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ÇETİN, Abdullah. "How Students Feel at School: Experiences and Reasons." International Journal of Psychology and Educational Studies 8, no. 2 (2021): 232–45. http://dx.doi.org/10.52380/ijpes.2021.8.2.388.
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The present study aims to investigate the emotions students experience in the school environment and the reasons for experiencing these emotions. This research was conducted using the case study method, one of the qualitative research designs. The study group of this study consisted of 24 eighth-grade students studying at a public school in the province of Kahramanmaraş in 2019-2020 academic year and 11 teachers from different branches. The findings obtained in this study showed that the students experienced positive emotions, such as happiness, excitement, curiosity and wonderful. However, it was observed that students also experience negative emotions, such as stress, sadness, unhappiness, boredom, anger and fatigue. It was determined that students experienced more positive emotions than negative emotions in Turkish, Mathematics and Science classes. It was determined that he experiences negative emotions close to positive emotions in classes, such as Visual Arts, Physical Education, Technology and Design. Students experienced positive emotions when they were active in lessons, solved questions, communicated with their friends, and used different methods and techniques in classes. Students experienced negative emotions when teachers got angry with them, fail, insomnia, had family problems and uncertainty.
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Quin, Daniel, and Sheryl A. Hemphill. "Students’ experiences of school suspension." Health Promotion Journal of Australia 25, no. 1 (2014): 52–58. http://dx.doi.org/10.1071/he13097.
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Giacomozzi, Andréia Isabel, Jane Laner Cardoso, Camila Detoni Sá de Figueiredo, et al. "Experiences of violence among students of public schools." Journal of Human Growth and Development 30, no. 2 (2020): 179–87. http://dx.doi.org/10.7322/jhgd.v30.10365.
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Introduction: School violence it’s a problem that involves a lot of bad consequences for the life’s students. So preventing and research about it are very important.
 Objective: The objective of this study was identify the experiences of violence of students from public schools participating in the PSE - School Health Program and SPE - Health and Prevention in the Schools of Florianópolis.
 Methods: Participants were 871 students from the 9th grade of elementary school to the 3rd year of high school with a mean age of 15 years and 6 months.
 Results: Regarding the experiences of violence, 81.6% stated that they had already witnessed scenes of violence, with 51.1% of these scenes occurring at school. Besides, 28% of the participants reported having already suffered prejudice at school. There was a statistically significant association between violent behavior and being a boy, having a habit of watching movies and playing video games with violent content, killing classes and having a regular to bad relationship with teachers.
 Conclusions: Violence is part of student’s daily activities, involving a broad context and it is pretty much related to school.
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Palmer, Neal A., and Emily A. Greytak. "LGBTQ Student Victimization and Its Relationship to School Discipline and Justice System Involvement." Criminal Justice Review 42, no. 2 (2017): 163–87. http://dx.doi.org/10.1177/0734016817704698.
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Lesbian, gay, bisexual, transgender, and queer (LGBTQ) students experience higher rates of school-based victimization than their peers, and this victimization contributes to higher risk of suicide, substance misuse, mental disorder, and unsafe sexual experiences. In addition, these experiences may increase LGBTQ students’ interactions with school authorities and, subsequently, increase their risk of school discipline and involvement in the justice system. Using a sample of 8,215 LGBTQ middle and high school students in the United States surveyed online in 2015, this article explores the relationships between peer victimization and higher school disciplinary and justice system involvement among LGBTQ youth. Results indicate that LGBTQ youth who are victimized at school experience greater school discipline, including disciplinary referrals to school administration, school detention, suspension, and expulsion; and greater involvement in the justice system as a result of school discipline, including arrest, adjudication, and detention in a juvenile or adult facility. Moreover, school staff responses to victimization partially explain this relationship: Students reporting that staff responded to victimization in a discriminatory or unhelpful fashion experienced higher rates of school discipline and justice system involvement than those reporting that staff responded more effectively. Schools must confront pervasive anti-LGBTQ victimization and ineffective or biased responses from school staff to reduce unnecessary disciplinary involvement.
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박광숙, 고성희, and 이영희. "Elementary School Students' Experiences in Puberty." Qualitative Research 13, no. 2 (2012): 79–91. http://dx.doi.org/10.22284/qr.2012.13.2.79.
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Garcia, Angela Cora. "Understanding High School Students’ Sports Participation." Sport Science Review 24, no. 3-4 (2015): 121–44. http://dx.doi.org/10.1515/ssr-2015-0012.
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Abstract In this paper we conducted a qualitative analysis of twenty-eight semi-structured interviews of college students. Interviewees were asked about their high school experiences with sports in order to discover the main factors leading to positive or negative experiences. We found that the influence of family and friends and the opportunity to participate in a competitive activity were the two most important positive aspects of students’ high school sports experiences. The most prevalent negative aspect of high school sports participation was a problematic experience with a coach. While both friends and family influenced students’ decisions to initiate and maintain participation in sports while in high school, family influence was much stronger than the influence of friends. Given the need to expand physical fitness on a national and global level, greater understanding of the factors impacting sports participation will be useful to a wide range of stakeholders, including students, teachers and educational institutions, and policy makers.
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Yang, Xueyan, and Moye Xin. "“Boy Crisis” or “Girl Risk”? The Gender Difference in Nonsuicidal Self-Injurious Behavior Among Middle-School Students in China and its Relationship to Gender Role Conflict and Violent Experiences." American Journal of Men's Health 12, no. 5 (2018): 1275–85. http://dx.doi.org/10.1177/1557988318763522.
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Purpose: We attempted to test if there were gender differences in nonsuicidal self-injurious (NSSI) behaviors among Chinese middle-school students, and analyze the impact of gender role conflict and violent experiences on these behaviors among middle-school students of different genders. Method: Based on the survey data from seven middle schools in Xi’an region of China, the gender difference in NSSI behaviors and its associated factors were analyzed in this study. Results: There was no significant gender difference in NSSI behaviors among middle-school students; however, female middle-school students were more likely to experience gender role conflicts while male students were more likely to experience all kinds of violence earlier. Gender role conflicts and violent experiences can explain the prevalence of NSSI behaviors by gender, to some extent. Conclusions: The hypothesis on gender patterns of “boy crisis” or “girl risk” on NSSI prevalence was not verified; however, a “girl risk” for gender role conflicts and a “boy crisis” in violent experiences were found. The gender role conflicts were significantly associated with NSSI prevalence among middle-school students to some extent; however, this relationship was adjusted by variables of violent experiences. The different variables of violent experiences were the important predictors of NSSI prevalence among male and female middle-school students with specific contents varying across genders.
