Search Results (3,279)

Limited evidence exists on how teachers contribute to student learning gains in early childhood education. This study draws on the Dynamic Model of Educational Effectiveness (DMEE) and investigates the impact of teacher factors on pre-primary students’ mathematics achievement. It also examines whether the five proposed dimensions—frequency, quality, focus, stage, and differentiation—can clarify the conditions under which these factors influence learning. Using a stage sampling procedure, 463 students and 27 teachers from Greek pre-primary schools were selected. Mathematics achievement was assessed at the beginning and end of the school year, while external observations measured the DMEE factors. Analysis of observation data using multi-trait multilevel models provided support for the construct validity of the measurement framework. Teacher factors explained variation in student achievement gains in mathematics. The added value of using a multidimensional approach to measure the functioning of the teacher factor was identified. Implications of the findings are drawn. Full article

This paper examines the integration of Scratch programming software into primary education to enrich learning experiences and promote essential programming skills. It examines gender differences in attitudes towards programming, explores game-based learning (GBL) in the Curriculum for Excellence (CfE) in Scotland, and addresses the design of algorithmic resources in France. Through qualitative analysis, it assesses theeffectiveness of Scratch in teaching and learning, thereby contributing to improvements in the educational program and the programming curriculum in primary schools. Full article

Loneliness is an unavoidable facet of human existence. When chronic and intense, adolescent loneliness is associated with maladjustment over time. A prospective multiple-cohort study examined the links between child-reported loneliness and coping skills and parent-rated child mental health in early adolescence (aged 11.9 years at Time 1; 12.9 years at Time 2), with a total of 266 students from 75 primary and 152 secondary schools. Results indicated that (i) boys and girls did not differ in their levels of loneliness; (ii) boys reported poorer coping, fewer emotional problems, and more externalizing problems than girls; (iii) loneliness in primary school predicted increases in emotional and externalizing problems over time; (iv) problem-solving and non-productive coping mediated the associations between loneliness and emotional problems and externalizing problems; and (v) reference to others’ coping moderated the association between loneliness and emotional problems. Findings suggest that loneliness may potentially erode positive coping mechanisms over time. This study emphasizes the importance of understanding and addressing the impact of loneliness on early-adolescent mental health. Full article

In advanced economies, most food waste occurs at the downstream stages of the supply chain; within the EU, it has been estimated that 64.57% of food waste occurs at the consumption stage, with about 5.4 million tons (9.45% of the total) being generated in food service. This study aims to contribute to this stream of research by providing evidence about the quantity of food waste produced in Italian primary schools and discussing the results against the evidence available in other EU countries. This research is based on a large-scale study involving 78 primary schools and over 11,000 students for a total number of almost 110,000 monitored meals. The results show that the amount of food not consumed at lunch is 21.7% of the food prepared every day. Plate waste accounts for almost 90 g/day per capita and the total amount of wasted food, including unserved food, accounts for 117 g/day per capita. To our knowledge, this study represents the largest sample size monitored in Italy under the framework of the EC Delegated Decision (EU) 2019/1597 on food waste measurement. Given its scale and adherence to the EU’s standardized methodology, this dataset should serve as the reference data for Italy reported to Eurostat, as it is based on direct measurements rather than estimates or secondary data sources. This underscores the importance of systematic, comparable data collection for tracking progress on food waste reduction at both national and European levels. Full article

To achieve the objective of a “15 min living circle” for educational services, this study develops an integrated method for primary school site selection in Tianjin, China, by combining multi-source data and ensemble learning techniques. At a 500 m grid scale, a suitability prediction model was constructed based on the existing distribution of primary schools, utilizing Random Forest (RF) and Extreme Gradient Boosting (XGBoost) models. Comprehensive evaluation, feature importance analysis, and SHAP (SHapley Additive exPlanations) interpretation were conducted to ensure model reliability and interpretability. Spatial overlay analysis, incorporating population structure and the education supply–demand ratio, identified highly suitable areas for primary school construction. The results demonstrate: (1) RF and XGBoost achieved evaluation metrics exceeding 85%, outperforming traditional single models such as Logistic Regression, SVM, KNN, and CART. Validation against actual primary school distributions yielded accuracies of 84.70% and 92.41% for RF and XGBoost, respectively. (2) SHAP analysis identified population density, proximity to other educational institutions, and accessibility to transportation facilities as the most critical factors influencing site suitability. (3) Suitable areas for primary school construction are concentrated in central Tianjin and surrounding areas, including Baoping Street (Baodi District), Huaming Street (Dongli District), and Zhongbei Town (Xiqing District), among others, to meet high-quality educational service demands. Full article

