Wide Information System (SWIS) for the 2017–2018 academic year in 80 Georgian elementary schools, we conducted a binary logistic regression analysis with cluster robust standard errors to accommodate the clustering of students within schools. The final sample comprised 4075 students after applying exclusion criteria. The interaction between the severity of the most recent infraction and race was statistically significant (χ2(4) = 14.93, p = 0.0049). The model's AUC was 0.82, indicating a strong predictive capacity. The analysis revealed that Black and multi-racial students had a higher probability of receiving exclusionary outcomes compared to White students, even when controlling for previous infractions and the severity of the most recent infraction. The results suggest significant racial disparities in the administration of school discipline. These findings suggest the need for systemic investigation of, and changes in, disciplinary practices to support equity. [ABSTRACT FROM AUTHOR]

Schools and districts have long grappled with race- and disability-based exclusionary discipline inequities. Research on the topic has uncovered a variety of systems that maintain such disparities, including school policies and practices that exacerbate the problem. Researchers and practitioners have increasingly considered school context and practices as mediators of both special education and exclusionary discipline risk. Although educational leaders are often required to review policies, practices, and procedures that contribute to inequities, few tools exist for practical translation toward school-wide solutions. This case is designed to help school and district leaders translate theory and research into practical actions for transformational change. The case provides considerations for designing and implementing culturally responsive Multi-Tiered Systems and Supports within a given school context, including climate and programming. [ABSTRACT FROM AUTHOR]

Fostering a supportive and productive classroom environment for students is an essential goal for most teachers and schools in general. In addition, teachers' behavior management practices have been an important topic of research due to the relationship between behavior management strategies and student success and well-being. Previous research has shown that punitive discipline techniques (e.g., office referrals, suspensions, expulsions) are likely to unintentionally increase misbehavior, as opposed to correcting it. Factors such as teachers' perceptions of their school climate, occupational stress, and self-efficacy have been found to contribute to teachers' selection of disciplinary methods. This study seeks to expand upon previous research of which factors are associated with positive and punitive behavior management techniques. Thus, latent profile analysis (LPA) and linear regression analysis examined K-12 teachers' (N = 112) perceived school climate, self-efficacy, and stress in association with their use of punitive and positive techniques. The 3-profile solution was observed as the best fitting model following examination of fit indices and likelihood ratio tests. Moreover, linear regression revealed that the covariates were not significantly correlated with their use of punitive discipline techniques. However, perceptions of school climate and self-efficacy were significantly positively associated with the use of positive behavior management strategies. These findings provide insight into the continued use of punitive techniques despite their known ineffectiveness in rectifying student misbehavior. Furthermore, a better understanding of the patterns of teachers' usage of behavior management strategies can inform recommendations for more effective ongoing professional development and ultimately promote positive outcomes for students. [ABSTRACT FROM AUTHOR]

This article reports on a critical policy analysis of discourses related to school exclusions. The management of problematic student behaviour is one of the intractable problems facing education systems today. Despite being ineffective, school suspensions and exclusions are commonly used in many countries as a discipline strategy to manage student behaviour. We adopted a critical policy analysis approach in a case in Australia to examine what is missing from policy discourses about school discipline. We identified nine silences in the policy discourses. The aim is to better understand the ways in which common-sense policy discourses construct the problem of disaffected students and in the process make invisible the deep-rooted causes of student exclusions and their effects. These key silences open up new foci for policy discourses, which would enhance a deeper understanding of what is involved in addressing complex social problems like school suspensions and exclusions. [ABSTRACT FROM AUTHOR]

Youth vaping is a concern and schools may use many approaches to discipline students caught vaping at school. This study identified the prevalence of school staff seeing vaping in schools and the measures used to discipline students. A state-wide sample of 7,938 staff from 255 middle and high schools reported whether they saw any students vaping at school in the last 30 days, whether they have caught any students vaping during class in the last semester, and what happened after catching a student vaping in class. Open-text responses were coded and themes were identified related to disciplinary approaches. 31.9% of staff reported seeing students vaping at school, and 11.9% of teachers reported catching a student vaping during class. Teachers described four categories of disciplinary approaches after catching students vaping in class: no consequences, punitive approaches, restorative approaches, and mixed approaches. Additional support is necessary to help schools address student vaping. [ABSTRACT FROM AUTHOR]

Notwithstanding their empirically validated credentials and social justice orientations, a mono-dimensional approach to Positive Behavioural Interventions and Supports (PBIS) cannot singlehandedly meet the unique needs of minoritised children and young people who have experienced acute, cumulative, or complex traumas. Experiences of trauma have been empirically proven to have a debilitating effect on minoritised children’s learning and socio-emotional functioning. This causal effect necessitates the development of trauma-informed multitiered models of intervention to mitigate the adverse effects of trauma and to support these students’ behaviour and learning. The article discusses the necessity of developing trauma-informed and intersectionality-based PBIS, while providing some insights into how trauma-informed education and care should be incorporated in PBIS planning and implementation strategies at the school and community levels. These analytical insights complement earlier work on promoting an ecological/interactional approach to understanding students’ developmental trajectories and their impact on academic and social behaviours, as well as more recent equity-focused PBIS approaches to improving equity in school discipline. [ABSTRACT FROM AUTHOR]