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Beran, Tanya, and Qing Li. "The Relationship between Cyberbullying and School Bullying." Journal of Student Wellbeing 1, no. 2 (2008): 16. http://dx.doi.org/10.21913/jsw.v1i2.172.
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Many children are likely to experience aggression in their relationships with schoolmates. With the advent of modern forms of communication, children are now able to harass their peers with mobile phones and e-mails, a behaviour known as cyberbullying. To determine the relationship between school bullying and cyberbullying, 432 students from grades 7–9 in Canadian schools were surveyed about their experiences of bullying. The results indicated that students who were bullied in cyberspace were also likely to bully their peers in cyberspace (r = 0.46, p < 0.001) and be bullied at school (56%). In addition, students who were bullied in cyberspace only, and students bullied both in cyberspace and at school, experienced difficulties at school such as low marks, poor concentration, and absenteeism. These results suggest that bullying that occurs either at or outside school can have an impact on school learning.
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Mangin, Melinda M. "Transgender Students in Elementary Schools: How Supportive Principals Lead." Educational Administration Quarterly 56, no. 2 (2019): 255–88. http://dx.doi.org/10.1177/0013161x19843579.
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Purpose: Increased awareness and acceptance of transgender people in the United States is reflected in our nation’s schools. Unfortunately, educational leaders do not typically receive training related to transgender youth and educators express fear about working with transgender students. The purpose of this study is to examine the experiences of school leaders whom parents characterize as supporting their transgender children. Method: Qualitative interviews were conducted with supportive principals from 20 elementary schools across six states. Findings: The findings indicate that supportive principals (a) employed a child-centered approach to decision making, (b) leveraged learning and knowledge to create a positive elementary school experience for transgender children, and (c) characterized their experience as professionally and personally beneficial. Implications: These findings indicate that, in the context of a supportive principal, both the school community and the transgender student can have positive experiences. At the same time, the findings demonstrate that disrupting binary gender norms and shifting the larger school culture to be more gender inclusive is a formidable task. Results from this study may be helpful to elementary principals who hope to create accepting school environments for transgender students or for preparation programs that want to develop supportive principals.
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Butler, Jesse K., Ruth G. Kane, and Christopher E. Morshead. "“It’s My Safe Space”: Student Voice, Teacher Education, and the Relational Space of an Urban High School." Urban Education 52, no. 7 (2015): 889–916. http://dx.doi.org/10.1177/0042085915574530.
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White Canadian teacher candidates are brought into direct dialogue with urban high school students through a yearlong immersion in a high school with a “demonized” image in the broader community. Interviews with students reveal experiences of school as “my safe space” and the predominance of a student culture not characterized by resistance, but by a positive experience of school as an autonomous relational space. We argue that attention to student voices through extended immersion in urban high schools enables teacher candidates to experience schools as uniquely situated spaces and disrupts the tendency to essentialize urban students and their schools.
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Aulia, Farah. "Bullying experience in primary school children." SCHOULID: Indonesian Journal of School Counseling 1, no. 1 (2016): 28. http://dx.doi.org/10.23916/schoulid.v1i1.37.28-32.
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Bullying is still a significant problem today. Bullying occurs starting from the primary level up to college. The impact of the bullying on victims can be a lonely, difficult to adjust, insecurity, low self-esteem, depression and the worst is suicide. The earlier effort to detect bullying experienced by children will be able to prevent long-term effects caused. This study was conducted on 258 students of class 4-5 primary school in Yogyakarta. Data was collected through open-ended questionnaires associated with feelings and experiences of bullying in schools both as perpetrators and victims. The result showed that students feel negative emotions associated with bullying at school and most children experience bullying at school with a variety of forms, ranging from physical, verbal and relational from peers at school. These findings have implications related to the effort to do the school to help students cope with the impact of bullying experienced.
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Norling, Maja, Karin Stenzelius, Nina Ekman, and Anne Wennick. "High School Students’ Experiences in School Toilets or Restrooms." Journal of School Nursing 32, no. 3 (2015): 164–71. http://dx.doi.org/10.1177/1059840515611476.
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Russell, Stephen T., Meg D. Bishop, Victoria C. Saba, Isaac James, and Salvatore Ioverno. "Promoting School Safety for LGBTQ and All Students." Policy Insights from the Behavioral and Brain Sciences 8, no. 2 (2021): 160–66. http://dx.doi.org/10.1177/23727322211031938.
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Schools are often unsafe for lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ) students; they frequently experience negative or hostile school climates, including bullying and discrimination based on sexual orientation and gender identity at school. Negative school climates and discriminatory experiences can threaten LGBTQ students’ well-being. Simultaneously, a consistent body of research identifies strategies to support LGBTQ and all students to be safe and thrive at school. First, policies that specifically identify or enumerate protected groups such as LGBTQ students create supportive contexts for all youth. Second, professional development prepares educators and other school personnel with tools to support and protect all students. Third, access to information and support related to sexual orientation and gender identity or expression (SOGIE), including curricula that is SOGIE-inclusive, provides students with resources, support, and inclusion, creating school climate. Fourth, the presence of student-led clubs or organizations such as gender-sexuality alliances (i.e., GSAs) improve students’ school experiences and well-being, and contribute to positive school climate. This article reviews the research foundations of each of these strategies and concludes with recommendations for multiple audiences: policymakers, school personnel, parents, and students.
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Scogin, Stephen C., Christopher J. Kruger, Regan E. Jekkals, and Chelsea Steinfeldt. "Learning by Experience in a Standardized Testing Culture." Journal of Experiential Education 40, no. 1 (2017): 39–57. http://dx.doi.org/10.1177/1053825916685737.
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Standardized testing pressure sometimes discourages schools from broadly implementing experiential learning opportunities. However, some K-12 schools are challenging the trend with greater commitment to learning by experience. STREAM (science, technology, reading, engineering, arts, mathematics) school is a project-based program providing students with opportunities to connect content with authentic experiences at the middle school level. Using a convergent-parallel mixed methods design, researchers investigated the program and discovered (a) students in the experiential program perceived school as more enjoyable, (b) learning to successfully collaborate was a key factor leading to positive experiences for students, (c) students showed evidence of noncognitive skill growth, and (d) students in the experiential program progressed appropriately on standardized tests and did not differ significantly from their counterparts in traditional classes.
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Marante, Leesa, and Shannon Hall-Mills. "Today's Graduate Students, Tomorrow's SLPs: Enhancing School Practicum Experiences." Perspectives of the ASHA Special Interest Groups 4, no. 5 (2019): 1128–35. http://dx.doi.org/10.1044/2019_pers-sig16-2019-0003.
