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Children with chronic illnesses present unique health, psychosocial, and learning challenges. Due to the complexities surrounding their needs, these children and their families often encounter multilayered barriers when accessing educational services and health care management. Medical-family-school interprofessional interagency collaborations (IIC) are needed to facilitate information sharing across institutions, treatment alignment among care partners, and equitable and high-quality school-based service delivery. This article presents a novel hospital-based school consultative liaison service, the Educational Achievement Partnership Program (EAPP), which conducts IIC with the families, schools, hospitals, and community care partners of children with chronic illnesses. We explore disproportionalities in IIC services among low-income and racially/ethnically minoritized children and examine ways to increase IIC service access and utilization. Results demonstrate that systematic changes targeting in-person communication with families significantly increased minoritized and low-income children's EAPP participation. Despite this increase, differences occurred between minoritized and White children's utilization through all stages of EAPP service delivery. These results underscore the importance of ongoing IIC service evaluation to examine the effectiveness of implementation components. We discuss implications and highlight opportunities for similar medical-family-school IIC under a school psychologist-led medical liaison consultative approach. We conclude that IIC is best fostered through innovations in communication models, graduate training, practice, and research.

Background: Poverty's impact on children's academic outcome is a cause for concern in most urban Asian cities as education is viewed as one of the main channels of social mobility. Few studies examined how poor children's hope could be enhanced through school social support. Objective: This paper examines how children from low-income families' perceived frequencies and importance of social support from teachers and classmates, influence their levels of hope in academic achievement. Method: Utilizing a partially-mixed sequential design--first, with survey data from a larger study on low-income children (n = 513), this paper explores if perceived frequency of social support is associated with level of hope as well as the role of perceived importance in moderating the frequencies of school social support on sense of hope; second, to enrich the child-reported results, two in-depth focus group discussions with elementary school teachers (n = 10) were conducted. Results: Statistical analysis reveals that the frequency of social support from teachers and classmates is associated with the level of hope in low-income children. Furthermore, when teacher's support was rated important by children, there was a positive association between social support and hope. Integrating statistical results and qualitative insights, this paper extends extant literature on social support typologies with a novel category; 'support in providing opportunities for success'. Conclusion: This paper underscores the important role schools play as a source of social support for children. Such social support aids higher hope levels in low-income children which could translate into better academic outcomes.

Because the COVID-19 pandemic has been implicated in increased mental health concerns for families of low income, we aimed to describe maternal perspectives about the pandemic's impact on their kindergartener's mental health during the 2020-2021 school year. We conducted 22 in-depth, semi-structured interviews with U.S. mothers with low income who had kindergarten-age children (50% male and 50% female). All participants were female, ranging in age from 24 to 44 years, and reported the following ethnic/racial identities: non-Hispanic Black or African American (41%), Hispanic of any race (36%) and non-Hispanic, White (23%). With a team comprising multiple researchers from varied disciplines (e.g., medicine, education and public health) our analytic process used an iterative approach for developing and revising codes and themes until we reached thematic saturation. Most mothers described negative impacts on social, behavioural and emotional aspects of mental health. Some described positive social impacts, including strengthened family relationships. Mothers described no positive changes to behavioural or emotional aspects of mental health. Maternal perspectives suggest the importance of prioritising access to screening and treating mental health needs to support children's kindergarten transition, mitigate pandemic impacts and plan for future disruptions.

The purpose of this longitudinal investigation was to examine the effectiveness of a comprehensive, integrated curricular and co-curricular program designed to build community, provide academic and social support, and promote engagement in academically purposeful activities resulting in more equitable environments for historically underrepresented, low-income science, technology, engineering, and mathematics (STEM) information technology (IT) students. The study also focused on the role that the sense of belonging and academic hope play in enhancing persistence to degree completion. Program participants had significantly higher persistence rates compared to a matched comparison group. Additionally, STEM-specific belonging and academic hope significantly predicted students' intentions to persist to degree completion in IT. A major finding was that STEM domain--specific belonging was a stronger predictor of persistence than general belonging. Our investigation has implications for the role that cohort-based programs, industry engagement, peer mentoring, proactive advising, undergraduate research opportunities, career preparation, and leveraging need-based financial aid play in ensuring equity in STEM.