Background: Undernutrition, manifested as stunting and/or thinness, is a major public health concern in low-income countries, including Ethiopia. Factors such as sociodemographic, economic, and dietary status influence children's academic achievement. This study aimed to assess the association between dietary diversity, nutritional status, and academic performance of school-age children in pastoral communities in Southeast Ethiopia. Methods: A school-based cross-sectional study was conducted among 395 randomly selected school-age children. A multistage sampling followed by systematic random sampling was used to collect the data. Students' academic performance (AP) was evaluated by computing two-semester average grade scores of the 2016/17 academic year in all disciplines using the school record. A pre-tested, interviewer-administered, structured questionnaire was used to collect the data. To assess nutritional status, the z scores of height for age (HAZ) and BMI for age (BAZ) were employed according to WHO's new reference values. The WHO Anthroplus software was used to generate nutritional indices. A structural equation model (SEM) was used to examine the direct, indirect, and total effects of the dietary diversity score (DDS), HAZ score, and BAZ score on AP. The beta coefficient (β) along with the confidence interval (CI) were used to estimate the strength of the association. Results: The prevalence of stunting and thinness was 26.6% (95% CI: 21.8, 31.4%) and 28.9% (95% CI: 24.3, 33.2%), respectively. The proportion of dietary diversity (DD) among school-age children was 40% (95% CI: 35.7, 45.3%) low DD and 60% (95% CI: 54.7, 64.3%) adequate DD. The SEM revealed that a unit increment in the child's DDS (unstandardised β = 0.130, 95% CI: 0.049 to 0.211) did have direct and total effects on the HAZ score. However, HAZ score, BAZ score, and DDS did not have direct, indirect, or total effects on AP. Similarly, DDS did not have direct or total effects on the BAZ score. Conclusion: The academic performance (AP) was low among these school-age children, and the prevalence of stunting and thinness was high. Thus, nutrition interventions on dietary diversity for school-age children would be crucial interventions for increasing academic achievement. [ABSTRACT FROM AUTHOR]

BACKGROUND: School discipline has potential life‐long consequences for students. Disabled youth can be misunderstood and experience harsh discipline and are at increased risk for negative outcomes, yet little research includes their voices. The aim of this study was to explore past school discipline experiences among disabled adults. METHODS: Disabled adult perspectives (N = 9) regarding past school discipline experiences were explored employing qualitative descriptive methodology framed by the Peace and Power Conceptual Model. Peace‐Power versus Power‐Over‐Powers involve actions/behaviors reflecting critical emancipation or oppression of those in power. RESULTS: Eight peace‐power versus power‐over themes emerged: "humiliating," "threatening," "escaping," "observing," "avoiding," "diverging," "isolating," and "failing." IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY: Disabled students can experience oppressive power‐over dynamics separating them from others because they are unable to meet rigid classroom expectations. Educators may lack awareness of structural biases shaping reactions warranting need for school policies and practices promoting restorative justice, social‐emotional learning, and inclusion. CONCLUSIONS: Classroom discipline can represent emancipatory peace‐power or oppressive power‐over powers. Not all teacher interactions represent 1 power or the other. Future research should focus on including disabled student voices informing school discipline practices. Educators' perspectives of their role fostering inclusive classrooms should also be considered. [ABSTRACT FROM AUTHOR]

School resource officer (SRO) programs were expanded to improve school safety, but limited research has assessed factors impacting students' perspectives on and intended utilization of SROs. We analyzed the relationships of students' experiences with law enforcement and school discipline with views and intended use of SROs. We used multilevel logistic regression models based on the 2019 Minnesota Student Survey to estimate odds ratios of negative attitudes toward SROs. Among all students, 94.4% agreed having an SRO at school was a good idea, 62.1% said they would feel comfortable going to their SRO with a problem, and 68.1% that they would tell their SRO if they saw something unsafe. Among students with recent suspensions, a parent/guardian who was ever in prison, or attending alternative learning centers, there was still widespread support for SROs, albeit lower support for SROs. Furthermore, only about half of students with recent suspensions or impacted by parental incarceration stated they would utilize SROs. These findings highlight discrepancies in students' attitudes toward versus utilization of SROs, especially for those disproportionately impacted by law enforcement or school discipline. This is relevant, as having trusted adults to turn to with problems has been identified as a cornerstone of school safety. Practitioner points: Students had overwhelmingly positive views of school resource officers (SROs) with 94% of students supporting the presence of SROs. However, fewer students stated they would feel comfortable going to their SRO if they had problems or needed help or if they knew about something unsafe or illegal (62% and 68%, respectively).While there is widespread support for SROs among students affected by law enforcement or school discipline, these individuals were significantly less likely to state that they supported the presence of SROs and intended to utilize SROs.Further research and interventions are necessary to optimize perspectives and utilization of SROs and/or assess adjuvants to SROs to promote feelings of school safety for all students, especially for students impacted by law enforcement or school discipline who are less likely to support and utilize SROs. [ABSTRACT FROM AUTHOR]