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Purpose In this article, we describe a standards-driven, workforce-focused model of school practicum offered by an accredited graduate speech-language pathology program. Method To prepare more than 50% of the American Speech-Language-Hearing Association's membership for the school-based workforce, graduate students require real-life practicum experiences in the schools. Practicum experiences should be standards driven, anchored in the graduate curriculum, and paired with academic coursework to foster the growth of student clinicians' background knowledge prior to engagement in a school-based practicum. Results We outline the main content areas and minimum practice experiences that should be incorporated in a school-based practicum and provide suggestions for balancing the requirements across the graduate curriculum. Collaboration with school systems is essential for locating and maintaining high-quality placements. Conclusion School practicum experiences provide an important foundation for future school speech-language pathologists to enter the workforce with adequate preparation.
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Tarhan, Sinem. "Turkish Secondary Education Students’ Perceptions of Justice and Their Experiences of Unjustice." Journal of Education and Learning 7, no. 2 (2018): 247. http://dx.doi.org/10.5539/jel.v7n2p247.
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The purpose of this study was to identify how secondary education students define the concept of justice, based on which criteria they define their experiences as just/unjust, what they see as the source of injustice, how they feel and how they behave when they face injustice.This study was designed as a qualitative research study. Open-ended questions were asked to the students and they were asked to give detailed answers. Descriptive analysis was used in analysing the collected data. The study group consisted of students studying at 9th, 10th, 11th and 12th grades in different types of high schools (Anatolian High School, Vocational School for Girls, Science High School). A total number of 268 high school students participated in the study. We used convenience sampling to choose the study group.The results of the study indicated that students defined the concept of justice with the “equality, equity non-discrimination, respect, rights and freedoms, conscience, rights, deciding the right, being fair and needs” concepts. The students see grades, school rules and non-communication they experience with their teachers and principals as unjust, so they point the school principals as the source of injustice. Besides, the students indicated that they had negative feelings when they experienced something that is not just but preferred to stay silent.
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Najjar, Khadeja, Shereen C. Naser, and Katie Clonan-Roy. "Experiences of Arab heritage youth in US schools and impact on identity development." School Psychology International 40, no. 3 (2019): 251–74. http://dx.doi.org/10.1177/0143034319831057.
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To fulfill the promise of inclusive school environments that support all students, it is necessary to understand the mechanisms by which discrimination and support occur in the school setting and how these mechanisms impact student development. The current study explored ways schools facilitate supportive or marginalizing experiences for first generation Arab heritage youth in the United States and investigated how these experiences impact acculturative experiences and identity negotiation for these students. Focus groups were conducted with 21 Arab American early college students and community dwellers. Qualitative analyses revealed three mechanisms by which the school setting uniquely impacts Arab heritage student's identity negotiation in high school: 1) peer and teacher discrimination; 2) school curriculum treatment of Arab history and culture; 3) and broader school structures that allow for student cultural expression. Implications and suggestions for School Psychologists are discussed.
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Kustanti, Erin Ratna. "Bullying Experience in Elementary School Students." International Journal of Psychosocial Rehabilitation 24, no. 1 (2020): 1507–17. http://dx.doi.org/10.37200/ijpr/v24i1/pr200248.
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Shahrour, Ghada, Latefa Ali Dardas, Amjad Al-Khayat, and Atef Al-Qasem. "Prevalence, correlates, and experiences of school bullying among adolescents: A national study in Jordan." School Psychology International 41, no. 5 (2020): 430–53. http://dx.doi.org/10.1177/0143034320943923.
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School bullying is recognized as a global problem and sparks public concerns for students’ safety. While it has recently emerged as a critical concern in the Arab world, particularly in Jordan, no national studies have yet investigated the extent of bullying in Jordanian schools. The purpose of this study was to investigate the prevalence, correlates, and experiences of bullying among a national sample of Jordanian adolescent students. A stratified random sampling procedure was used to select schools that represent the three main regions of Jordan (i.e. north, middle, and south) and a weighted sample of schools was randomly selected using Statistical Analysis System 9.4 based on provinces’ density. A nationally representative sample of 1083 adolescents aged 12 to 17 was included in the study. Data were collected using self-administered questionnaires on school bullying and adolescent sociodemographics. The prevalence of bullying among Jordanian adolescents was consistent with international studies; 7% reported their involvement in bullying as a victim, 7.6% as a bully, and 1.7% as both. Verbal bullying was the most common form of bullying among victims and bully-victim, while relational bullying was the most prevalent bullying for bullies. Being a perpetrator was more prevalent among boys than girls. Adolescent students who came from low socioeconomic status or whose fathers were illiterate reported more victimization experience. The majority of students who experienced bullying reported negative attitudes of bystanders, parents, and teachers towards intervening or responding to the bullying experience. Bullying exists among Jordanian students and active steps towards addressing this phenomenon are discussed. This is the first known Jordanian study representing a national sample of adolescent students’ experience of bullying. Findings present valuable information for school professionals, parents, and students regarding bullying and its associated factors. These findings also provide an avenue for the adoption and implementation of available anti-bullying programs to ameliorate bullying behaviors among Jordanian school students.
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Dabney, Beverly W., Mary Linton, and Jamie Koonmen. "School Nurses and RN to BSN Nursing Students." NASN School Nurse 32, no. 1 (2016): 30–32. http://dx.doi.org/10.1177/1942602x16675021.
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Many nursing schools and public schools are facing various challenges including a lack of resources. Schools of nursing strive to provide meaningful clinical experiences despite the challenge of a limited supply of quality placements. Similarly, public schools are expected to provide more nursing services at a time when many school nurses already are overloaded. For example, new state legislation placed additional responsibilities (regarding epinephrine auto-injectors and cardiac emergency response plans) on school nurses in Michigan. Establishing a partnership between the University of Michigan–Flint and the Genesee Intermediate School District (GISD) allowed RN to BSN students in the community health nursing course to complete enriching clinical experiences at selected GISD schools. While gaining valuable clinical knowledge, these nursing students helped school nurses comply with the new legislation’s requirements. This partnership benefitted the nursing students, the school nurses, and the schools that served as clinical placement sites. Nursing school administrators and faculty members should consider pursuing similar clinical placement partnerships that could be advantageous for students and local communities.
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Furlong, Michael, Douglas C. Smith, Tina Springer, and Erin Dowdy. "Bored with school! Bored with life? Well-being characteristics associated with a school boredom mindset." Journal of Positive School Psychology 5, no. 1 (2021): 42–64. http://dx.doi.org/10.47602/jpsp.v5i1.261.