Background: The prevalence of dental caries has increased among children, largely due to nutritional habits or inadequate access to dental care. The present study aimed to investigate the prevalence of dental caries associated with various factors that lead to their appearance, such as food intake and body composition, among Romanian school-age children from two counties, Bistriţa Năsăud and Mureş. Methods: This cross-sectional study included 1100 children aged 6–10 years from two Romanian counties. Dental caries experience was assessed using the DMFT and dmft indices based on WHO criteria. Dietary intake and oral health behaviors were evaluated through a food frequency questionnaire completed by parents. Associations between dietary variables and dental caries were assessed using independent sample t-tests and Mann–Whitney U tests. A binary logistic regression model was used to estimate the likelihood of caries in the permanent dentition (DMFT > 0), with covariates including county, parental education, daily sugar intake, consumption of dairy products, body mass index (BMI), and waist-to-height ratio. Results: It was found that the children who daily consume cheese recorded a DMFT value lower than the children who did not consume (p < 0.05). Moreover, those who consume sugary foods recorded higher values of DMFT as compared with those who did not (p < 0.05). The body weight, BMI, and waist circumference are positively correlated with DMFT, but negatively with dmft (p < 0.05). The overall prevalence of caries was 79.8% in primary dentition and 63.6% in permanent dentition, with slightly higher rates observed in Bistriţa-Năsăud County compared to Mureş. It seems that the predictors of the caries’s presence among children include the mother’s education level, sugar intake frequency, and body fat ratio. Conclusions: Based on significant associations found, one can affirm that the dental caries of the Romanian school-age children is due to sugary food intake and body composition. In addition, the direct relationship between dental caries and childhood obesity showed through the correlation of BMI and dental health indices denotes that school-age children should reduce sugary foods and increase dairy products. Full article

Background/Objectives: The COVID-19 pandemic and related lockdown measures markedly disrupted children’s lives, raising concerns particularly about their weight. We investigated changes in body mass index (BMI) in children by grade and sex, from pre- to post-COVID-19 lockdown, and BMI recovery post-lockdown. Methods: We retrospectively reviewed the height, weight, and BMI of students from a single elementary school from 2019 to 2023, excluding 2020 (the year of the COVID-19 lockdown). We conducted longitudinal and cross-sectional studies to examine changes in BMI according to grade and BMI status pre-lockdown (2019) and post-lockdown (2021–2023). Results: In the entire student body, the BMI Z-score in 2021, 1 year after the COVID-19 lockdown, had increased significantly compared with that in 2019, 1 year pre-lockdown (p = 0.009). However, longitudinal studies in each grade yielded different results. Students who were in the first grade in 2019 experienced a significant decrease in BMI Z-score post-lockdown (p = 0.003). In contrast, students who were in other grades showed a significant increase in BMI Z-score post-lockdown, with those who were in third grade in 2019 showing the most significant increase (p = 0.027). Conclusions: The degree of BMI increase in children and adolescents due to the COVID-19 lockdown was inconsistent. Changes in obesity status post-lockdown varied depending on age and obesity levels pre-COVID-19 lockdown. Therefore, to manage and prevent obesity-related metabolic diseases in the post-COVID-19 era, diverse approaches and strategies tailored to age and obesity grades during the COVID-19 lockdown will need to be adopted. Full article

Background and Aims: Anaphylaxis is a severe allergic reaction that can lead to life-threatening consequences. Despite growing awareness of food allergies, schools in Saudi Arabia remain underprepared to manage allergic reactions. This study aimed to evaluate the preparedness of primary schools in Rabigh, Saudi Arabia, in managing allergic reactions, with a focus on their policies and training practices to prevent food-related anaphylaxis. Methods: A cross-sectional survey was conducted involving all 24 primary schools in Rabigh. We used a previously published questionnaire that was translated into Arabic and contextually adapted; however, no formal psychometric validation was performed. The questionnaire assessed school preparedness to manage allergic reactions and existing protocols for allergy management. Data were analysed using IBM SPSS Statistics version 25 to examine associations between preparedness level and the presence of pupils with food allergy or anaphylaxis. Results: Nineteen schools (79%) completed the survey. Most schools (95%) had emergency communication systems, and 74% designated a staff member to manage allergic reactions. However, only 58% were aware of pupils with food allergies. Preventive measures such as food-handling guidance and a no-nut policy were present in most schools. Still, policies against food sharing and closer supervision of high-risk pupils were inconsistently implemented. A comparison between schools with and without pupils with allergies revealed that schools with such pupils were more likely to identify allergy risks and provide closer supervision during mealtimes (p = 0.042). Conclusions: While some primary schools in Rabigh reported strengths such as designated staff and emergency communication systems, substantial gaps were observed in preventive measures, including mealtime supervision and food-sharing policies. Preparedness varied across schools, with those without known allergic pupils less likely to implement preventive practices. These findings underscore the importance of standardised policies and regular staff training to ensure readiness for allergic emergencies in all schools. Full article

