Search Results (86)

In the context of digital school development, the leadership practices of school leadership teams play a significant role. If leadership teams want to enact leadership practices effectively, they require strong connections to the entire teaching staff as well as close contact with other key actors in the digital process. Since little is known about these connection patterns of school leadership teams, this study aims to uncover them. The aim is to provide practical advice to school administrators and schools regarding digital school development, and to derive concrete recommendations for action concerning their relationships and management. To this end, we examined the social networks of the teaching staff of 13 German secondary schools (N = 817 teachers) by asking all the teachers to complete a questionnaire about their contacts in relation to digital school development. We conducted a social network analysis and extracted various network metrics pertaining to the school leadership teams of these institutions, considering not only their integration within the overall network but also their connections with a pivotal stakeholder: the digital coordinator. To contextualize our findings, we compared the network metrics of the two different professional target groups using t-tests. The results reveal significant variability in the connection patterns of school leadership teams across different schools. Furthermore, our analysis indicates that digital coordinators consistently exhibit higher levels of connectedness within the realm of digital school development than the members of the school leadership teams. These findings highlight the importance of close collaboration between school leadership teams and the digital coordinator in order to advance digital school development. It is also suggested that school leadership teams should consider delegating more responsibilities to the digital coordinator, particularly those necessitating close collaboration with the teaching staff. Full article

Choral singing is a widely practiced form of group music-making that has been associated with various positive well-being outcomes. While existing research highlights its benefits for adults and clinical populations, how choir participation affects healthy youth is explored to a lesser extent. This quantitative study examined differences in well-being between informal (extracurricular) and formal (school) youth choir singers in Slovenia and Serbia. A total of 274 choir members aged 15–24 completed an online questionnaire, including extracurricular (n = 77) and school (n = 197) singers. Standardized instruments tested general well-being (WHO-5), life satisfaction (SWLS), positive mental health (MHC-SF), emotional states in choir and in life (PANAS), social support (SPS-10), and perceived benefits from choral singing (CAPBES). Findings revealed that extracurricular choir singers reported significantly higher social connectedness and overall well-being subscales related to perceived benefits from choir participation, and passion in life, compared with school choir singers. School members had higher scores in subscale self-disgust within the negative affect in life scale. Positive and negative emotions within choir were similar for both groups. No significant differences were observed in life satisfaction, mental health, and social support in life. These results indicate that voluntary, informal (extracurricular) choir participation is associated with enhanced well-being, stronger social benefits, and higher positive emotions in life, compared with formal (school) choir participation. Integrating more voluntary choir opportunities into educational and community programs may increase inclusion and provide positive youth development. Full article

Promoting active lifestyles among adolescents is essential due to their short-, medium-, and long-term contributions to young people’s holistic development and overall health. Beyond physical well-being, Physical Education foster physical activity, autonomy, social connectedness, motivation and emotional well-being, thus constituting a key dimension of quality education. Background/Objectives: The “Estilos de Vida Activos (EVA)” project is a school-based intervention designed to foster adolescent agency and motivation in adopting active habits. Grounded in the salutogenic model, self-determination theory, and the health-based Physical Education pedagogical model, this protocol describes the design and implementation strategies of a participatory intervention in secondary schools. Methods: A variety of research methods will be used to collect quantitative and qualitative data before, during, and after the intervention. Validated questionnaires will assess active commuting, socioeconomic status, satisfaction of basic psychological needs, motivation, levels and intention to engage in physical activity. Qualitative data include interviews with teachers, Photovoice sessions with students, observation notes, and programme materials. Intervention: The EVA intervention is collaboratively developed by students, teachers, and researchers using participatory action research. It includes needs analysis, participatory activities, and co-design of tailored physical activity programmes. The intervention is described using the Template for Intervention Description and Replication checklist (TIDieR) to enhance transparency and replicability. Conclusions: This protocol presents a theoretically grounded and participatory approach to school-based health promotion. By integrating educational and collaborative strategies, it offers a replicable model that promotes adolescent active lifestyles, from contextual relevance, and pedagogical coherence, serving as a guide for inclusive and sustainable interventions in school settings. Full article

While social support is recognized as a protective factor against ostracism, its underlying psychological mechanisms remain unclear. This study empirically examined the relationship between social support and ostracism, and further tested the mediating role of social connectedness and the moderating effect of flourishing. A total of 723 college students (40.0% male) with a mean age of 19.39 years (SD = 0.91) were recruited in this study using the Multidimensional Scale of Perceived Social Support, the Ostracism Experience Scale for Adolescents, the Social Connectedness Scale, and the Flourishing Scale. The findings were as follows: (1) social support was significantly and negatively associated with ostracism; (2) social connectedness mediated the relationship between social support and ostracism; (3) flourishing moderated the relationship between social support and social connectedness; specifically, individuals with higher levels of flourishing may establish and maintain social connectedness using social support more effectively. This study contributes to the existing theoretical framework about the influencing factors of college students’ mental health but also provides new perspectives on mental health education and intervention strategies at school. Full article