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Students’ experiences of boredom at school are receiving increased research attention. Most inquiries to date have focused on how often students experience boredom in classroom situations and in specific subject areas. Despite its frequency, limited research efforts have explored how students’ boredom experiences might inform positive education initiatives. This paper examines students’ school boredom experiences from a positive education lens through which school mental health professionals can evaluate students’ school boredom experiences systematically. We introduce the School Boredom Mindset (SBM) concept that identifies a subset of high-risk students expressing unfavorable school attitudes. A preliminary analysis of 2,331 California secondary (Grades 7-12) students’ responses on well-being indicators explored the SBM’s viability. The findings show that students with the strongest SBM reported substantially lower well-being than their peers. The discussion offers suggestions for future research needed to evaluate the SBM concept’s meaning and the value of its contribution to positive education. While this research moves forward, we provide practitioners with resources to better evaluate students’ boring feelings at school and consider its meaning within the broader effort of fostering thriving well-being
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KILIÇASLAN, İSMAİL. "KOCAELI VOCATIONAL SCHOOL STUDENTS ONLINE SHOPPING EXPERIENCES." International Journal of Social Humanities Sciences Research (JSHSR) 7, no. 61 (2020): 3285–96. http://dx.doi.org/10.26450/jshsr.2217.
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Ndetei, David M., Francisa A. Ongecha-Owuor, Lincoln Khasakhala, Victoria Mutiso, Gideon Odhiambo, and Donald A. Kokonya. "Traumatic experiences of Kenyan secondary school students." Journal of Child & Adolescent Mental Health 19, no. 2 (2007): 147–55. http://dx.doi.org/10.2989/17280580709486650.
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Schmitt, Carrie, and Vella Goebel. "Experiences of High-Ability High School Students." Journal for the Education of the Gifted 38, no. 4 (2015): 428–46. http://dx.doi.org/10.1177/0162353215607325.
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This study attempted to answer the question, “To what extent do 12th-grade high-ability students feel that their past educational experiences, particularly in high school, have challenged their academic abilities?” Much research has been conducted in the field of gifted education about the identification, social and emotional characteristics, and educational needs of gifted students. However, little research has focused on how students themselves feel about the rigor and value of their educational experiences. This case study involved three high school seniors identified as high ability and enrolled in an Advanced Placement Language and Composition course in Indiana. Learning how these students feel about their experiences should help inform educators’ decisions regarding programming options, instructional methods, and differentiation strategies for high-ability students in Indiana.
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Bergmark, Ulrika, and Catrine Kostenius. "Students’ Experiences of Meaningful Situations in School." Scandinavian Journal of Educational Research 62, no. 4 (2017): 538–54. http://dx.doi.org/10.1080/00313831.2016.1258670.
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Othman, Azam, and Norbaiduri Ruslan. "Intercultural communication experiences among students and teachers: implication to in-service teacher professional development." Journal for Multicultural Education 14, no. 3/4 (2020): 223–38. http://dx.doi.org/10.1108/jme-04-2020-0024.
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Purpose This paper aims to present the qualitative findings on students’ and teachers’ experiences in communicating and interacting with students and teachers from different ethnic backgrounds in the Malaysian vision schools initiative. Design/methodology/approach Face-to-face interviews were conducted involving 15 informants comprising of three headteachers, three teachers and nine students. The interviews centred on the informants’ experiences and views living and experiencing the reality of the vision schools which is comprising three major races; Malays, Chinese and Indians; which is represented by the three school types which are a national school, Chinese vernacular and Indian vernacular schools. Findings The interview data revealed that the intercultural communication in the vision schools had triggered intercultural understanding and awareness of cultural diversity in the schools. However, the interview data with experienced teachers showed some drawbacks of the intercultural dynamics at the school complex. Among the weaknesses were the absence of structured and formal training on intercultural and multicultural education, lack of trust and poor social skills which may have hindered effective intercultural communication from taking place. Originality/value This study presents the informants’ experiences and views on the reality of intercultural interaction among students and teachers in the context of the Malaysian vision school initiative.
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Richardson, John M. "Online “iDentity” Formation and the High School Theatre Trip." Articles 51, no. 2 (2017): 771–86. http://dx.doi.org/10.7202/1038602ar.
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Over the years that I have taken secondary school students to the theatre, the the digital revolution has moved through schools, classrooms, and even theatres, calling into question my goal of contributing positively to students’ identity formation through exposure to live plays. Responding to calls to examine the ways in which young people’s online and offline lives are interwoven, a one-year qualitative case study of student theatregoers suggests that online settings feature prominently in students’ identity formation and that non-digital school experiences such as the theatre trip are often experienced in light of students’ digital lives. Traditional events such as a trip to the theatre are influenced by and combined with online experiences to contribute to a new “iDentity” formation.
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Didaskalou, Eleni, Grace Skrzypiec, Eleni Andreou, and Phillip Slee. "Taking Action Against Victimisation: Australian Middle School Students’ Experiences." Journal of Psychologists and Counsellors in Schools 27, no. 1 (2016): 105–22. http://dx.doi.org/10.1017/jgc.2016.3.
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Victimisation among students has been identified as a serious problem in Australian schools. This study investigated approaches taken by South Australian middle school students for dealing with victimisation. Over 170 students (aged 11–16) described how they coped with bullying and situations where they needed to take action against bullying. A content analysis of their responses found that students used coping strategies, including: (a) seeking social support, (b) standing up for peers/friends, (c) externalising, (d) nonchalance, (e) sticking up for oneself, (f) problem-solving, (g) submission, (h) reducing tense emotions/assertiveness, and (i) escape. One of the significant findings was that students did not identify school counsellors as a source of coping support, which has implications for their role in addressing incidents of victimisation.
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Carr, Tracey, Brian Chartier, and Tina Dadgostari. "“I’m not really healed … I’m just bandaged up”: Perceptions of healing among former students of Indian residential schools." International Journal of Indigenous Health 12, no. 1 (2017): 39. http://dx.doi.org/10.18357/ijih121201716901.