Purpose: The purpose of this study was to test the efficacy of the Teaching Early Literacy and Language (TELL) curriculum package for improving the early literacy and oral language skills of preschoolers from low-income families. Method: In a randomized controlled trial (RCT), TELL was implemented in 30 TELL and 28 business-as-usual classrooms. TELL is a Tier 1 whole-class curriculum package that includes a scope and sequence of instruction, lesson plans and materials, high-quality books, curriculum-based measures (CBMs), and professional development training and coaching. Results: Implementation fidelity was high; however, due to COVID-19 school closures, we did not collect end-of-year data for our third cohort of teachers. Results indicated significant TELL effects on all code-related CBMs and two code-related distal measures as well as receptive and expressive vocabulary CBMs. No significant differences were found on distal measures of oral language/vocabulary or listening comprehension. Conclusions: Results of the present study, paired with findings from an earlier TELL RCT with children with developmental speech and/or language impairments, suggest that children enrolled in TELL classrooms achieve higher outcomes on a variety of code-related and vocabulary measures by the end of their final preschool year.

Rates of depression in youth are continuing to increase at a steady rate, yet these youth often do not receive mental health services (Bertha & Balázs, 2013; Thomas et al., 2011). Schools are an ideal setting to connect youth to mental health services; however, many barriers exist with respect to schools having adequate resources and access to the appropriate levels of services (Duong et al., 2021; Owens & Peltier, 2002). Schools may collaborate with local community providers with available resources to address these gaps. The current article describes the pilot of a school-based mental health promotion program intended to reduce depression in youth by promoting access to care through referrals to community providers. Data were collected, via self-report measures, every 3 months for 12 months from students from three middle and high schools in North Texas. The students (N = 88) enrolled in this program experienced significant reductions in their depression symptoms at the end of 12 months. This program highlights the importance of school-community partnerships to promote access to care to address mental health concerns. The results from our pilot study demonstrate the feasibility and the potential of school-based programs in improving the mental health of youth in schools through community partnership.

Background: Summer camp is an experiential learning setting that supports youth development. Due to high fees, youth from low-income backgrounds often have fewer opportunities to attend. Subsequently, there is little literature about these youth's camp experiences. Purpose: This research examined growth and the characteristics supporting growth in memorable camp experiences shared by youth more than one year after attending camps for youth from low-income backgrounds. Methodology: We collected written narratives via an online survey distributed May 2022. A total of 352 youth (M[subscript age] =16.06; SD[subscript age] =0.88) provided narratives. About 56% of youth identified as female and about 23% of youth identified as a youth of color (36% identified as white; race/ethnicity data was not available for about 40% of youth). Considering the entire narrative as the unit of analysis, we inductively coded narratives for growth and characteristics supporting growth. Findings: We identified growth in 33% of youth's narratives (e.g., adopting new perspectives, discovering passions, value clarification, developing resilience). Growth occurred when youth had opportunities to try new activities, overcome challenges, or felt accepted and connected with peers or staff. Implications: These findings provide useful information for practitioners and serve as a foundation for research about youth from low-income backgrounds' camp experiences.

Low-income students' preferences for higher education might depend on the uncertainty of financial aid. Using a time discontinuity design, this paper exploits the unanticipated cancellation of a nationwide Colombian merit and need-based scholarship, called "Ser Pilo Paga," to study its consequences on students' preferences for higher education. Preferences are measured using a discrete choice experiment administrated to 949 low-income high school students in 2018. The findings reveal that the scholarship's cancellation reduced higher education ambitions among low-income students due to the decreased interest in both financial aid and high-quality universities. The effects were particularly concentrated on income-eligible individuals who were more likely to obtain the scholarship, as their choices for financial aid and high-quality institutions declined by 15 to 50% of the baseline preference.

