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While prior research has examined the connection between civic engagement and collectivist views, the present study considers to what extent years of education have been associated with more collectivistic views. This study analyzed data from the 2021 United States General Social Survey. Results suggested that more years of education was associated with believing that the government should do more for Black people and that the government should do move overall (in a scaled average of individualism/collectivism). Specific demographic factors were associated with more collectivist or individualistic views. Implications for program and policy development within higher education are considered.

Public education requires all stakeholders to collaborate as a community and focus on the essential factors that create a path for student progress, growth, and maturity. The result nurtures students from kindergarten to graduation and beyond and affords them opportunities to become efficacious members of their communities. Schools are a business operating on the premise of the service industry, working collectively with and for the communities they serve. Their operational parameters are to work with all stakeholders to successfully facilitate excellence in education for all students regardless of gender, race, or socioeconomic status. Recent COVID-19 school closures have opened dialogues concerning the ramifications of continued school closures, the slow reopening of schools, and the current chronic educational gap for minorities and students living at the poverty or "extreme poverty" levels. This literature review examines peer-reviewed articles, policy papers, editorials, and global research that examines how the COVID-19 school closures and slow reopening processes affect the equitable global education of minorities and children living in poverty or extreme poverty.

In this study, the researchers aims to uncover the social factors that affects the students mental health of the junior high school students. The study participants are the Junior High school students of Northwestern Agusan Colleges. Based on the results, social factors contributes on the upbringing of the students and how they view their own selves. Furthermore, the results showed the extent of the effects of community programs and occurrence of incidents have greatly affects the mental health of the students.

Students with chronic health conditions experience many challenges, such as increased school absences, that may impact academic success. Additional academic problems exist for students with chronic health conditions who also have socioeconomic status (SES) factors. A systematic literature review as conducted to study the interactions between chronic health conditions, absenteeism, and factors associated with SES. Findings suggest that asthma, the most common chronic health condition in children, is the leading cause of health-related school absences. Findings also suggest that factors associated with SES, such as family income, also impact school attendance for students with chronic health conditions. Although the results are mixed for academic achievement abilities for student who have chronic health conditions, many academic challenges that students with chronic health conditions encounter can be explained by frequent school absences. Further research on school absences and SES factors affecting students with chronic illnesses is needed to help establish guidelines for appropriate school programming and positive school attendance support.

U.S. public schools are increasingly segregated by income, resulting in substantial educational inequality among U.S. schoolchildren. We conducted a nationally representative survey to explore the relationship between parental beliefs about and preferences regarding school segregation. Using experimental manipulation, we tested if learning about levels of school segregation in their local school district affects a parent's attitudes and preferences regarding school segregation. In doing so, our study helps elucidate whether disagreement with respect to segregation-reducing policies stems from differences in parental beliefs about the extent of segregation in their district or from differences in parental preferences given existing levels of segregation. We found that parents hold largely inaccurate beliefs about local segregation levels and underestimate, on average, the economic segregation in their district. However, information treatments that correct inaccurate beliefs do little to influence support for policies to reduce segregation.

"It is dark under the lamp"-a proverb that frequently refers to the misery that prevails in confined, lit environments. In terms of economic development, urban regions have risen to prominence as centers of excellence. Cities are populated by individuals from varied cultural, professional, and economic backgrounds. The disparities in their economic conditions have resulted in several groupings of people who are vastly distinct from their rural counterparts. Comparing urban and rural locations, studies frequently conclude that urban education is significantly superior. This study employs "descriptive analysis" of both secondary and primary data to conclude that students living in urban slums suffer in three K-8 (universal) education characteristics (access, attendance, and academic performance). The government's disregard for students living in slums allowed NGOs to intervene. Students living in shacks are educated mostly through government initiatives in Bangladesh, but those living in apartments attend private, international, and elite-public schools. Students residing in tin huts cannot compete with those residing in apartments, much less slums. This situation has been further compounded by the Covid-19 outbreak. A substantial policy intervention by the Bangladeshi government may be the only possible method to protect the urban K-8 (universal) education of developing nations from criticism.

In a time of increasing economic inequality, lower levels of government investment in higher education, and rising tuition costs, students vying for a college degree experience financial concerns as important influences on their college experience. An emerging body of literature has focused on the relationship between student finances and academic outcomes. This study sought to understand how community college student financial situations are linked to academic outcomes. Specifically, we examined whether financial stress and financial precarity are associated with students' academic outcomes at 2-year institutions. Prior community college research on this topic has generally been limited to single institution studies. This study extends current research by using a multi-institutional dataset of 21 community colleges and accounting for multiple financial factors in our statistical models to describe community college students' financial situations and knowledge in a nuanced manner. Financial stress and financial precarity emerged as significant predictors of several academic outcomes. Financial stress explained more variance in academic outcomes than several other financial and demographic variables in the models, including financial knowledge. We discuss the importance of developing research that is more nuanced in its approach to financial influences on community college student trajectories toward a degree.