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<p>Attempts at resolution between former students of Indian residential schools and the non-Aboriginal Canadian population began with the signing of the Indian Residential Schools Settlement Agreement in 2006. The Settlement Agreement outlined provisions for the Truth and Reconciliation Commission to document the stories of former students and for the Resolution Health Support Program to offer emotional and cultural support to former students and their families. Although former students have catalogued their stories through the Truth and Reconciliation Commission process, experiences of healing from the events of Indian residential schools remain relatively unknown. The purpose of this qualitative study was to explore the perceptions of healing among former Indian residential school students. In partnership with an Aboriginal support agency in a small Saskatchewan city, we interviewed 10 Aboriginal people affected by residential schools. The focus of the interviews was to generate participants’ conceptions and experiences of healing regarding their residential school experiences. We found all participants continued to experience physical, mental, emotional, and/or spiritual impacts of residential school attendance. Disclosure of their experiences was an important turning point for some participants. Their efforts to move on varied from attempting to “forget” about their experience to reconnecting with their culture and/or following their spiritual, religious, or faith practices. Participants also noted the profound intergenerational effects of residential schools and the need for communities to promote healing. The findings will be used to guide an assessment of the healing needs among this population in Saskatchewan.</p>
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Langenau, Erik, Sarah B. Frank, Sarah J. Calardo, and Michael B. Roberts. "Survey of Osteopathic Medical Students Regarding Physician Shadowing Experiences Before and During Medical School Training." Journal of Medical Education and Curricular Development 6 (January 2019): 238212051985204. http://dx.doi.org/10.1177/2382120519852046.
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Introduction: Shadowing a physician is an observational experience which includes a student observing a licensed healthcare provider caring for patients. Shadowing is commonly done by students before and during medical school, but little is known about the nature or extent of these extra-curricular observational experiences. Objective: We hypothesized that shadowing experiences were common yet variable. We investigated the prevalence, nature, and perceived value of medical student experiences with shadowing physicians (both before and during medical school). Methods: This survey-based study was non-experimental with a cross-sectional convenience sample of osteopathic medical students about their shadowing experiences before and during medical school. The survey was sent to all matriculated osteopathic medical students (OMS1-4) for the 2017 to 2018 academic year from two medical schools: Philadelphia College of Osteopathic Medicine (PCOM) (1084 total students) and PCOM-Georgia (554 total students). The final survey instrument included three sections: demographics (6 questions), pre-medical shadowing experiences (21 questions), and medical student shadowing experiences (24 questions). Results: Respondents (357) identified themselves as OMS1 (96), OMS2 (89), OMS3 (73), OMS4 (95) and other (2, OMS5) with enrollment at PCOM-Philadelphia (242) and PCOM-Georgia (115). Among survey respondents, 339 (95.5%) reported shadowing a physician as a pre-medical student, and 110 (30.8%) reported shadowing (outside of their required clinical rotations) a physician during medical school. Requirements to participate were inconsistent; fewer than 50% of shadowing experiences required Health Insurance Portability and Accountability Act of 1996 (HIPAA) training, proof of vaccination, or purified protein derivative (PPD) documentation. In addition to observation, pre-medical and medical students, respectively, participated in history taking (44 [13%], 47 [42.7%]), physical examinations (45 [13.3%], 44 [40%]) and procedures (13, [3.8%], 20 [18.2%]) during their shadowing experiences. Motivations to participate in shadowing varied between pre-medical and medical student experiences, but both groups mentioned their desire to learn more about a particular discipline, obtain letters of recommendation, and gain patient care experience. Students recommended both pre-medical (273 [80.5%]) and medical school (93 [84.5%]) shadowing to future students. Conclusion: Shadowing remains a common and important tool for students to learn about patient care, medicine and careers. The nature of each shadowing experience and participation requirements are quite variable. Measures to ensure patient safety, confidentiality, liability and supervision are inconsistently applied. Promoting guidelines, as well as codes of conduct, for shadowing could serve as a helpful resource for students, academic advisors and supervising clinicians.
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Pampati, Sanjana, Jack Andrzejewski, Ganna Sheremenko, Michelle Johns, Catherine A. Lesesne, and Catherine N. Rasberry. "School Climate Among Transgender High School Students: An Exploration of School Connectedness, Perceived Safety, Bullying, and Absenteeism." Journal of School Nursing 36, no. 4 (2018): 293–303. http://dx.doi.org/10.1177/1059840518818259.
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This study used self-administered survey data from seven high schools in Florida with a majority Black and/or Hispanic sample to examine transgender students’ perceptions and experiences related to school climate in comparison to cisgender students. Using propensity score matching, a matched analytic sample was created of transgender and cisgender students ( n = 542, including 186 transgender youth). Adjusted weighted logistic regression models indicated that transgender students were significantly more likely to report ever being bullied at school, being bullied in the past 3 months, and not going to school ≥3 days during the past 30 days. Transgender students were significantly less likely to report feeling safe at school and having positive perceptions of all five school connectedness items compared to cisgender students. Recent bullying experiences moderated the association between transgender status and past month absences. Findings can inform potential roles for school nurses in improving school climate for transgender youth.
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Tureková, Ivana, and Terézia Bagalová. "Knowledge and Experiences of Safety and Health Occupation Risks among Students." International Journal of Engineering Pedagogy (iJEP) 8, no. 5 (2018): 108. http://dx.doi.org/10.3991/ijep.v8i5.8981.
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Occupational safety and health should be the subject of education, as it prepares students for their future occupation, and further adult education, including retraining. Nowadays, as society supports technical education via dual learning, this issue is becoming particularly necessary. Schools ensure students’ safety and health in education, training and other related activities as well as in the provision of school services. In order to secure this task the schools adopt preventive measures based on risk assessment associated with the school activities and environment. When establishing specific measures the school takes into account predominantly the possible threat to students in education of individual subjects, movement within school, and the participation of students in various school-organised events. Subsequently, the educational institution provides continuous education in this area for its students and employees and requires the observance of relevant legal standards by systematic control. It takes into account the age of students, their abilities, and their physical and mental maturity. The aim of this article was to find out how students at different age levels (students of secondary school and elementary schools) understand and observe the principles of safety and health which is a central prerequisite in preparedness for future occupation. In the conclusion part of this paper, we present some solution suggestions; highlight the importance of suitable curricula at schools and educational institutions. Education methods must reflect current, valid and enforceable safety and health regulations at work. It is therefore essential that risk assessment is included in the education process.
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Hudley, Cynthia, Roxanne Moschetti, Amber Gonzalez, Su-Je Cho, Leasha Barry, and Melissa Kelly. "College Freshmen's Perceptions of Their High School Experiences." Journal of Advanced Academics 20, no. 3 (2009): 438–71. http://dx.doi.org/10.1177/1932202x0902000304.