Background: Adolescence is a particularly vulnerable period for experiencing loneliness. According to the latest statistics, there are worldwide increases in adolescents’ social isolation caused by different psychosocial challenges. A number of different studies have linked a strong belief in being successful at doing something to lower levels of feeling lonely. Objectives: Because we know less about the potential mediators of this relationship, the aim of the current study was to assess: (1) the association between self-efficacy and loneliness; (2) the mediatory role of peer communication. Methods: A total of 191 primary and high school students (M_age = 16.22; SD = 1.44) completed the General Self-Efficacy Scale, the De Jong Gierveld Loneliness Scale, and the Scale of Communication of Adolescents with Peers. Results: The results of the correlation analyses revealed that self-efficacy was negatively associated with loneliness and difficulty in adolescents’ communication with peers. Conversely, self-efficacy was positively associated with openness in adolescents’ communication with peers. Moreover, the outcomes of the PROCESS macro for SPSS (model number 4; Hayes, 2013) showed that openness in adolescents’ communication with peers and difficulty in this communication were mediators in this relationship. Conclusions: Young people who strongly believe in their abilities to achieve success may be more willing to share ideas and personal experiences with others and have less difficulty in communicating with peers, which may lead to a reduced sense of loneliness. Full article

Background/Objectives: Childhood obesity represents a pressing global health challenge, demanding coordinated, long-term strategies. Schools and families are pivotal environments for shaping children’s lifestyle behaviors. The LIVELY project aimed to assess overweight/obesity prevalence and associated factors in primary school children, and to implement a multidimensional educational intervention promoting healthy, sustainable lifestyles. Methods: This single-arm study was conducted from October 2023 to October 2024 in a primary school in Milan. The intervention included age and culturally tailored lessons, games, and activities. Anthropometric measures, dietary adherence, and lifestyle habits were assessed before and after the intervention. Satisfaction surveys were administered to children, families, and teachers. Results: The project involved 227 children across 14 classes (mean age 8.9, SD 1.2 years). The prevalence of overweight/obesity was 23.4%. Adherence to the Mediterranean Diet was moderate, limited by low intake of vegetables, nuts, and dairy. Physical activity was low, screen time excessive, and sleep insufficient. No statistically significant improvements in anthropometrics or diet adherence were observed post-intervention, but positive trends emerged for physical activity, sleep, and hydration. Over half of the children passed the nutritional knowledge test. Despite these challenges, high satisfaction levels have been shared by children, parents, and teachers. Conclusions: The limited duration of the intervention and challenges engaging families in a low socio-economic context may have constrained the impact of the program, and caution is advised in generalizing the findings. The LIVELY project highlights the complexity of tackling childhood obesity in multicultural settings and emphasizes the need for longer, continuous, and culturally tailored programs that actively involve families to promote sustainable healthy behaviors. Full article

Currently, teaching programming in primary and secondary schools is already standard practice in many countries. Although teaching methods and tools vary, the goal remains the same: to teach students how to program, i.e., to create appropriate algorithms for solving various tasks. In our research, we focused on the influence of personal interest and career orientation as motivation for better performance in programming and algorithm design. The main objective of the research was to determine the influence of student motivation, personal preferences, and career orientation tests on programming results. The secondary objective of the research was to verify in the practical part whether elementary school students (eighth and ninth grade) are able to program an industrial machine that they will encounter at secondary vocational schools. A structured questionnaire and an unconventional device, the PLC Logo from Siemens, were used as testing tools. Research has shown that students who have the prerequisites for studying at a technical secondary school achieve better results in programming than students who do not have these prerequisites. Full article

Education about epilepsy plays a vital role in reducing stigma, improving seizure response, and preventing school dropout among affected learners. Despite this importance, there is a lack of a structured conceptual framework guiding epilepsy education in primary schools, where children’s foundational learning and social development take place. This study aims to develop a conceptual framework that integrates epilepsy education into the life skills curriculum to reduce epilepsy-related stigma from an early age. A qualitative multi-methods approach was employed during the empirical phase, which was conducted in two stages using an exploratory–descriptive design. Data were collected from teachers, life skills education advisors (LEAs), and learners to explore their views on incorporating epilepsy education into the life skills curriculum of primary schools. The findings informed the development of a conceptual framework guided by the Three-Legged Stool Model and Dickoff’s Practice-Oriented Theory. This educational framework is tailored for primary school settings and highlights the roles of learners and teachers in promoting self-esteem through knowledge acquisition, value formation, and skill development, all underpinned by the Ubuntu philosophy. Full article