As first generation (FG)/low income (LI) students enter the elite profession of medicine, schools make presumptions about how FGLI students allocate their time. However, their lives are markedly different compared to their peers. This study argues that while all forms of capital are necessary for success, time as a specific form keeps classism in place. Using constructivist grounded theory techniques, we interviewed 48 FGLI students to understand where, why and how they allocated their time, and the perceived impact it had on them. Using open coding and constant comparison, we developed an understanding of FGLI students' relationship to time and then contextualized it within larger conversations on how time is conceptualized in a capitalist system that demands time efficiency, and the activities where time is needed in medical school. When students discussed time, they invoked the concept of 'time famine;' having too much to do and not enough time. In attempting to meet medicine's expectations, they conceptualized time as something that was 'spent' or 'given/taken' as they traversed different marketplaces, using their time as a form of currency to make up for the social capital expected of them. This study shows that because medical education was designed around the social elite, a strata of individuals who have generational resources, time is a critical aspect separating FGLI students from their peers. This study undergirds the idea that time is a hidden organizational framework that helps to maintain classism, thus positioning FGLI students at a disadvantage.

This study aims to investigate the mediating effect of self-esteem in the path from the burden of debt to job-search behavior among South-Korean low-income youths under a economic recession. Using data from the Second Panel Study on the Participants of the Youth Hope Growing Account (YHGA) program in Korea, this study tested a theoretical model using structural equation modeling (SEM) with maximum likelihood (ML) estimation. The mediation effect was estimated using bootstrapping. The results revealed a significant effect of debt burden on job-search behavior, which was fully mediated by self-esteem. These findings suggest the necessity of providing financial and psychological support for economically disadvantaged youth to facilitate successful entry into the labor market in South Korea.

The perspective of emergent literacy was applied to investigate the name-writing skills of 4-year-old, low-income Mandarin Chinese-speaking children in Taiwan. One hundred and eleven children in Taiwan were recruited from 12 public preschools. Children were individually assessed with a name-writing task, the Peabody Picture Vocabulary Test-Revised, book and print concepts, and recognition of Chinese characters and radicals. Analyses of correlations and stepwise regressions were conducted. The results indicated the following: (1) children's age, vocabulary ability, book and print concepts, and recognition of Chinese characters and radicals were significantly correlated with name-writing skills, whereas the total number of name strokes was not, and (2) recognition of Chinese characters and radicals made the greatest contribution (30%) to explain the variance in name-writing skills, followed by PPVT-R score (3%). A discussion and implications are provided in relation to early writing skills and instruction.

In this article I explore the emotional resources activated by single mothers to support their adolescent children's educational journeys. Mothers' emotional work is often regarded as something that mothers must do (Gillies, 2006). However, this view does not recognise the power and influence that mothers exert to create opportunities for educational success. By centring the mother as the head of her family and drawing on the concept of emotional capital as a legitimate and valuable resource within single-mother families, it becomes possible to show how mothers in a low socio-economic community invest in their children's schooling. This article is based on a qualitative case study of single-mother families from a South African community. The findings show that the single mothers maintained strong bonds with their children, which enhanced perceived support and contributed positively to their education. Maintaining open communication channels, demonstrating authoritative parenting, and communicating pride in non-academic qualities were significant emotional practices that served to maintain these strong bonds. By engaging in these practices, these single mothers from low-income contexts activated their emotions strategically to support their adolescent child's education.

Low-income college students face costly moral choices between pursuing their personal academic success and fulfilling their family responsibilities. They almost certainly face these choices more frequently and at greater personal cost than their faculty recognize. This article explores the sources and nature of that professorial lacuna; the article argues that this moral oversight results from the fact that middle-class people and low-income people often practice family in subtly but significantly different ways. They tend to emphasize different moral norms (independence vs. mutual aid) which shape the qualitative nature of college students' obligations within their families. They also tend to utilize different family structures (nuclear vs. complex and extended) which create quantitative differences in the number of people to whom family responsibilities can attach. The paper ends with a practical implications section that discusses ways to address this lacuna so instructors can gain insight about their students' familial obligations.