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Among academically talented students, SES and racial group membership predict both college expectations and matriculation, and youth less often attend and complete postsecondary education if their parents did not go to college. For successful adjustment to college, significant adults during high school matter more than they might imagine. Talking to teachers and counselors had strong relationships with social and academic adjustment as well as with positive attitudes for all students. Interestingly, the more participants talked to teachers in high school, the more academically competent they felt in college, and this relationship was especially strong for first-generation students. Such findings suggest that “getting ready” experiences may prepare students to more effectively balance the multiple developmental tasks they face as college students on the threshold of adulthood. This preparation may be especially important for persistence among vulnerable populations, including first-generation students, who spend the least time of any group talking to teachers outside class. Students in low-income, urban communities may be in reasonable proximity to a community, vocational, or 4-year college; students in rural schools may more often see relatively few opportunities for higher education. An academically oriented high school peer group also may prepare students to become socially engaged on the college campus. These preliminary findings are a strong argument for policies and practices that bring all new college students together in personalized social interactions as quickly as possible rather than focusing on groups perceived to be “at risk.”
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Sullivan Hellgren, Jenny. "Authentic science in the classroom—students’ perceptions of their experiences." Nordic Studies in Science Education 15, no. 3 (2019): 299–312. http://dx.doi.org/10.5617/nordina.5571.
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The purpose of this study is to characterize how students experience taking part in authentic research, specifically through the Medicine Hunt, a project designed to increase motivation for science and understanding of research in the Swedish secondary school. The study also investigates potential differences in students’ experiences related to context, in terms of participating in the Medicine Hunt in different classrooms. Twenty-four students from three Swedish lower-secondary schools participating in the Medicine Hunt were interviewed. The main result is that students’ experiences were positive and related to science. Their focus is to a large extent on authentic science, and covers many of the aspects the Medicine Hunt is aiming to introduce in school, like the hands-on and inquiry-based ways of working and the opportunity to do what scientists do. Students’ answers are also to a high degree connected to the science content and to learning science. Few differences in students’ experiences related to the different classrooms were found.
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Milsom, Amy. "Creating Positive School Experiences for Students with Disabilities." Professional School Counseling 10, no. 1_suppl (2006): 2156759X0601001. http://dx.doi.org/10.1177/2156759x0601001s09.
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The school experiences of students with disabilities can be positively or negatively influenced by the attitudes and behaviors of students and school personnel and by general school policies. School counselors can take the lead in assessing school climate in relation to students with disabilities and initiating interventions or advocating for change when appropriate. This article provides an overview of factors to consider in creating positive school experiences for students with disabilities and suggestions for intervention efforts.
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Manghi, Dominique, René Valdés, and Sebastián Zenteno. "Exploring the other school: voices of school children and youth." Praxis Educativa 25, no. 1 (2021): 1–22. http://dx.doi.org/10.19137/praxiseducativa-2021-250113.
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The objective of this study is to analyze the processes of educational inclusion based on the voices of school children and young people (NNJE) regarding their school experience in effective and inclusive education contexts. Within the framework of a school ethnography, focus groups based on a participatory methodology were carried out with a total of 30 students from three schools in the north of Chile. The results indicate that students want to face new school experiences, open the school to the community, improve the quality of life in the city where they live and move the classroom as the only teaching space. In addition, they highly value inclusion as a social and educational value. The final discussions revolve around the silences and tensions visualized in the students' responses and the importance of student participation.
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English, Darlene, and Marilyn Marcontel. "A Handbook for Student Nurses to Guide Clinical Experiences in the School Setting." Journal of School Nursing 17, no. 4 (2001): 213–17. http://dx.doi.org/10.1177/10598405010170040801.
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For more than 30 years, nursing students have had the opportunity to have clinical experiences related to their course requirements in the Dallas Public Schools. The Dallas Independent School District School Health Services Department staff provide an orientation to student nurses before their first day in the school clinic. To enhance their learning experience and clarify the regulations and expectations for student nurses, a handbook was prepared for the use of school nurses and the students. The Basic Health Care for the School-age Child: A Handbook for Student Nurses outlines the use of the school as a clinical experience setting. Another purpose for the handbook is to reduce the stress of this clinical rotation for the student nurse and for the staff nurse who serves as the student nurse’s preceptor. This article describes the development of the expectations for the clinical experience and the information included in the handbook. An outline of the material included in each section is presented to provide ideas for school nurses who provide or are considering providing a rotation for student nurses in their schools.
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Shelemy, Lucas, Kate Harvey, and Polly Waite. "Secondary school teachers’ experiences of supporting mental health." Journal of Mental Health Training, Education and Practice 14, no. 5 (2019): 372–83. http://dx.doi.org/10.1108/jmhtep-10-2018-0056.
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Purpose Teachers are often the first contact for students with mental health difficulties. They are in an ideal position to identify students who are struggling and frequently support them using different approaches and techniques. The purpose of this paper is to investigate secondary school teachers’ experiences of supporting the mental health of their students. Design/methodology/approach Seven secondary school teachers from state-funded schools in the UK participated in face-to-face semi-structured interviews. Interpretative phenomenological analysis was used to understand and structure the data into themes. Findings Five superordinate themes emerged from the data analysis: perceived role of teacher, nature of relationship, barriers to helping the child, amount of training and resource, and helplessness and satisfaction. Participants described the lack of training, resource and clarity about their role to be causes of frustration. Internal and environmental factors often influenced participants’ feelings of helplessness. Research limitations/implications The findings from this study cannot be readily generalised to the wider population due to the nature of qualitative interviews. Practical implications This study has led to a greater understanding of the experiences of teachers within a school setting. It is crucial that mental health training for teachers directly meets their needs and abilities. Originality/value This paper finds value in recognising the lived experience and difficulties faced by teachers supporting students’ mental health problems. A theoretical model is presented based on this analysis that can help inform best practice for schools.
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Birnhack, Michael, and Lotem Perry-Hazan. "School Surveillance in Context: High School Students’ Perspectives on CCTV, Privacy, and Security." Youth & Society 52, no. 7 (2020): 1312–30. http://dx.doi.org/10.1177/0044118x20916617.
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This study examines high school students’ perceptions of school closed-circuit television systems (CCTVs). It draws on interviews conducted with 83 adolescents recruited from 10th- to 12th-grade classes at 39 Israeli schools. The findings indicate that students’ perceptions of CCTVs are embedded in their overall opinions about their school, particularly concerning relationships and trust between students and educators. The various metaphors that students used to describe their relational position regarding school CCTVs highlight that surveillance has become part of the organizational–educational experience. The findings also show that students’ scrutiny of school CCTVs reflects a conflict between privacy and security concerns. Students resolve this conflict by resorting to various balances, which echo general constitutional principles but were also anchored in the students’ personal schooling experiences. While building on Nissenbaum’s framework of contextual integrity for assessing privacy violations, we challenge its assumption of a uniform set of informational norms within a given context.