Before colonization, Indigenous child protection looked like an interdependent community. Indigenous knowledges and relational actions kept all within its fold safe and well. Colonial dispossession of land, degradation of subsistence rights, boarding schools, ongoing child removal, capitalism, and systems of oppression attempted to disconnect Indigenous peoples from their language, lands, ceremonial practices, stories, dances, songs, family, community, and themselves. However, Indigenous communities have held on, persevered, and have begun to turn the tide of intergenerational trauma through the revival of Indigenous wellness and self-determination. We believe local-based Indigenous relational knowledges can end colonial harm and promote wellbeing for all families and children. Our work builds off an Indigenous Connectedness Framework that recognizes the importance of the interrelated wellbeing of a person, family, community, ancestors/future generations, and the Earth. This framework was adapted based on community feedback to better fit the Nome Eskimo Community (NEC) and Bering Strait regional context. This paper shares results of community focus groups that led to the creation of a NEC Piaġiq (wellness) Framework, and shares intentions for pilot implementation of a wellness curriculum and pilot intervention. We will offer insights and lessons learned. We believe self-determined Indigenous wellbeing efforts can lead to improved outcomes for our sacred children and families for generations to come. Full article

Against the backdrop of growing concerns over university students’ mental health worldwide, campus environments play a crucial role not only in shaping spatial experiences but also in influencing psychological well-being. However, the psychosocial mechanisms through which campus landscapes affect well-being remain insufficiently theorized. Drawing on survey data from 500 students across two Chinese universities, this study employs structural equation modeling (SEM) and interpretable machine learning techniques (XGBoost-SHAP) to systematically examine the interrelations among landscape perception, place attachment, perceived social acceptance, school belonging, and psychological well-being. The results reveal the following: (1) campus landscapes serve as the primary catalyst for fostering emotional identification (place attachment) and social connectedness (perceived social acceptance and school belonging), thereby indirectly influencing psychological well-being through these psychosocial pathways; (2) landscape perception emerges as the strongest predictor of well-being, followed by school belonging. Although behavioral variables such as the green space maintenance quality, visit frequency, and duration of stay contribute consistently, their predictive power remains comparatively limited; (3) significant nonlinear associations are observed between core variables and well-being. While the positive effects of landscape perception, place attachment, and school belonging exhibit diminishing returns beyond certain thresholds, high levels of perceived social acceptance continue to generate sustained improvements in well-being. This study advances environmental psychology by highlighting the central role of campus landscapes in promoting mental health and provides actionable strategies for campus planning. It advocates for the design of balanced, diverse, and socially engaging landscape environments to maximize psychological benefits. Full article

Meaning-centered coping is regarded as an effective strategy for managing stress and preventing mental disorders. However, it remains unclear how it influences mental health by affecting both the self and social connection dimensions. This study investigated 856 college students through a questionnaire, examining how meaning-centered coping affects their mental health (depression and anxiety). Additionally, this study explored the roles of interdependent self-construal and school connectedness as mediators in this process. The results indicate that meaning-centered coping influences mental health either via the mediation of school connectedness alone (indirect effect for depression: β = −0.08, 95% CI [−0.11, −0.04]; for anxiety: β = −0.06, 95% CI [−0.10, −0.03]) or via the sequential mediation of interdependent self-construal and school connectedness (indirect effect for depression: β = −0.08, 95% CI [−0.11, −0.05]; for anxiety: β = −0.06, 95% CI [−0.10, −0.04]). This study reveals that college students who are skilled at seeking and reconstructing their sense of meaning can effectively cope with stress and alleviate related depression and anxiety. This coping mechanism operates through perceived school connectedness or through activated interdependent self-construal followed by perceived school connectedness, subsequently reducing anxiety and depression induced by chronic stress. This study theoretically deepens the comprehension of the mechanism on meaning-centered coping, while practically, the findings provide valuable insights for educating training college students to leverage the wisdom of meaning theory to sustain their mental health in future challenges. Full article