The significant development of technology has greatly influenced crucial sectors of society, including health, economy, public health, and business. Technological tools have become essential in daily life, impacting the educational process across all age groups. Previous research has demonstrated the pervasive integration of technology into everyday activities, emphasizing the compelling attraction that screens and mobile devices provide, particularly among younger generations. However, earlier studies have often overlooked the detailed impact and practical applications of these technologies within the educational sector, particularly through computer games. This study employs a comprehensive analysis of scientific articles available on the internet, examining global research on the use of computer games in education. The research methods include a systematic review of publications, focusing on primary education while also considering other educational levels to provide a holistic view. The analytical approach highlights the practices employed during the implementation of educational computer games and their effects on the learning process. The major findings reveal that educational computer games have become a highly popular pedagogical method, effectively capturing the interest of both students and educators. The study underscores the growing demand for these educational tools and the promise of continuous improvements and additions to this type of teaching. The results suggest that integrating computer games into education not only enhances engagement but also signifies a progressive shift in teaching methodologies, paving the way for innovative educational practices. Full article

Mental calculation is key to the development of number sense and flexibility in thinking, but in practice, it is often neglected in favour of written algorithms. The aim of this study was to examine the relationship between the success in mental calculation and the number of strategies used, as well as to explore differences between age groups and genders. The study included 233 participants from various age groups, and data were collected through a mental calculation test and individual interviews regarding the strategies employed. The study follows quantitative, cross-sectional, correlational-comparative design, and the data was analyzed using key statistical techniques including the Kolmogorov–Smirnov test, Pearson’s correlation analysis, linear regression, one-way ANOVA with Bonferroni post hoc correction, and two-way ANOVA to examine main effects and interactions. The results showed a statistically significant positive correlation between the number of strategies and success in mental calculation. Differences between age groups were marginally significant; it was found that upper primary and secondary school students used a greater number of strategies. Additionally, boys, on average, applied more strategies than girls. In conclusion, the variety of mental calculation strategies positively correlates with accuracy in mental calculation, and teaching a greater number of strategies may contribute to the development of flexibility and confidence in mathematical thinking. It is recommended that greater emphasis is placed on the development of mental strategies within formal education. Full article

Background: Lifestyle behaviours, such as dietary patterns, sleep quality, perceived stress, and physical activity, are closely interconnected and play a critical role in maintaining health and well-being. Among school teachers, a profession marked by high psychosocial demands, the interplay between these factors warrants further exploration. Objective: This pilot study aimed to explore the associations between adherence to the Mediterranean Diet (MD), sleep quality, perceived stress, and physical activity levels among Portuguese primary and secondary school teachers. Methods: A cross-sectional study was conducted between April and December 2023. Participants completed validated self-reported instruments, including the MD Adherence Screener (MEDAS), the Pittsburgh Sleep Quality Index (PSQI), the Perceived Stress Scale (PSS-10), and the short form of the International Physical Activity Questionnaire (IPAQ-SF). Correlational analyses and multivariable linear regression models were applied to explore the relationships among the variables. Results: Among the 50 teachers, 32% demonstrated high adherence to the MD, 60% reported good sleep quality, 62% experienced moderate stress, and 44% engaged in high physical activity. Women were more likely to adhere strongly to the MD (p = 0.012). Higher MD adherence was positively associated with physical activity (ρ = 0.343; p = 0.015). A positive correlation was observed between perceived stress and poorer sleep quality (ρ = 0.346, p = 0.014), and a negative correlation between perceived stress and physical activity levels (ρ = −0.297, p = 0.036). Despite reporting good sleep quality, these participants had higher perceived stress scores (p = 0.015). In adjusted models, sleep quality was the only significant predictor of perceived stress (B = 0.708; p = 0.003), and vice versa (B = 0.267; p = 0.003), suggesting a bidirectional relationship. Conclusions: The findings highlight the interrelation between dietary pattern, sleep stress, and physical activity in a professional group vulnerable to lifestyle-related health challenges. Although the sample size limits generalisability, this study provides preliminary evidence supporting the need for integrated health promotion strategies targeting stress reduction and lifestyle optimisation among educators. Full article