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Lindström, Peter, and Robert Svensson. "Attitudes towards drugs among school youths: An evaluation of the Swedish DARE programme." Nordic Studies on Alcohol and Drugs 15, no. 1_suppl (1998): 7–23. http://dx.doi.org/10.1177/145507259801501s01.
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Illicit drug use among high school students is on the rise in Sweden as well as in other countries. This fact has put high demand on the police, who are not only expected to reduce the availability of drugs but also to take part in the effort to affect the students' demand for drugs. The aim of this study was to analyse what impact students' demand for and perceived availability of illicit drugs in the seventh grade have on their attitudes towards and experience with drugs in the eighth grade. Moreover, the purpose was to investigate to what extent a specific police-led school-based drug prevention programme, the project DARE (Drug Abuse Resistance Education), affects students' attitudes and experiences regarding drugs. As a part in an ongoing evaluation of the Swedish DARE programme (called VÅGA) about 1,800 students in 22 Swedish junior high schools on three occasions anonymously answered questions about their attitudes towards and experiences with drugs. Contextual analysis was used to estimate the significance of various student-level risk-factors (such as family bonding, school involvement, and peer activity) and school aggregated contextual factors. The results show that students' curiosity and perceived availability of illicit drugs at the school-level have statistically significant effects on drug-related attitudes and experiences at the individual-student level. The attitudes towards and experiences with drugs in the eighth grade of students who participated in the DARE programme in the seventh grade were not different from those students who did not participate in the programme. A brief discussion of what measures the police should conduct in order to block the availability of drugs and what their role in schools should be are finally presented.
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Haegele, Justin A., Takahiro Sato, Xihe Zhu, and Timothy Avery. "Physical Education Experiences at Residential Schools for Students who Are Blind: A Phenomenological Inquiry." Journal of Visual Impairment & Blindness 111, no. 2 (2017): 135–47. http://dx.doi.org/10.1177/0145482x1711100205.
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Introduction Recently, researchers have explored the perspectives of those with disabilities to better understand their experiences in physical education. However, little has been done with focusing on those with visual impairments. Utilizing a qualitative interpretive phenomenological analysis framework, the purpose of this study was to examine the meaning that adults with visual impairments who attended residential schools for students who are blind ascribed to their physical education experiences. Methods A group of five adult males who attended physical education at residential schools in the United States were purposely selected for this study. Data were collected via semistructured telephone interviews and reflective interview notes. Data were analyzed using a five-step analytical process, and recurring themes were summarized and presented as results. Results and discussion Two broadly defined interrelated themes emerged from the participants’ narratives. One theme, “being the only blind guy, to being one of the crowd,” explained how differences in school settings contributed to the differences experienced by participants when attending residential and public or community schools. Cumulatively, participants described their residential school experiences as more inclusive and explained feelings of “being normal.” The second theme, “the bullies and the bullied,” explained the lived experiences of participants within the social dynamics of physical education environments and showed perceptions of those who were “able” and “less able.” Implications for practitioners Listening to the voices of individuals with disabilities can afford researchers and teachers with a better understanding of how they experience classes and help identify strategies to improve instruction. Two important implications for physical education teachers derived from this study were to ensure that adaptations are made to meet students’ needs, and that students are afforded choices within their physical education curriculum. Furthermore, in addition to experiences of bullying in inclusive settings, practitioners must be aware of these instances in residential schools as well.
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Boulter, Lyn. "A Comparison of the Academic Achievement of Home School and Public School Students." International Journal of Business and Social Research 7, no. 3 (2017): 01. http://dx.doi.org/10.18533/ijbsr.v7i3.1037.
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<p>This study added to existing data on home school effectiveness by comparing the academic achievement of 66 home school students with 66 of their grade-level peers in traditional public schools. The two groups of students were matched on gender, race, and grade level and were administered the Woodcock-Johnson Psychoeducational Battery III. No significant difference in overall academic achievement was found between the groups. Both home school and public school students had average or above average scores in reading, math, written language, and broad knowledge (science, social studies, and humanities). The results further revealed a downward trend in math, reading and broad knowledge scores with increasing grade level. This trend suggests that home school and public school students experience a “developmental mismatch” between the changes that occur in adolescence and their school/home experiences, resulting in lower motivation, confidence, and academic performance.</p>
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McKechnie, Jim, Cathy Howieson, Sandy Hobbs, and Sheila Semple. "School students’ introduction to the world of work." Education + Training 56, no. 1 (2014): 47–58. http://dx.doi.org/10.1108/et-04-2012-0043.
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Purpose – The aim of this paper is to investigate the type of activities carried out by young people in a range of jobs that are typically undertaken by school students. The research examines opportunities for skill development in these jobs. Design/methodology/approach – The research consisted of a nationally representative survey of school students. Multivariate analysis was used to examine the variables which predict the likelihood that a school student will be employed in a job which has a higher “job activity score” as measured by the frequency and number of activities undertaken. Findings – In total, 38 per cent of school students were working at the time of the survey. The survey demonstrates the diversity of the employment experiences and the opportunities it provides for skill development. The analysis supports the view that this first exposure to employment may offer opportunities for skill development. Unlike previous research in Britain the study is able to explore the extent of variations between jobs. Practical implications – The data demonstrates the extent to which school students combine full-time education with part-time employment and the value of this experience. This raises questions about whether schools should engage with naturally occurring employment experiences. Originality/value – The paper uses a unique British data set to investigate what school students do in their part-time jobs, extending the hitherto limited research in this area. By addressing this issue the paper contributes to the debate regarding the value of this early exposure to the world of work.
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Kuurme, Tiiu, and Anu Carlsson. "The Factors of Well-Being in Schools as a Living Environment According to Students' Evaluation." Journal of Teacher Education for Sustainability 12, no. 2 (2010): 70–88. http://dx.doi.org/10.2478/v10099-009-0055-9.
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The Factors of Well-Being in Schools as a Living Environment According to Students' Evaluation How do students describe their quality of school life, based on their views about what is pleasant and unpleasant about the school? How is student welfare related to education for sustainability? Theories of the quality of school life and authentic identity constitute the theoretical background of this study. The school experiences of 185 Estonian and 161 Finnish students of different school types were studied by a semi-structured open questionnaire. The answers were analysed by the qualitative phenomenological method. The quality of school life of the students is diminished by the routine hierarchical working system and bad relations. It is supported by a cooperation-orientated atmosphere and meaningful learning experiences. The meaningfulness of school is sensed to be the most important factor in the students' evaluation of their school experiences.
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Gutvajn, Nikoleta, and Slavica Sevkusic. "How school counselors perceive students’ underachievement." Zbornik Instituta za pedagoska istrazivanja 45, no. 2 (2013): 342–62. http://dx.doi.org/10.2298/zipi1302342g.