A popular alternative disciplinary framework from zero-tolerance school policies is restorative justice, which refers to a set of ideologies and practices that emphasize healing relationships in lieu of community exclusion. This work investigates the differences between ideological support for restorative approaches compared to program implementation. We conducted semi-structured qualitative interviews with school staff, including teachers, administrators, and security officials, at five urban high schools in the Chicago metropolitan region. Our findings highlight sharp divergences in buy-in for restorative justice and perceptions on the appropriateness of various disciplinary approaches, illuminating both barriers and opportunities towards schoolwide restorative justice program implementation. [ABSTRACT FROM AUTHOR]

Bullying is a pervasive public behaviour that raises significant global concerns, inflicting harm on bullies, victims, and bully‐victims. This qualitative case study investigates bully‐victim role formation through the lens of symbolic interactionism. Data were collected via interviews and observations with a Chinese adolescent boy identified as a bully‐victim, by his family, teachers, and peers. Findings revealed the case subject experienced relational and physical victimization, while perpetrating financial, verbal, and physical bullying. Family violence, school exclusion, and an aggressive community culture shaped the subject's aggressive responses over time. Unique aspects of the Chinese cultural context, including parent–child dynamics within migrant families and teacher–student relationships, influenced role development. This novel application of symbolic interactionism sheds light on the complex interplay between multisystem interactions, emotions, and confrontational actions underlying the case subject's bully‐victim status. The study underscores the value of qualitative explorations, giving voice to bully‐victims' perspectives. Findings can inform culturally specific bullying prevention and highlight how contextual interactions shape adolescents' roles. This rare glimpse into bully‐victim experiences in China advances theoretical perspectives and has important implications for research and practice addressing the worldwide problem of bullying. [ABSTRACT FROM AUTHOR]

This study investigated the relationship between school management practices and students' discipline in public secondary schools in Jinja City. The objectives of the research included: establishing the relationship between headteacher-teacher relationships and the students' discipline of public secondary schools in Jinja City; assessing the relationship between parents' involvement and students' discipline in public secondary schools in Jinja City; and examining the relationship between students' counselling and students' discipline in public secondary schools in Jinja City. A cross-sectional research design was utilized, incorporating both quantitative and qualitative methodologies. Out of a total population of 474, a sample of 214 respondents was selected. Data collection was conducted through questionnaires and an interview guide. Qualitative data underwent content analysis, while quantitative data was assessed using descriptive statistics (mean and standard deviation) and inferential statistics (correlation and regression analysis). The correlation results indicated a significant and positive relationship between headteacherteacher relationships and students' discipline in public secondary schools (r = 0.889); similarly, parents' involvement showed a strong positive relationship with students' discipline (r = 0.712), and students' counselling also demonstrated a significant and positive relationship with students' discipline (r = 0.657). The regression analysis further indicated that all forms of school management practices (headteacher-teacher relationships, parents' involvement, and students' counsellings) significantly and positively influenced students' discipline, with net relationships of (= 0.523), (= 0.286), and (= 0.673) respectively. Additionally, the regression model summary indicated that school management practices accounted for 79.8% of the variance in students' discipline in public secondary schools in Jinja City. The researcher recommends secondary school to implement training programs focusing on building interpersonal skills among school leaders; emphasizing effective communication techniques alongside conflict resolution strategies would empower heads when engaging with their teaching staff. Schools should implement programs aimed at educating parents about their roles in supporting their children's education. Schools should prioritize funding for comprehensive counselling services that include trained professionals capable of addressing diverse student needs effectively. [ABSTRACT FROM AUTHOR]

Exclusionary discipline is a major contributor to school pushout and the school-to-prison pipeline, which criminalizes educational environments through processes and practices that often result in the incarceration of youth. While there is extensive evidence on the pathways and impacts of exclusionary discipline for students of color, its impacts on LGBTQ youth are understudied. This scoping review aims to identify and synthesize the existing empirical research concerning exclusionary school discipline of LGBTQ youth. Following the six-stage approach outlined by the Joanna Briggs Institute, an electronic search was conducted from a total of nine databases. Our search yielded a total of 740 results; of those, 10 met the inclusion criteria and were included in the final review. Findings indicate that LGBTQ youth, especially girls, experience exclusionary discipline at disproportionate rates. These youth are often disciplined as part of their own victimization, by both peers and adults in schools. While race and the need for intersectional understanding of LGBTQ exclusionary discipline were often touched on, most studies do not include race in their analysis. Future research that examines LGBTQ exclusionary discipline through an intersectional lens is needed. [ABSTRACT FROM AUTHOR]