School connectedness is associated with a broad range of positive academic and mental health outcomes. A dimension of school connectedness, student-teacher connectedness, is related to improved academic progress and may be an important protective factor against risk-taking behaviors, particularly for low-income students and for those with limited parental support. The purpose of this qualitative secondary data analysis was to explore teacher perceptions of parental involvement in a low-income, rural middle school serving a diverse student population and the influence on student-teacher connectedness. Data were taken from transcripts from five focus groups comprised of middle school teachers, administrators, and clinicians (n = 26). Thematic analysis included first and second cycle coding followed by developing Venn diagrams to depict categories and patterns before reaching consensus on themes. Three themes were identified: (1) parental support of students; (2) parental modeling for students; and (3) parental interaction with teachers. Overall, teachers perceived a lack of parental involvement in this low-income diverse middle school which led to missed connections between students and teachers. This disconnect may be the result of multiple factors, including perceived low levels of parental support for students, differing expectations between parents and teachers, and perceived poor quality interactions between parents and teachers. When formulating strategies to enhance student--teacher connectedness, consideration should be given to the extent and importance of the role of parental involvement.

Community engagement programs offer college students an opportunity to impact youth in rural, low-income communities. While in a rural setting where educational training and support is not abundant, college students learn about struggles that rural, low-income youth face in exploring and attending postsecondary education options. The Alternative Spring Break (ASB) program in Vinton County impacts over 1,000 youth each year by increasing their awareness to education opportunities beyond high school. ASB college students are provided classroom instruction time to deliver content and real-life experiences to Vinton County youth.

Although peer support is documented as a predictor of adolescents' prosocial behavior, the influencing mechanism of peer support on prosocial behavior among adolescents from low-income families has not been fully researched. The current research conducted two studies to examine the influencing mechanism of peer support on prosocial behavior among adolescents from low-income families. Study 1 (N = 579) investigated the influencing mechanism of peer support on prosocial behavior with a longitudinal dataset. Study 2 (N = 228) investigated the effect of peer support priming on money donation with an experimental approach. The results of Study 1 and Study 2 consistently demonstrated that communal social goals mediated the association between peer support and prosocial behavior among adolescents from low-income families, and cumulative family risk moderated this indirect link. The positive effect of peer support on prosocial behavior through communal social goals might be weakened if adolescents experience more risk factors in the family context.

Social-emotional competencies (SECs) stand to benefit children in a myriad of ways. However, school-based social-emotional learning (SEL) programs are often ineffective in low-income, urban school districts, calling into question whether they adequately address student needs. The present study investigated whether and how one source of stress more common in these communities--school mobility--impacted SEL for predominantly African American students living in a low-income, urban district. Using a series of multi-level growth models, we found that school mobility was only detrimental (on average) under certain circumstances--for example, when students moved to schools with worse relative levels of school safety. These findings suggest that SEL programs should address school climate and safety in addition to individual-level competencies.

Background: Districts with federal nutrition programs must have an updated local school wellness policy (LSWP) to promote nutrition, physical activity, and student wellness. This study evaluates factors associated with LSWP quality among low-income districts. Methods: In 2018, we collected LSWPs from websites of 200 randomly selected, county-stratified, low-income-serving California public districts. Multivariable linear regression assessed associations between district characteristics, model LSWP use (national, state, none), and adoption date on policy quality. Results: On the WellSAT 3.0 scale of 0-100, mean (95% CI) comprehensiveness was 65.0 (63.2-66.7) and strength was 37.3 (35.3-39.2). Nearly verbatim adoption of model LSWPs was high (68.5% state model, 13.0% a national model). Half were adopted before mandated updates. District size (=1000 students) and national model LSWP adoption were associated with higher comprehensive scores. National model LSWP adoption was associated with higher strength scores in updated policies compared with those not updated. Implications: LSWPs have improved school food and activity environments, but district engagement in LSWP is low. Integration into education frameworks that reduce learning barriers could provide synergy for re-engagement. Conclusions: High adoption of model policies and low update compliance indicate little district engagement in LSWP. Mixed methods studies of districts with high-quality LSWP are needed.