Informed by the capability approach and critical discourse analysis, this article examines how the development of green skills among master craftspersons and apprentices in the informal sector of Ghana could be promoted for cleaner production and sustainable futures. The findings show that inequality and poverty; cyclical policy trap; sectoral green initiatives and the green coordination gap; and limited human resource capacity including uncoordinated informal learning approaches serve to constrain the development of green skills among master craftspersons and apprentices in the informal sector of Ghana. To address these challenges, the current study proposes the development of a framework that (1) harmonises the different sectoral initiatives and strategies on green skills to avoid the cyclical policy trap; (2) expands the current green Technical and Vocational Education and Training (TVET) agenda to include green skills development for individuals in the informal TVET sector; (3) closes the coordination gap in government green initiatives by creating an agency responsible for national green agenda; and (4) creates clear qualification models and strategies for the development of green skills in the informal sector.

Following the widespread adoption and implementation of Education for All (EFA) at the World Education Forum held at Dakar as part of the Millennium Development Goals in 2000, school enrolment at the basic level of education has increased in Sub-Saharan Africa. With the region having the lowest rate of youth enrolled in upper secondary schools in the world, countries are paying considerable attention to upper secondary education, which is argued to be a significant component of human capital formation and for meeting Sustainable Development Goal 4. However, unlike for basic level education, academic research on the factors that determine upper secondary school enrolment in the region is limited. Against this backdrop, the study investigates the effects of cost elimination on upper secondary school enrolment in Sub-Saharan Africa using macro-level panel data analysis of countries from 2003 to 2018. The results show that cost elimination, as a demand-side intervention, has a significant positive effect on upper secondary school enrolment. However, amid a high level of poverty rate, the magnitude of the positive effects of cost elimination tends to reduce. This shows that along with demand-side interventions that reduce direct costs to schooling, policies must focus on reducing the level of poverty for cost elimination to become effective in increasing school enrolment.

The Recipe 4 Success preventive intervention targeted multiple factors critical to the health and well-being of toddlers living in poverty. This randomized controlled trial, which was embedded within Early Head Start home visits for 12 weeks, included 242 racially and ethnically diverse families (51% girls; toddler mean age = 2.58 years; data collected 2016-2019). Compared to parents in usual practice home visits, parents in Recipe 4 Success displayed greater sensitive scaffolding of toddlers' learning and more responsive food parenting practices (Cohen's d = 0.21-0.30). Toddlers in Recipe 4 Success exhibited greater self-regulation and had healthier eating habits (Cohen's d = |0.16-0.35|). Results highlight the value of Recipe 4 Success in promoting parent and toddler behavior change that could have life-long benefits.

School closures were part of a larger COVID-19 mitigation effort. However, policymakers over-weighted concerns about the virus to the neglect of other aspects of pediatric health, including mental health. This narrative review summarizes findings from 40 studies. School closures appear to have been an ineffective mitigation strategy, yet children and adolescents experienced increased anxiety, depression, and loneliness, as well as an overall reduction of wellbeing. Suicidal ideation and incidence increased as well. Connecting with family and friends, even if virtually, improved these outcomes. Females and those living in poverty experienced worse mental health outcomes compared to their peers.

Accountability policies through standardized testing are widespread in diverse educational systems. Based on an ethnographic research study, we sought to understand how a learning assessment policy, used for over three decades in primary and lower secondary education, is lived and interpreted in daily school life in Chile. This article analyzes how learning assessment policies are re-contextualized (translated and interpreted) in three elementary and high schools located in poor neighborhoods with different performance categorization according to students' test results. We conducted interviews and observations with teachers and school leadership team members. Results show that school actors experience the effects of testing both as a menace and as a pressure despite their different school categorization performance. They consider the tests a decontextualized and unjust measurement and therefore respond with similar strategies that seek to avoid these negative consequences. This study contributes to understanding the effects of tight accountability systems that attempt to place different levels of pressure through categorization.