Education is increasingly infiltrated by technology and datafication. This techno-data amplification is entangled with neoliberalism and the emphasis on calculation and measurement it brings, often through metrics. This article critically examines how metrics are shaping discipline practices in schools through ClassDojo, a popular platform for managing student behaviour. Little is known about how ClassDojo is implemented in schools, and how its dependence on metrics is impacting school discipline practices. Through a critical qualitative inquiry, we examined teachers' practices with ClassDojo, and found they operate via techniques of control, and that metrics are central to these techniques. We draw on the concept of 'metric power' to understand how these school discipline practices manifest as forms of power. We argue ClassDojo's metrics operate as powerful narrowing pedagogical devices that fixate on measurement and lead to practices which operate via neoliberal governing rationalities that reshape school discipline. [ABSTRACT FROM AUTHOR]

Exclusionary school discipline practices--ie, suspension and expulsion--represent some of the most severe consequences a school district can implement for unacceptable student behavior. Suspension and expulsion were traditionally used for student behaviors that caused serious harm, such as bringing a weapon to school. Currently, the most common indications for exclusionary school discipline are for behaviors that are neither violent nor criminal. There is little evidence that exclusionary school discipline practices make schools safer or deter future misbehavior. American Indian/Alaska Native students, Black students, students whose caregivers have low socioeconomic status, male students, lesbian, gay, bisexual, transgender, and queer or questioning students, and students with disabilities are disproportionately disciplined with suspension and expulsion. In addition, exclusionary school discipline in the preschool period can be harmful to early childhood development. Children and adolescents affected by exclusionary school discipline are at higher risk for dropping out of high school and for involvement with the juvenile justice system. Both of those experiences are associated with a worse profile of physical and mental health outcomes. A multidisciplinary and trauma-informed approach to reducing exclusionary school discipline practices is described. Recommendations are provided at both the practice level for pediatric health care providers and at the systems level for both pediatric health care providers and educators. [ABSTRACT FROM AUTHOR]

This study aims to investigate the cascading impact of parents’ work-family conflict (WFC) on students’ psychosocial well-being. This study examines the sequential mediation effect of parents’ well-being and positive discipline using the conservation of resources (COR) theory and emotional contagion theory. Data were collected using an online survey platform where every participant received a concern form and unique code. The analysis used data from 351 parent–child dyads after removing 76 participants who failed the attention check items or did not complete the three phases of data collection. Data were analysed using a sequential mediation regression model six proposed by Hayes. The results confirmed a sequential mediation model where the parent's WFC indirectly impacted the student's psychosocial well-being through the mediating role of the parent's well-being and positive discipline. This study also discovered that WFC directly impacted parents’ well-being, positive discipline, and students’ psychosocial well-being. Organisations must provide parents with psychological services to reduce WFC and maintain their well-being. On the other hand, schools should communicate with parents and encourage positive discipline for students. This current study has advanced the literature by examining the link between parents’ WFC and students’ psychosocial well-being. [ABSTRACT FROM AUTHOR]

Objectives: To measure how early childhood exposure to lead affects school behavior from third to eighth grade, measured by the number and days of total school suspensions and out-of-school suspensions (OSS). Methods: We estimate Poisson models using a cohort of 284 701 students with school records from 2006-2008 in North Carolina. We adjust for demographic and socioeconomic variables and school-grade-year cohort effects, and use coarsened exact matching to ensure similar characteristics across children with blood lead levels (BLLs) 2-10 μg/dL and children in the reference group with BLLs ≤1 μg/dL. Results: BLLs ≥3 µg/dL are positively and significantly associated with all school suspension measures for sixth through eighth graders. The estimated effects on OSS for sixth through eighth graders are larger than the effects on total suspensions. For example, students with BLL = 3 µg/dL receive OSS 16% (95% confidence interval 3.6%-30%) more often and for 22% (95% confidence interval 7.3%-33%) more days than students with BLL ≤1 µg/dL. For third through fifth grade students, we only find a significant effect of lead exposure on suspensions at relatively high BLLs of 8-10 µg/dL. Conclusions: Our analysis demonstrates that BLL has significant adverse effects on third through eighth grade students' behavior, including at levels below the current Centers for Disease Control and Prevention's blood lead reference value of 3.5 μg/dL. We find that the adverse effects of lead are most strongly associated with more severe disruptive behavior in sixth through eighth graders, as measured by OSS. Our results underscore the long-term benefits of preventing early childhood exposure to lead. [ABSTRACT FROM AUTHOR]

While the disproportional application of school discipline has garnered notable attention, the relationship between trauma or adversity and school discipline is under examined. The purpose of the current scoping review was to map the state of the literature, empirical and theoretical, at the intersection of school discipline, and trauma or adversity. The findings identified a gap in our knowledge as only 14 of the 49 included articles detailed empirical studies focused on the relationship between adversity and school discipline, with very few from outside of the United States. However, this burgeoning body of knowledge points to a significant relationship between trauma/adversity and experiencing school discipline that warrants further study and contextualizes expanded adversities, including poverty and racism as adversity. We believe this is necessary to acknowledging the hidden and unaddressed trauma among students being disproportionally disciplined, leading to a greater understanding of student lives, and evidence-based, trauma-informed, and culturally attuned discipline. [ABSTRACT FROM AUTHOR]