Early detection and access to interventions for developmental delays in young children have been shown to improve health, social, and academic outcomes later in life. The purpose of this study is to examine the factors associated with caregivers' perception of child developmental concerns in low-income communities. A countywide survey was conducted in Los Angeles County (LAC), California, among 4,863 participating Special Supplemental Nutrition Program for Women, Infants, and Children (WIC) families with children ages 1-4 years. Proportional odds ordinal logistic regression was used to evaluate the association between the severity of reported developmental concerns and respondent characteristics. Results indicate that demographic characteristics, support systems, health care visits during COVID-19, and maternal symptoms of depression are associated with higher odds of reporting more severe developmental concerns among the WIC population. Advancing policies, programs, and research that aim to improve early detection and access to childhood professionals for all families will be essential to allow all children in low-income households to optimize their development.

This study analysed the total words and emotion words, narrative styles, and narrative content of low-income parent-child conversations about past emotions in Taiwan. We recruited 38 low-income parents and their children (20 boys and 18 girls); the parents were recorded in their homes as they discussed past events with their children. The average age of the children was 72 months. The results highlighted the absence of gender differences in the number of words, narrative styles, and narrative content in the low-income parent-child emotion talk. The parents favoured a low-elaborative style with minimal conversational turns. Our analysis revealed that the physical discipline of low-income parents was a notable emotional theme prompting negative emotions, particularly anger, in children. In terms of emotional resolution, the parents in our sample did not provide moral lessons; moreover, when managing children's negative emotions, these parents did not adopt resolution, reassurance, or reestablishment strategies.

Toddlers from low-income and language-minority immigrant families are at risk for language difficulties due to early disparities in the quality of their home language environment. The present longitudinal study extends previous research by investigating nursery teachers' communicative modalities and functions, and their relations with the conversational responsiveness and vocabulary of 42 (50% F) equivalent low-income monolingual and bilingual toddlers. Communicative modalities and functions were coded from videotaped interactions between teachers and small groups of toddlers at 18, 24, and 30 months at nursery school. Vocabulary in the majority or societal language (Italian) was assessed at 30 months using teachers' reports. The results showed that teachers used bimodal utterances (gesture + speech) more with bilinguals than monolinguals from 18 to 30 months while the reverse was true for unimodal spoken utterances. Bimodal utterances and language scaffolding strategies promoted toddlers' communicative initiatives in both groups and were longitudinally associated with children's vocabulary at 30 months. These results show that the school context may act as a protective proximal environment for stimulating and favoring majority language acquisition from the earliest stages of development in children from low-income and language-minority families.

Based on interviews with low-income, Israeli mothers about their experience supporting children's remote-learning during COVID, this study offers theoretical insights about the accomplishment of natural-growth. The accomplishment of natural-growth is a theoretical concept coined by Lareau to describe the logics of low-income childrearing. Though concerted cultivation, which describes the logics of middle-class childrearing has garnered theoretical elaboration, little research has elaborated on practices for accomplishment of natural-growth. This study elaborates on these practices as they were revealed in mothers' narratives of adjustment to difficulties placed by remote-learning. The women described practices by which they sought to bind themselves and their children into a social network and to bridge out and utilize resources within and beyond this network. The analysis reveals that these practices work through social as opposed to cultural capital, revealing a childrearing logic based in a different type of capital than that of concerted cultivation.