Schools can play a vital role in supporting children’s health and well-being, considering the time they spend in these environments. There is an increasing recognition of the role of nature in school design as many studies acknowledge that children have a critical need to be connected to nature. Therefore, the application of biophilia can be a design resolution appropriate for schools because of its impact on children’s health and well-being; however, it remains relatively unexplored in school design around the world, including in the UK. Biophilic design patterns can be used in school buildings and grounds for greater connectivity between spaces and nature. This study focuses on biophilic design patterns related to direct and indirect experience of nature in the school environment. This paper discusses the findings of an empirical study with 88 children in a primary school and the application of biophilic design features and patterns related to happiness for primary school design. Finally, this paper suggests that the evaluation of biophilic design patterns in schools could be a co-design process with children and young people, essential for creating a healthy and happy school environment. Full article

Previous research has found the link between adverse childhood experiences (ACEs) and externalizing behaviors later in adolescence and adulthood. However, limited studies have explored longitudinal trajectories of aggressive behaviors affected by ACEs. This study aimed to investigate how aggressive behaviors change over time and compare the trajectories of aggressive behaviors between children with three or fewer (low-risk ACEs) and those with four or more ACEs (high-risk ACEs) with the role of school connectedness on the trajectories of aggressive behaviors over time. The study sample consisted of 4231 children collected by the Future of Families and Child Wellbeing Study, a longitudinal birth cohort study focusing on children in high-risk families across 20 U.S. cities. The mean age of the sample was 15.59 years, with 81.9% of the participants being minorities and 51.9% being boys. The results indicated that children with high-risk ACEs showed twice as high levels of aggressive behaviors as those with low-risk ACEs. School connectedness decreased the starting level and change rate of aggressive behavior for children with high-risk ACEs, while it decreased the starting level of aggressive behavior for those with low-risk ACEs. These findings underscore the protective role of school connectedness on aggressive behavior. Practitioners and policymakers need to make an effort to build safe and supportive social environments for all children, especially for children with high-risk ACEs. Full article

Nature exposure has been linked to enhanced subjective well-being; however, the underlying psychological mechanisms of this phenomenon remain underexplored. This study explores the mediating roles of connectedness to nature and awe in the relationship between nature exposure and subjective well-being. A sample of 301 high-school students (age = 17.09 ± 0.77) in China was examined via a questionnaire study. The findings indicate that connectedness to nature and awe significantly mediate the relationship between nature exposure and subjective well-being, with a positive correlation between these variables. Specifically, higher levels of nature exposure are associated with greater connectedness to nature and more profound experiences of awe, which, in turn, are linked to increased subjective well-being. These results underscore the important roles of connectedness to nature and the experience of awe in feeling subjective well-being in nature. Full article

Reviews of literacy coaching show positive outcomes for teaching and learning, yet also that coaching’s impact varies widely, especially at increased scale. Thus, some scholars argue the quality of coaching interactions may matter more than broad coaching actions (e.g., co-planning, observing). Situated within Habermas’s notion of “public sphere”, we used discourse analysis to examine video-recorded pre- and post-interviews, coaching meetings, and coach retrospective think-aloud protocols of a literacy coach and elementary school teacher who described their partnership as “successful”. We examined participants’ values expressed about coaching; how each participant positioned themselves, each other, and the coaching context; and the nature of the coach–teacher discourse therein to answer the following question: what occurs in the interactional space between a coach and teacher when engaged in coaching meetings? We found four categories of values focused on participatory choice, their sense of connectedness, knowledge development, and their approach to working with/as a coach. Further, participants’ positionings signified agency for both the coach and teachers in the interactional space. While bracketing and leveraging their own authority, the coach’s language choices promoted teachers’ agency within the interactional space, providing insight into how language functions to shape the “public sphere” of coaching interactions. Full article

Place-based learning is an educational approach that centers around the concept of place. Intersecting watershed literacy with place-based education methods, this study explores a short-term place-based watershed outreach program in a rural high school in Tennessee, United States. As the community’s first known watershed outreach program, this pilot study aimed to improve the watershed literacy of its student participants by engaging them in the locally relevant and shared phenomenon of flooding. Overall, five units were developed, with each providing a unique interactive lecture and activity. The program’s short-term effectiveness in improving watershed literacy was evaluated anonymously through pre- and post-program assessments, as well as pre- and post-unit assessments. Ultimately, the program resulted in moderate short-term improvements in student watershed literacy, as measured by pre- and post-program surveys. The program content assessments resulted in an average percent change in watershed literacy of +34%. A Likert scale survey indicated that the students perceived an increase in watershed connectedness and confidence, but a decreased willingness to address watershed stormwater and flooding issues. Additional assessments are required to evaluate the long-term impacts of this outreach. Full article