To minimize negative interactions and their impacts, teachers and students must successfully negotiate loaded moments, points in time when two or more parties realize that their needs differ and that they must confront that difference. In this literature review, we synthesize 30 studies, published from 2000 to 2020, that describe the evolution of loaded moments between teachers and students with the goal of identifying and explicating the co-construction of escalation and de-escalation during classroom interactions. We found that macro level social contexts and existing classroom patterns set the scene for the occurrence of a loaded moment. In addition, loaded moments emerge when specific instigating circumstances are co-constructed, which refer to incompatibilities between teacher and student(s). Furthermore, loaded moments (de)escalate, depending on the co-construction of the moment as it progresses, such as through mutual trade-offs, turnings, or refusals. Finally, these co-constructions can result in a specific long-term relationship- and bond-development. Implications of these findings for research concerning student–teacher conflict are discussed. [ABSTRACT FROM AUTHOR]

The objective of this constructivist grounded theory study was to understand the experiences of students who have been disciplinarily excluded from school. Fifteen students (male, n = 11; Black, n = 10; having special education needs, n = 9) and 16 multidisciplinary staff in Ontario participated. Students experienced high rates of expanded adversities, including school and community violence, systemic racism and inequity. The importance of connection wove throughout the data; however, three themes were found to block connection: unacknowledged impact of adversity, a climate of fear, and the disproportionate impact of limited resources. Trauma-informed culturally attuned approaches that focus on the disproportionate impact of adversity and school discipline at the point of a disciplinary response, and throughout a student's educational experience, are essential. [ABSTRACT FROM AUTHOR]

The literature linking adulthood criminality to cumulative disadvantage and early school misbehavior demonstrates that understanding the mechanisms underlying student behavior and the responses of teachers and administrators is crucial in comprehending racial/ethnic disparities in actual or perceived school misbehavior. We use data on 19,160 ninth graders from the nationally representative High School Longitudinal Study of 2009 to show that boys' and girls' negative achievement and negative experiences with teachers relate more closely to school misbehavior than the contextual measures (e.g., negative peer climate, proportion Black) that have often been emphasized as most salient for misbehavior. Differences in negative achievement and experiences completely explain Black boys', Latinx boys', and Black girls' heightened levels of school misbehavior relative to White youth, and Asian boys' and girls' lower levels of school misbehavior. In contrast, differences in negative achievement and experiences only partially explain Latinx girls' higher levels of school misbehavior relative to White girls. [ABSTRACT FROM AUTHOR]

This article examines teacher self-efficacy in social and emotional learning (SEL), particularly by teachers of color, and the conditions that shaped their efficacy beliefs. Data are drawn from surveys with two teacher groups, one comprised of teachers of color and a comparative group that was predominantly white. Surveys were followed by interviews and observations with teachers in each group. Findings showed that teachers of color reported stronger efficacy beliefs in SEL and described practices that centered racial justice. Differences in efficacy are attributed to a social justice learning community that provided efficacy-forming experiences for teachers of color to enact equity-based SEL practices. [ABSTRACT FROM AUTHOR]

The purpose of this research study was to examine the overall effect of adaptive learning systems deployed using artificial intelligence technology across a range of relevant variables (e.g., duration, student level, etc.). Following a systematic procedure, this meta-analysis examined literature from 18 academic databases and identified N = 45 independent studies utilizing AI-enabled adaptive learning. This meta-analysis examined the overall effect of AI-enabled adaptive learning systems on students' cognitive learning outcomes when compared with non-adaptive learning interventions and found that they have a medium to large positive effect size (g = 0.70). The effect was significantly moderated by publication type, origin of study, student classification level, student discipline, duration, and research design. In addition, all three adaptive sources (cognitive, affective, and behavioral) and adaptive targets (navigation and assessment) were significant moderators. The type of AI used in the adaptive engine did not moderate the effects. Implications for both practice and research are provided. [ABSTRACT FROM AUTHOR]

Tribology, as a science that studies friction in mechanisms and their wear, occupies an important place in the combination of education, science and industry. Therefore, the training of future physics teachers in the field of tribology is one of the urgent issues. The purpose of this study is to increase the effectiveness of teaching in the field of tribology and to evaluate the effectiveness of digital education in forming the professional competencies of students in this field. This research also used the methods of modeling in a digital environment, software and constructive design along with the methods of theoretical analysis. In addition, a pedagogical experiment was conducted in which 86 students participated. The learning outcomes were assessed using questionnaires. As a result of the research, an elective course “Physical Foundations of Tribology” was developed and digital resources for the discipline are included in the educational program. The results showed that the students in these programs have a high level of professional creativity and a positive attitude towards creative educational activities. They are also sufficiently prepared to use digital learning materials for this course (M = 3.89). The educational and methodological test showed how well e-learning resources have been developed to help students master the discipline of tribology at a professional level. This is evidenced by the fact that about 75% of students demonstrated a high level of professional knowledge and abilities. The results of the study are recommended to be used at all stages of training future teachers. [ABSTRACT FROM AUTHOR]