Research Findings: In the context of parent-child book sharing, cultural influences on cognitive distancing language and associations with child executive function (EF) have been understudied. This study examined cultural group similarities/differences in parent and child book-sharing distancing language among preschool-aged dual language learners from low-income Mexican American (MA) and Chinese American (CA) families. We further tested concurrent relations between parent/child distancing language and children's EF. The sample consisted of 88 children (45 MAs, 43 CAs, age = 38-68 months) enrolled in Head Start preschools and their parents. To assess distancing language, utterances were coded for cognitive demand and classified as referential (low demand), behavioral (moderate demand), or inferential (high demand). Cognitive tasks tapping inhibitory control and cognitive flexibility were used to assess child EF. Results showed parents and children from both cultural groups produced comparable numbers of story-related utterances. MA dyads used higher proportions of parent/child inferential statements and a lower proportion of parent referential questions. The proportions of parent behavioral questions and child behavioral statements were positively related to child cognitive flexibility. Practice or Policy: Findings highlight heterogeneity in parent-child verbal interactions among low-income multilingual families and have implications for promoting preschoolers' cognitive/language development in diverse populations.

Research Findings: There is limited research regarding socio-emotional development in low-income Latino Dual Language Learner (DLL) children. A total of 14 studies have been identified in a comprehensive review of the literature (Halle et al. 2014). Within these studies the majority have focused on problem behaviors within this population. Through a strength-based lens, the current study examined changes in the development of positive peer interactions of Latino DLLs across their preschool year, along with child-level and eco-cultural factors that may support this development. A total of 397 low-income preschool Latino DLL children participated in the study. Teachers completed the Penn Interactive Peer Play Scale (PIPPS-T) and the Preschool Learning Behaviors Scale (PLBS), children were assessed on oral language measures, and classroom observations took place using the CLASS. Findings indicate positive increases in Latino DLL children's play interaction skills, along with decreases in problem behaviors across the preschool year. Emotional support, teacher's Spanish proficiency, oral language skills, and approaches to learning were positively related to peer interaction scores. Practice or Policy: This study has important implications for practitioners regarding improving the positive peer interactions of Latino DLLs, specifically low-income children, enrolled in preschool classrooms and supports the use of the home language in the classroom.

The authors examine the relationships between home play and learning--measured by reading and teaching practices at home--among low-income families, including those with mental health issues. Based on a large database from the Family Map Inventory, a screening tool for home visiting programs, the authors' findings revealed that play-related concerns such as play materials, home play, and the variety of play away from home had significant impact. They conclude that care givers who provide children with more play opportunities both at home and away from home tend to read books with children more frequently and to teach them more basic academic skills. This suggests that early play interactions can contribute to early learning and implies that intervention programs such as Early Head Start and home-visiting programs focusing on play may boost a family's resilience and add value to existing services.

High levels of stress among supervisors can diminish afterschool program quality and negatively affect the learning and development of children and youth. One solution may be training in emotional intelligence. In other fields, high emotional intelligence among leaders was found to mitigate workplace stress and to increase job productivity, job satisfaction, and attainment of positive results. This study helps address the lack of scientific research on the role of emotional intelligence in afterschool supervisors' ability to manage stress at work. In this quantitative correlational study, the author investigated the relationship between the emotional intelligence of afterschool supervisors serving low-income communities in New York City and their perceived workplace stress. The study found a negative correlation--that is, supervisors with higher emotional intelligence tended to have lower workplace stress. The results can help afterschool supervisors and organization leaders understand the importance of emotional intelligence for effective program management.

The purpose of this article is to analyse the gendered motivations of students to undertake doctoral research in a low-income country (LIC), Mozambique. Most research on PhD student motivation is done in high-income countries where the drivers for doing a PhD are quite different from those of people living in LICs. Drawing on original empirical research in the form of semi-structured interviews with PhD students from Mozambique, and utilizing the concepts of 'altruistic' and 'self-concerned' motivations, this article argues that context is a powerful determinant of motivation. The findings of the research highlight the need for scholarships as a major driver for undertaking a PhD in an LIC. Further, PhD students' motivations, unlike those in high-income countries where the self is at the heart of decisions to do a PhD, include altruistic motives such as the desire to serve one's country, institution, community, and people as well as having a voice in the public sphere. These altruistic motivations are more important than the more self-referential factors such as 'intrinsic interest in the subject' and 'self-fulfillment' that dominate the literature from high-income countries. This implies that donor countries, the common suppliers of scholarships for PhD students in LICs, need to ensure that scholarships are adequate to enabling PhD students from LICs to complete their degrees both in terms of duration of scholarship and in terms of amount. Without this completion rates are likely to be slow and low. The article calls for more research on this issue in LICs.

