The main purpose of this study case is to investigate the contribution of the school community to the improvement of the school. In that context, a two-phase research was conducted. In the first phase, the self-evaluation process was implemented during the first year of the research with the participation of the school community. An overall picture of the school was created, with its strong and weak points reflected in the school's final self-evaluation report. Upon the completion of the school self-evaluation process the school community decided on the implementation of actions in order to reduce a number of dysfunctional behaviors, such as bullying incidents that occurred in the school on the part of some students. The school actions and the relevant results constituted the second phase of the research work. The results showed that some of the dysfunctional behaviors were found to be decreased to a statistically significant level after action was taken by the school community.

The emotional lives of teaching at the universities have remained under research.   This study used a qualitative approach to investigate the emotional lives of lecturers teaching at two selected universities. This study sought to identify, understand and interpret the emotional lives of teaching with interpretive phenomenology research design. In purposefully selected two universities, 12 lecturers participated in the study. Semi-structured individual interviews were employed, the data generated were interpreted, the emerged themes were: work condition, resources and accreditation panel, trade union and government disagreement, and experienced emotions and effects on participants. A further interpretation of the emerged themes revealed that the emotional lives of the participants are dependent on teaching resources, academic war and convenient behaviour. The dependence is thereby suggestive that change in the management of teaching resources, academic war and behaviour of lecturers could positively influence the nature of their emotional lives. The paper used two universities, which lays the foundation for subsequent studies because this is the first study to examine the emotional lives of teaching in Nigerian universities. The study made recommendations for further studies and drew implications for policy and practice.

The Coronavirus disease (COVID-19) pandemic has affected people in multiple dimensions. In addition to the social, physical health, financial, and mental health impacts of the pandemic, many United States (U.S.) college students experienced an abrupt transition to online learning in Spring 2020, resulting in a significant disruption to their learning and life. In this study, we examined COVID-19 impacts as reported by college students enrolled in an online class in Spring 2020 via an extra-credit survey. Participants reported predominantly negative impacts, but positive impacts were also reported. A total of 61 aspects of impact were identified reflecting six major themes: academic, housing and travel related, physical health-related, financial and work-related, social life, and mental health related impacts. We found that females reported significantly more overall negative impacts and significantly more academic and housing/travel related impacts than males. Black students reported significantly fewer positive impacts compared to non-Black students in the sample. Asian students reported significantly more academic impacts than White students. In addition, participants in the fully online degree program had significantly fewer overall impacts and significantly fewer academic impacts than those in the residential degree program. Implications of the findings were discussed.

At the beginning of primary school, young children need to adapt academically, socially, and emotionally to their new school environment. Enjoying going to school and becoming socially integrated are important preconditions for successful learning. However, children from disadvantaged families have fewer resources and receive less support, and such deficits can result in lower attainment, negative emotions, and lower well-being. In recent years, interest in emotions and well-being in school has grown in educational research. However, studies analyzing the affective characteristics of disadvantaged students, especially in primary school, are still scarce. In this study, we analyzed reciprocal relationships between school enjoyment, social integration, and achievement using cross-lagged structural equation modeling (Grades 1 and 2), while controlling for family background and sex. We used data from the National Educational Panel Study in Germany (NEPS; N = 4,986). Results showed positive effects of school enjoyment on achievement and social integration on school enjoyment. Additionally, a better home learning environment had positive effects on school enjoyment and social integration in Grade 1. Effects of socioeconomic and migration background on school enjoyment and social integration were not significant. Our results show no evidence that educationally disadvantaged students are additionally disadvantaged in their school enjoyment or social integration at the beginning of primary school.  

The responsibilities of emerging adulthood and academic pressure are some stressful situations encountered among graduating students. Those graduating students used different coping that deals with stressful situations that may affect their quality of life. This study, a predictive correlational design, was conducted on 202 Filipino graduating university/college students to determine if stress and avoidant coping can predict their quality of life. Results showed a significant relationship existed between stress, avoidant coping, and quality of life. Stepwise forward regression analysis tested two regression models, where model 1 revealed that stress negatively predicted the quality of life. Whereas model 2 suggested that stress and avoidant coping (i.e., behavioral disengagement) was significantly higher in predicting the quality of life among graduating students.

This study used the COVID Social Mobility and Opportunities (COSMO) Study to examine home learning and parent attitudes to education during Covid-19 in relation to demographic and household financial circumstances and parent educational aspirations. The findings showed that White, female, and degree-educated parents were more likely than their counterparts to report positive attitudes to home learning, support their 16-year-olds’ learning, and contact schools during the lockdowns. Parents who experienced food poverty and reported being financially worse off after the pandemic were less likely to support home learning or contact schools but reported largely positive attitudes to learning. Also, parents who reported lower educational aspirations were more likely to support their children’s learning, reflecting their educational needs. This study contributes to our understanding of home learning during the pandemic and has implications for public policy and action regarding supporting children’s learning during health crises and reducing education inequalities.

The mental well-being of individuals is as important as their physical health, contributing to their overall quality of life. It is, however, often neglected due to associated stigma, with people silently suffering from mental health challenges. In India, a large population is struggling with mental health concerns, especially teenagers and adolescents. With a population of around 1.4 billion, India faces an immense shortage of adequate mental health services, realizing the need for alternate strategies to fill the treatment gap. As teachers spend much time with students in school, they can contribute to their mental well-being if provided with capacity-building opportunities. This study aims to measure the impact of a teacher sensitization program in Indian government schools on mental health-related knowledge, beliefs, and the behaviours demonstrated by them in the classroom while interacting with children, creating a ripple effect towards students’ mental well-being. A total of 136 teachers who were teaching at government high schools in the district of Varanasi, Uttar Pradesh, India, were included in the study. The study used a pre- and post-design to investigate the impact of a teacher sensitization program on their understanding related to mental health. The results indicated notable improvements in teachers' attitudes and beliefs toward mental well-being, with significant improvements observed in areas such as behaviour, teachers' body language, relationships with students, and the use of effective teaching strategies. The findings highlight the importance of professional development initiatives to equip teachers with the skills to effectively support student well-being.