The criminalization of school discipline and its resulting consequences for students, particularly students of color, has been widely studied. While results from previous research have shown racial and gender differences in punitive school experiences like suspension, school-based arrest, and school-based referrals to juvenile justice systems, existing literature has primarily focused on the experience of Black boys or used aggregate data to examine school-level correlates of referral-rates and has been limited in its examination of referrals for more subjective offenses like disorderly conduct. Informed by Critical Race Feminism, this study sought to examine whether Black girls experience increased odds of referral to the juvenile justice system for disorderly conduct involving school-based offenses in Florida. Our findings suggest that Black girls experience a higher risk of referral for school-based disorderly conduct as compared to other youth referred to the juvenile justice system, suggesting they are more likely to experience this form of school-based criminalization as compared to other youth. [ABSTRACT FROM AUTHOR]

This article presents a systematic review of 12 empirical studies examining internationalization of curriculum (IoC) in the fields of school psychology, counseling psychology, counselor education, and organizational psychology. Situated in the historical, sociopolitical context of the disciplines, we synthesized the purposes, strategies, and challenges of internationalization of curriculum in these fields. We argue that professional preparation programs, such as school psychology and related fields, provide a promising context to understand the complex nature of IoC through a disciplinary lens. The article raises concerns over the Western-centric and neoliberal approach to internationalization and emphasizes the need to consider disciplinary characteristics in all facets of the IoC process. The article contributes to the conversations on IoC by encouraging the field to think beyond what has been done and what is possible when it comes to curriculum internationalization across disciplines. [ABSTRACT FROM AUTHOR]

What we don’t know about school discipline and discipline disparities may be hurting the very students who most need a stable school life. The consequences of a suspension can be grave for any child, but the potential for causing extreme harm to foster and homeless youth is rarely considered by educators who punish these children by removing them from school. The uncertain living circumstances for these children are further destabilized when educators deny them access to school for breaking a school rule. The data on lost instruction due to out-of-school suspensions (OSSs) show that students with precarious living situations—foster and homeless youth of all racial/ ethnic groups—are punished far more than most other groups. This report provides a detailed review of how suspensions directly contribute to disparities in learning opportunities for students in these two groups, and along the lines of race and disability in every California school district.

Disengagement is considered a significant component that affects the success, participation, and activity of the students in the online course. Reviewing the literature revealed the lack of a measurement tool for assessing students' disengagement in online courses. This study aimed to develop a scale that examines student disengagement in online courses through validation and reliability studies. The study was conducted with 772 undergraduate students who took an online course during the study. Exploratory factor analyses revealed that nine items were extracted under one factor with an eigenvalue >1. Confirmatory factor analysis (CFA) validated the one-factor model, showing significant factor loadings, and adequate fit indices. As a result, the scale of disengagement in online courses met the validity and reliability criteria. The disengagement in online courses scale can be used to examine the precedents and antecedents of disengagement in a variety of online learning settings. [ABSTRACT FROM AUTHOR]

The school-to-prison pipeline (STPP) is a metaphor for the pathway through which individuals are "pushed" out of school and into the criminal justice system. Research suggests that the disproportionate representation of marginalized groups in the STPP has important implications for their incarceration experiences as adults. Nevertheless, no research of which we are aware asks incarcerated individuals to provide recommendations to deal with the STPP. We use qualitative data from approximately 500 individuals incarcerated in a Southeastern state to gain insight about their recommendations for improving disciplinary practices in school settings. Themes that emerged from their responses include the importance of communication between students and teachers and various support programs. Important racial differences in the themes also exist. [ABSTRACT FROM AUTHOR]

Zero tolerance policies in urban schools increased the disparities in urban school discipline for Black youth in comparison to white youth. Restorative interventions continue to be a popular response to deviant student behaviors; however, exploring the impact of restorative interventions in reducing harsh discipline on Black youth should be a continued focal point for scholars. This study used a scoping review to explore the breadth of knowledge available regarding using restorative interventions in urban schools. Five databases were used to identify relevant literature. Seven pieces of literature met the criteria for inclusion in this review. Findings revealed that restorative interventions do not have substantially positive impact on Black youth's suspension rates; yet racial inequities in school and perceived negative thoughts about Black youth are among chief reasons Black youth are more likely suspended. Implications for future research and interventions are discussed. [ABSTRACT FROM AUTHOR]

The study was carried out to determine the disciplinary problems students experienced on returning to school after the pandemic. This is a case study, one of the qualitative research designs conducted with five principals working in high schools in Turkey, who volunteered to participate in the research in the first semester of the 2021–2022 academic year. Principals were selected according to the snowball sampling method. In the research, disciplinary problems were handled as personal, against friends, and disorganizing problems. When the reasons for disciplinary problems are examined, they are psychological, technological, social-emotional, familial, academic, and school orders. The measures by principals taken are reward-punishment and positive language and approaches. [ABSTRACT FROM AUTHOR]