To help guide school mental health policy and practice, we evaluated patterns of mental health help-seeking across lifetime adversity among sixth-grade adolescents. An ethnically/socioeconomically diverse sample of sixth-graders (N = 751) self-completed assessments of help-seeking and indicators of lifetime adversities: violence victimization, poverty, parent loss/divorce, mental illness/substance abuse at home, and stressors related to social identity. Logistic regression models adjusting for family/personal factors examined adversity factors on help-seeking outcomes overall and across subgroups with mental health perceived problems and high-symptoms. Overall, odds increased between perceived problem and formal service use, poverty and formal service/school counselor use, and high-symptoms/victimization and talking to a friend (p < 0.05). Among those with perceived problems, odds increased between mental illness/substance abuse at home and formal service use, victimization and talking to a friend, and poverty and school counselor use (p < 0.05). Among those with no mental health problems, odds increased between victimization and formal service/school counselor use, and poverty and formal service use (p < 0.05). No significant patterns were observed in the high-symptom subgroup. Understanding how adversity shapes help-seeking can help guide school mental health policies and practices. Study findings point to areas for expansion of supports for students with adversity to create a mental health safety net and help mitigate future risk.

Homeless and low-income students share multiple overlapping risk experiences; however, some studies report little to no observed differences in outcomes between these students. From the cumulative risk perspective, homelessness is perched at the extreme edge of economic insecurity, suggesting that homeless students encounter additional hardships beyond poverty experiences alone. Using a continuum of risk framework, this study leveraged statewide administrative data from a 6th grade cohort of Maryland public school students (N = 52,610) to investigate the association between homelessness and educational and early labor market outcomes, above and beyond the associations linked to poverty. Findings provide support for the continuum of risk in relation to educational outcomes; however, no significant differences were observed in early labor market outcomes, although racial differences were detected. This study underscores the importance of targeted interventions in promoting positive, long-term outcomes, particularly for students who were homeless in adolescence.

The prevalence of mental health challenges continues to worsen among adolescents, with Black American adolescents experiencing rates of suicide attempts that are increasing faster than any other racial and ethnic groups. Research has found that the neighborhood environment impacts mental health through the type and level of stress that people experience generally. More is yet to be known, however, about the biological and psychological impacts of the neighborhood environment on stress among Black American adolescents. This study used a scoping review to explore the neighborhood environment's contribution to stress among Black American adolescent's, specifically. Seven bibliographic databases were used to identify relevant studies. Ten articles met eligibility criteria and were included in this review. Findings reveal that the biological stress response to neighborhood poverty and community violence has implications for mental and behavioral health functioning in adolescence. Implications for future research and interventions are discussed.

The COVID-19 pandemic has been an acutely challenging time for families and parents of young children. Periods of lockdown, and the economic and social dislocation associated with the pandemic, will have far-reaching consequences for children's education, life chances and social relationships. This article extends our understanding of these issues by drawing on extensive qualitative data from a study that investigated the work of children's centres across a major UK city during the pandemic. Empirically, the article extends research on the interconnections between parenting, the early years, and the pandemic by outlining the interlocking range of problems facing families who used children's centres. These include social isolation, domestic violence, poverty and destitution associated with unemployment and changes to Universal Credit, food insecurity and mental health. This constellation of factors reflects not only the impact of the pandemic but also enduring and entrenched patterns of inequalities. The data provides a starting point for the more conceptual and normative part of the article. Drawing on scholars such as E.O Wright and Michelle Jackson, we consider the scale and scope of the social, economic and political transformations required to build an education system that can support the needs of all.

Academic underachievement of students from disadvantaged backgrounds is an ongoing and unresolved problem. Schools serving vulnerable communities often fail to meaningfully engage their students who are often exposed to significant family and environmental adversities. However, where the educational landscape is overwhelmed with neoliberal processes of accountability and testing, education generally comes to be understood as a cognitive process with little attention to the bodily or affective dimensions of learning. This paper draws on new theoretical ideas in affect and embodiment to build a case for an embodied, affective and creative pedagogy for students who live with poverty and adversity. Specifically, I report on research that investigates how two teachers utilised "Creative and Body-based" (CBL) provocations to redesign curriculum for disadvantaged students in their sites. In utilising the analysis of two narrative portraits, I highlight examples of bodily affectivity as well as affective pedagogical practices that impact on students' capacity to learn and teachers' capacity to teach. Analysis suggests that embodied and creative approaches enable new forms of communication and learner identities through bodies, senses and imaginings. Such approaches provide much needed affective conditions that 'hook' students in, encourage dialogue and help them to realise their potential as learners. Outcomes of this work signal an epistemological and pedagogical shift toward understanding bodies and creativity as agents of learning and knowledge production. By engaging with notions of a 'learning body' potential exists to challenge neoliberal practices in complex classrooms and support young people to foster stronger connections, hope and a re-inspired aspiration to learn.