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Although providing support to underachievers has always been an important domain of activities of school counselors in school, there are almost no studies in our country that focus on the opinion of school counselors on the problem of underachievement. The aim of our research was to get acquainted with the meanings that school counselors ascribe to underachievement. The points of our interest were how school counselors define this phenomenon, how they describe an underachiever and what their experiences in working with these students are. The research sample was convenient and included 34 school counselors from 24 secondary schools in Serbia. We used a semi-structured interview, and qualitative thematic analysis was performed on the collected material. Research findings indicate that the majority of school counselors define underachievement as the lack of ability or readiness of individuals to respond to the demands set by school. When describing an underachiever a number of school counselors speak only about his/her behaviour, while a small number also mention the mechanisms underlying such behaviour. When it comes to their experience in working with underachievers, a considerable number of school counselors pointed to the complexity and delicacy of their own role in the process of selection of adequate support strategies. The obtained findings, among other things, suggest that it is necessary that school counselors re-examine those personal beliefs about underachieve?ment which can be a serious impediment to solving this problem.
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Connell, Nadine M., Natalie M. Schell-Busey, and Richard Hernandez. "Experiences Versus Perceptions: Do Students Agree That They Have Been Bullied?" Youth & Society 51, no. 3 (2018): 394–416. http://dx.doi.org/10.1177/0044118x18792437.
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Each year, an estimated 30% of school children experience bullying by their classmates. While research has explored the prevalence of bullying, the causes of bullying, and the consequences of bullying, less attention has been focused on understanding how students define bullying experiences. Utilizing a school-based sample of students ranging from fifth to eighth grade, we examine the concordance between the experience of situations defined as “bullying” to the opinions of students as to whether they felt “bullied.” On average, one third of students report a mismatch between their victimization experiences and their perceptions of being bullied. Logistic regression analyses suggest that the characteristics of students who do not label victimization experiences as bullying differ based on the bullying behavior specified. We examine the students most likely to label bullying and victimization differently and suggest how these findings can be incorporated by school administrators and researchers to better understand how students experience bullying.
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Yip, Cheng-Wai. "A Basic Microbiology Course for High School Students." American Biology Teacher 72, no. 8 (2010): 485–88. http://dx.doi.org/10.1525/abt.2010.72.8.4.
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I describe a 5-day basic microbiology enrichment course for high school students. In this course, students learn microbiological techniques such as preparation of agar plates, isolation of bacteria from food, serial dilution, and plating. Additionally, they experience the steps involved in the identification of an unknown bacterium and learn about the modes of action of common antibiotics against different types of bacteria. Feedback indicates that this course provided invaluable lessons and experiences for students who had no prior hands-on experience with microorganisms.
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Amjad, Afshan. "Muslim students’ experiences and perspectives on current teaching practices in Canadian schools." Power and Education 10, no. 3 (2018): 315–32. http://dx.doi.org/10.1177/1757743818790276.
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This study investigated seven Muslim elementary school students’ classroom experiences in a large urban area in western Canada. Although existing studies have examined the experiences of Muslim high school, college and university students, no research focused specifically on Muslim elementary school children’s classroom experiences in Alberta prior to this study. The study used an interpretive inquiry approach in which interviews with children about their lived experiences of schooling served as a foundation for critical analysis of school culture. The study results provide important insights into the lives of Muslim immigrant children who are trying to adapt to their host country while maintaining their family and community religious beliefs and practices. According to the findings, there are clear signs of the presence of Islamophobia in Canadian schools.
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Lindström, Peter, and Robert Svensson. "Demand for and Supply of Drugs among School Youth. An Evaluation of the Swedish Dare Program." Nordic Studies on Alcohol and Drugs 15, no. 1 (1998): 5–20. http://dx.doi.org/10.1177/145507259801500108.
Full textAbstract:
Illicit drug use among high school students is on the rise in Sweden as well as in other countries. This fact has put high demand on the police, who are not only expected to reduce the availability of drugs but also to take part in the effort to affect the students' demand for drugs. The aim of this study was to analyze what impact students' demand for and perceived availability of illicit drugs in the seventh grade have on their attitudes towards and experience with drugs in the eigth grade. Moreover, the purpose was to investigate to what extent a specific police-led school-based drug prevention program, the project DARE (Drug Abuse Resistance Education), affects students' attitudes and experiences regarding drugs. As a part in an ongoing evaluation of the Swedish DARE program (called VÅGA) about 1 800 students in 22 Swedish junior high schools on three occasions anonymously answered questions about their attitudes towards and experiences with drugs. Contextual analysis was used to estimate the significance of various student-level risk-factors (such as family bonding, school involvement, and peer activity) and school aggregated contextual factors. The results show that students' curiosity and perceived availability of illicit drugs at the school-level have statistically significant effects on drug-related attitudes and experiences at the individual-student level. The attitudes towards and experiences with drugs in the eigth grade of students who participated in the DARE program in the seventh grade were not different from those of students who did not participate in the program. A brief discussion of what measures the police should conduct in order to block the availability of drugs and what their role in schools should be are finally presented.
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Yasar, Muhammet Ruhat, and Zeynel Amac. "Teaching Syrian Students in Turkish Schools: Experiences of Teachers." Sustainable Multilingualism 13, no. 1 (2018): 225–38. http://dx.doi.org/10.2478/sm-2018-0019.
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Summary The Syrian civil war affected Turkey so much that approximately three and a half million Syrians live in Turkey. Ministry of Education implemented an inclusive approach to schooling of Syrian asylum-seekers’ children by educating them in public schools with their Turkish peers in the same classrooms in 2016 in order to address their educational needs, integration into the Turkish culture, and to prevent generation gap. Education, as a basic human right and as a way of integration into the Turkish society, is provided for free at all levels of education in Turkey. The inclusion of Syrian students in the Turkish school environment is quite a new experience for Turkish teachers and if the inclusion process is not managed properly, it may have negative effects on both students and their teachers. The purpose of this phenomenological study was to explore the experiences of teachers teaching Syrian students in the city of Kilis, where the number of asylum-seekers outnumbered the local population and almost one-fifth of the students in public schools are Syrians. The guiding question of this research was “What are the lived experiences of primary and middle school teachers educating Syrian children in culturally inclusive classrooms?” Five teachers from four different primary and middle schools were interviewed. The six open-ended interview questions allowed the participants to reflect on their experiences. The data were collected during the spring semester of 2017. The interviews were analyzed according to thematic methods. Three themes emerged: language barrier, lack of family support, and teachers’ lack of pedagogical skills to teach asylum-seeker students.