This study aims to determine the self-efficacy and work performance based on the DepEd Individual Performance Commitment Review Form (IPCRF) rating in 2022-2023 among the 120 teachers in the district, Sultan Naga Dimaporo Central, Division of Lanao del Norte. To provide the respondents' context their profile is described using the descriptive-correlational research design, with modified adapted questionnaire as the main data gathering tool. Data were analyzed using the descriptive and inferential statistics. The respondents are predominantly male and female, married and single who are 23 to 50 years old, mainly bachelor's degree holders in education who have worked as DepEd teachers for at least one to five years. Respondents obtained a high self-efficacy level with very satisfactory work performance. Correlational analyses reveal that civil status, educational attainment, and length of DepEd teaching experience are significantly related to self-efficacy at 0.05 significance level. Correspondingly, self-efficacy in creating positive school environment, managing student discipline, and enlisting parental involvement are significantly related to teachers' work performance. The role of self-efficacy in achieving desired teachers' work performance is thus substantiated. To further enhance these dimensions of teaching profession towards developing competent learners, teachers must actively engage in relevant training activities, and pursue higher formal studies in education. [ABSTRACT FROM AUTHOR]

Food systems have been framed as a "wicked problem" due to the complex socio-ecological impacts they foster, ranging from contributing nearly a quarter of anthropogenic greenhouse gas emissions to a myriad of social impacts (e.g., health, food safety, and food security). In the European green transition for food systems, multiple actors are involved. However, farmers play a unique and critical role as agricultural land managers and navigators of social, political, and environmental factors. Using cover cropping and intercropping as examples, we illustrate the complexities arising when decision-making and governance at multiple levels lead to tradeoffs and unexpected consequences at the farm scale. Amid complexity, we propose a conceptual model to address the question: how is an agricultural green transition best fostered? We find that changes are incremental, transformative or both depending on the level of analysis. Additionally, incoherence in agronomic recommendations across academic disciplines and policy agendas creates challenges at the farm scale that trickle up and can thwart sustainable agricultural land use. Although transdisciplinarity and knowledge production with farmers through co-creation are essential for food system transformation and can be part of the solution, it is crucial to examine the nature of change processes and to consider how knowledge and innovation are adopted. By balancing top-down and bottom-up approaches and distributing burden from the farm scale to governance and food systems, a more transformative green transition for European food systems with coherence across multiple agroecological objectives could be achieved. [ABSTRACT FROM AUTHOR]

Drawing on experiential, literary and historical narratives, this article connects the long history shaping the school-to-prison-pipeline to the contemporary experiences of Black youth in today's educational system. It maps abolitionism from its origins as a movement to end slavery through the ongoing Black freedom struggles that have challenged state and vigilante violence throughout the eras of Jim Crow and Civil Rights to today's efforts to dismantle the prison state. By situating the criminalization of African American education from our nation's founding until the present with particular focus on the post Brown years, the article stresses how policies that funded policing over education persisted through liberal and conservative administrations. This longer and broader historical approach to school discipline should help teachers, school administrators and policy makers devise anti-racist teaching practices that can resist the seemingly unyielding and ever adaptable strictures of white supremacy, most recently evidenced in the attacks on "Critical Race Theory," "Diversity Equity and Inclusion" initiatives and so-called "wokism." By listening to how those who have been enslaved and incarcerated regarded education, I join a chorus of voices suggesting how we might structure our pedagogical choices as a fugitive practice that looks for solutions outside the institution and imagines as yet unthought of alternatives to the ways punishment is incorporated into today's public education. [ABSTRACT FROM AUTHOR]

Corporal punishment (e.g., spanking) remains a highly debated yet common form of discipline in the United States. A body of research exists investigating the prevalence and effects of corporal punishment; however, less attention has been devoted to factors influencing individual perceptions of corporal punishment. The current study explores college students' perceptions of corporal punishment with a specific focus on students' experiences with physical discipline and factors that may influence students' intentions to use physical discipline with their own children. Relying on a convenience sampling methodology, the current research is based on a sample of 318 students, who participated in a pen-and-paper survey. Findings reveal that most students experienced corporal punishment (86.8%) and roughly three-quarters intend to use physical discipline with their children. Moreover, positive attitudes towards physical forms of punishment were positively associated with intentions to use corporal punishment (OR = 1.494; ***p < 0.001). Despite most participants reporting experiences with corporal punishment and intending to use physical discipline with their children, many felt better disciplinary methods were available. Given that attitudes were correlated with intention to use, educational programs and curricular endeavors to inform individuals of the negative impact of corporal punishment, as well as alternative non-physical discipline strategies are recommended as ways to reduce reliance on physical forms of discipline. Highlights: Most college students sampled reported personal experience with physical discipline as children (86.8%). Most college students intend to use corporal punishment (75.2%) as a discipline strategy with their children. Most participants (71%) believed there were better ways to punish a child than using corporal punishment. Attitudes towards corporal punishment were the only variables associated with intention to use physical discipline in multivariate models. [ABSTRACT FROM AUTHOR]