This paper is a post hoc analysis and critical reflection of an unplanned methodology change made in the face of the unforeseen disruption brought by COVID-19 pandemic to a longitudinal study on children (N=462) from low-income families in Singapore. The research team was thrown into a state of intense ambivalence between waiting for life to come back to normal so that face-to-face survey could be resumed or to reformulate the methods and keep to the designed time intervals. This paper documents the framework that guided the urgent decision made for the change of data collection methods from f2f to video call survey, the trade-offs, implications on ethics and implementation results. Corroborating mixed post-hoc analysis methods of five qualitative focused group discussions with 39 survey interviewers who implemented the video-call survey, and statistical analysis of the consistencies of survey results over 3 time points, it was found that utilizing video call methodology did not lead to substantial difference in survey quality. The findings of this paper underscore the need for social science researchers to recognize the inevitability of uncertainties in the research fields and the need to strengthen one's preparedness for change while closely attending to the possible ethical implications.

As it becomes more crucial to push the boundaries of science to develop new technologies and important global initiatives, internationalization can be instrumental in helping underdeveloped countries overcome challenges such as poverty, climate change, and educational inequalities. Higher education institutions have always faced challenges in the process of internationalization, which have occupied scholarly attention in recent decades, but little research has been conducted on the internationalization of higher education in less developed African countries. This qualitative study aims to shed light on the challenges of internationalization of higher education in low-income countries in East Africa. After reviewing the literature and interviewing academics, the obtained data were thematically analyzed. The results suggested 12 main challenges, which were classified into four major categories. The challenges include a lack of clear policies and guidelines; the inefficiency of the organizational structure of internationalization; financial, infrastructure, and equipment problems; weaknesses in scientific, skill, and language competences; cultural differences; non-reciprocal relationships; and a brain drain. Finally, strategies for responding to these challenges with regard to the internal and external environments of higher education institutions were proposed. Among the internal strategies of higher education institutions are the development of clear policies and visions, planning for the development of human resources, and sustainable budgeting for internationalization programs. External strategies emphasize the development of national policies and laws based on contextual and environmental conditions, as well as interaction and participation in international meetings to expand communication and use the scientific and economic capacities of international agencies and institutions.

Childhood behavior problems are associated with reduced labor market participation and lower earnings in adulthood, but little is known about the pathways and mechanisms that explain these associations. Drawing on a 33-year prospective birth cohort of White males from low-income backgrounds (n = 1040), we conducted a path analysis linking participants' teacher-rated behavior problems at age 6 years--that is, inattention, hyperactivity, aggression-opposition, and low prosociality--to employment earnings at age 35-39 years obtained from tax records. We examined three psychosocial mediators at age 11-12 years (academic, behavioral, social) and two mediators at age 25 years (non-high school graduation, criminal convictions). Our findings support the notion that multiple psychosocial pathways--especially low education attainment--link kindergarten behavior problems to lower employment earnings decades later.

The recent decision by the United States Supreme Court to limit affirmative action in college admissions could make it even more challenging for academically talented students of color to gain access to competitive schools. The importance of school counselors in guiding and supporting these students is now more crucial than ever. This qualitative study aimed to determine what school counselors need to know, do, and believe to help academically talented, Black students from low-income households gain admission into highly selective colleges and universities. Three broad themes and 10 subthemes emerged from the data analysis. The themes were (a) knowledge and awareness, (b) mindsets and beliefs, and (c) habits and practices. Implications for school counselor practice, training, and research are discussed.