Background: States are often ranked on a range of different indicators. In this study, states were ranked for each of the leading actual causes of death. Purpose: This study ranks states on how hazardous they are to the health of the citizenry in terms of the actual causes of death as identified in the seminal article by McGinnis and Foege. and later updated by Pilar et al. Methods: We ranked states for actual cause of death using multiple data sources. We also calculated an overall state ranking across all actual causes of death using the percent weightings attributable to each actual cause from the Pilar et al. study. States were ranked based on their overall score. Results: Significant differences were noted in actual cause ranking both within and across states. A different profile was found for the top and lowest ten ranking states. Discussion: Results suggest a comprehensive approach grounded in the socio-ecological model combining health promotion/education and health policy to affect change. Translation to Health Education Practice: Health professionals may use these rankings to determine methods for improving health services, programs, and behaviors in their communities.

Although poor health has been reported in parents of children with autism spectrum disorder (ASD), most studies excluded fathers and focused on mental health. We combined 2016-2019 data from the National Surveys of Children's Health to determine child and parent characteristics that predict poor mental and physical health in fathers (n = 818) and mothers (n = 2111) of children with ASD. For fathers of children with ASD, higher parenting stress was significantly associated with greater odds of poor physical health, whereas racial and ethnic minorities and living at 400% above the federal poverty were significantly associated with lower odds of poor mental health. For mothers of children with ASD, greater child sleep problems were significantly associated with greater odds of poor physical health, and two-parent household living 400% above the poverty line was significantly associated with reported lower odds of poor mental health. Continued efforts to reduce parenting stress and improve child sleep problems, along with expanding existing services and coverages of ASD services, especially for low-income families, may help reduce the burden on these families, preventing adverse future health outcomes in this population.

The poverty rate among the Palestinian-Arab minority in Israel is two to three times higher than in the Jewish majority. While Arab schools in Israel have been studied from an unequal national and cultural rights perspective, they have rarely been studied from an unequal economic and social rights perspective, which highlights the role of education in social mobility. Our study aims to add the perspective of social class to previous research. In this qualitative-phenomenological exploratory case study of an elementary school serving working-class Arab Israelis, we sought to identify and describe what, according to members of the school community, may promote or impede students' learning experiences. We conducted 45 interviews with school staff, parents, and regional administrators and 26 observations of classes and school surroundings. These were analysed using a phenomenological method. Findings indicated that the school environment was complex, with different groups having unique needs and interests which sometimes clashed. Despite an impoverished, diverse, and challenging student population and a stressful working environment, many improvements were mentioned over time in students' achievements and attendance and relationships between staff members and parents, among others. A policy of student-centred teaching was emphasised at the school, including many extra-curricular enrichment activities. However, many teachers reported burnout and a sense that their needs were not appropriately met. An enriching child-centred school environment, parent involvement, and collaboration among staff may not be enough to contribute to significant changes in students' learning environment without addressing poverty on a governmental level.

Purpose: The purpose of this study was to examine school speech-language pathologists' (SLPs) experiences regarding students' eligibility for services in public schools within the United States. Method: Fifteen school SLPs participated in online focus groups to examine the complex nature of SLPs' participation within decision-making teams and describe practice experiences in U.S. schools. SLPs worked in one to 10+ schools serving students from pre-K through 12th grade. Data were analyzed using Cultural-Historical Activity Theory (CHAT; Engeström, 2015). Results: School SLPs' practice is impacted by rules, community, and division of labor in schools. Participants discussed the following: culture of the work setting, interaction between team members, desire to assist families and children, knowledge of regulations, evaluation practices, and the impact of poverty, and cultural and linguistic differences. Nine major tensions were identified: need for greater SLP empowerment and advocacy, documentation of educational impact, complexities of students learning English as an additional language, concerns about evaluation data for decision making, SLPs' concerns regarding outcomes of eligibility decision making, overuse of speech-language impairment for students who do not qualify, parents' involvement in decision making, disagreement between team members, and administrations' adherence to rules. Conclusions: Within the schools, the CHAT framework was useful to identify tensions and opportunities for change at the individual and institutional levels, impacting team decision making for eligibility, SLPs' provision of services, and student outcomes. Acknowledgment of tensions and opportunities for change regarding students' eligibility for services may guide public policy; preservice training; and individual, local, and national advocacy.

Empirical research on international student migrants has sometimes homogenised this group, framing it as predominantly made up of privileged members of the global middle-class. This has led to calls to acknowledge and address the precarity faced by international students in their respective host countries more comprehensively. This study aims to explore how levels of financial precarity vary among international students in Australia, and how this in turn contributes to varying levels of precariousness in the personal spheres of students' lives. In doing so, we centre and refine the concept of precarity for use in studies of internationally mobile students, arguing for its use as a 'relational nexus', bridging financial precarity and broader lived experiences. Drawing on a large-scale survey and semi-structured interviews with 48 students, we emphasise the linkages between financial precarity and precariousness as a socio-ontological experience, explored through the examples of time poverty, physical and mental wellbeing, and relationships.