This article explores the gap between policy and implementation in the United States, particularly in relation to technology. It argues that the failure of technology in various systems, such as unemployment systems during the pandemic, is a result of a dysfunctional system that prioritizes policy over implementation. The author suggests that policy schools, specifically academia, contribute to this gap and proposes incorporating technology and digital literacy into policy school curricula. The article emphasizes the intertwined nature of policy and technology and the need for policymakers to understand this relationship. It also highlights the importance of sense-making and navigating complex environments in policymaking. The article discusses the need for policy schools to adapt their teaching methods to prepare students for the complex and rapidly changing world. The author suggests incorporating design research into the curriculum to develop sense-making skills and problem-solving abilities. They also propose introducing short courses on technology to help students become familiar with relevant topics without overwhelming them with additional coursework. The author emphasizes the importance of equipping future policymakers with the tools and experiences necessary to navigate ambiguity and complexity. [Extracted from the article]

The purpose of this study is to examine how the perceptions of school climate, specifically school relationships, differ for Black girls with and without an individualized education plan (IEP) as compared to their peers. The study utilized survey responses from high school students in a Georgia school district who participated in the 2020 Georgia Student Health Survey (GSHS) prior to the COVID-19 pandemic. A confirmatory factor analysis confirmed a second-order model with eight subscales and measurement invariance was established among ethnicity (race), gender, and disability variables. Results from the ANOVA illustrated that the differences between the mean school climate ratings for Black girls with IEPs as compared to their peers in the Peer Social Support, Adult Social Support, and Cultural Acceptance subscales of the GSHS were statistically significant. Further, small effects for race were detected. Additionally, Black girls with and without IEPs consistently rated school climate the lowest among the subgroups examined. This study should be used to prompt further examination of the influence of intersectionality on schooling experiences, specifically for double or triple-minority students, and to understand what (if any) cultural adaptations exist for frequently used evidence-based strategies/interventions designed to promote a positive school climate. Impact Statement School psychologists play a critical role in creating and maintaining a positive school climate. As leaders in this space, school psychologists can partner with school leaders, teachers, and families to raise awareness of the schooling experiences of minoritized groups, examine how current practices incorporate cultural adaptations, and develop effective interventions that foster relationships, connectedness, cultural acceptance, and community. As such, school psychologists will be primed to think about culturally responsive approaches that will improve schooling experiences and by in large school climate for minoritized groups. [ABSTRACT FROM AUTHOR]

The way teachers support students' Knowledge Building discourse may influence their subsequent discourse moves and emotions. However, in previous research on Knowledge Building, teacher scaffolding was rarely scrutinized, especially in offline Knowledge Building discourse; neither was how the support is associated with students' discourse moves or emotions. This study addressed these issues by examining how two teachers scaffolded the offline Knowledge Building discourse of a class of students from grade 2 to grade 3 and the associations between teacher scaffolding and students' discourse moves and emotions. Through discourse analysis, we identified a few patterns of teaching scaffolding for Knowledge Building, including giving instructions, asking for elaboration, revoicing, asking for explanations, inviting different ideas, and inviting new directions. Using correlation analyses, we found positive correlations between teacher asking for explanations and students providing partial or elaborated explanations. Teacher inviting new directions was positively correlated with students' questions. There was a negative correlation between teacher asking for elaboration and student curiosity. This study has implications for how teacher support can be designed to foster desired student discourse moves and emotions. [ABSTRACT FROM AUTHOR]

The rise of automobile use in New York City in the 1920s placed pedestrians, particularly children and adolescents, in a new danger. Fatalities and injuries among youth involving automobile accidents created a public health crisis, especially as children navigated streets to and from school each day. The New York Automobile Club and the New York Police Department partnered with the school district to sponsor school safety patrols to educate children and protect them from this newfound danger. The motives of both sponsors, along with the increased expansion of police presence of school grounds, provide complexities, though, to this origin story. As scholars today intensify their explorations and investigations of police and carceral history in the United States, particularly involving black youth in urban centers, the origin story of school safety patrols in New York City has much to say about controlling and patrolling the nation's streets and beyond. [ABSTRACT FROM AUTHOR]

American Indian students continue to experience marginalization in settler-colonial school systems in the United States. American Indian students receive disciplinary punishment more frequently and harshly than white peers. Overrepresentation of American Indian students in school discipline is a byproduct of a long history of oppressive settler-colonial schooling. To address racial disproportionality in school discipline, the Indigenous Learning Lab was enacted through building a university-school-family-community partnership at a rural high school. Learning Lab is a community-driven problem-solving process through which multiple school stakeholders take transformative actions, including identification of systemic challenges entrenched in the settler-colonial school system and design of a new, culturally responsive support system. White administrators and teachers, along with students, family, and community members from the local tribal nation, engaged in prefigurative political action as they participated in the collective design process of the new system. Prefiguration is a present embodiment of new social relations, allowing participants to try new decision-making structures that may lead to what can be considered possible futures. The purpose of this paper is to examine how school stakeholders exerted their collective agency to unpack systemic contradictions in the settler-colonial school system and design a new culturally responsive support system. [ABSTRACT FROM AUTHOR]