Background/Objectives: There is scientific evidence showing that body- and/or body weight-related blaming, guilting, and shaming continue to be both promoted and tolerated in many societal contexts, including schools and healthcare settings. A deeply ingrained belief still prevails among many individuals that inducing these negative emotions can serve as a motivator for children and adolescents to engage in obesity treatment. Therefore, the aim of this systematic review is to examine these emotions (blame, guilt, shame) in relation to body weight and their impact on psychological functioning within the pediatric population affected by overweight and obesity. Methods: Articles were searched up using PubMed and Web of Science in June 2023 and March 2025. The search was conducted without limiting the years of publication. The inclusion criteria included the following: (1) pediatric samples, (2) full text available, and (3) original research articles. Articles were excluded if they were editorials, letters, replies from authors, review articles, and articles without a full text. Results: The initial search returned 199 results. A total of 16 articles were included in the study. Analysis of the collected records revealed associations between body- or weight-related blame, guilt, and shame and various aspects of psychological functioning in the pediatric population such as (a) interpersonal context (e.g., social stigma, bullying, teasing history, social connectedness, weight-related language used by parents in conversations with children and adolescents; (b) intrapsychic context—relationship with eating and food (e.g., binge eating, dietary restraint, emotional eating, and the risk of developing eating disorders); (c) intrapsychic context—self-perception (e.g., self-esteem, feelings of worthlessness, self-compassion, self-efficacy, perceived control); (d) intrapsychic context—emotional functioning (e.g., emotional distress, anxiety, depression, emotion regulation strategies); and (e) intrapsychic context—additional psychological factors (e.g., mindfulness, quality of life, willingness to seek help, and motivation for both help-seeking and sustaining successful lifestyle changes). Conclusions: Understanding the dynamics of body- and/or weight-related blame, guilt, and shame among children and adolescents with overweight and obesity is essential for developing effective support systems that enhance their well-being and psychological resilience in both the prevention and treatment of obesity. Further research is needed to explore the relationships between body- and weight-related blame, guilt, and shame and psychological functioning in pediatric populations with overweight and obesity, including the dynamics of child–parent–healthcare provider interactions, the context of parenting skills and attitudes that support the child during obesity treatment, the long-term consequences of body- and weight-related blame, guilt, and shame, the relationship between healthcare providers’ tendencies to engage in body- and weight-related shaming or blaming and their communication skills and mental well-being (e.g., levels of professional burnout, emotion regulation skills, and personality traits), as well as the influence of social media on body- and weight-related shame, guilt, and blame. Full article

School connectedness, belonging, and engagement are linked to improved academic, social, and emotional outcomes, yet no prior systematic review or meta-analysis has synthesised interventions targeting these constructs in secondary schools. This review evaluated randomised controlled trials identified through systematic searches of CINAHL, Medline, ERIC, and PsycINFO (last searched: June 2024). Studies included school-based interventions measuring connectedness, belonging, or engagement with validated tools. Methodological quality was assessed via the Cochrane Risk of Bias Tool, and effectiveness was analysed using meta-analysis (Hedges’ g). Sixteen trials (N = 35,451) met the inclusion criteria, with eleven providing sufficient data for meta-analysis. Overall, interventions significantly improved connectedness, belonging, and engagement (Hedges’ g = 1.056, within-group; 0.642, between-group). Multi-tier programs yielded the largest effects (0.781), with ecological (0.613) and environmental (0.636) approaches; behavioural and intrapersonal strategies were non-significant, possibly due to the small sample sizes. Interventions frequently overlapped in content but differed in theoretical frameworks. Future research should develop more distinctive, multi-tiered interventions and use consistent, theoretically robust measures. The findings underscore the potential of targeting environmental factors and interpersonal techniques to foster connectedness, belonging, and engagement in secondary schools. These results highlight the importance of clarifying the conceptual frameworks and measurement tools to strengthen future interventions’ design and interpretation. Full article

Although many peers socialize online, there is evidence that adolescents who spend too much time online are lonely, depressed, and anxious. This study incorporates habitual smartphone use as a new way of measuring smartphone engagement, based on the shortcomings of simply measuring ‘hours spent online’. Drawing on a large 2-year longitudinal study, the current research aims to investigate the association between habitual smartphone use and peer attachment among Canadian adolescents. A whole-school approach combined with a convenience sampling method was used to select our sample. A total of 1303 Canadian high school students (Grades 8–12; mage = 14.51 years, SD = 1.17 years; 50.3% females) who completed both waves of data collection were included in this study. A random intercept latent transition analysis (RI-LTA) was utilized to assess the association between habitual smartphone use (absent-minded subscale of the Smartphone Usage Questionnaire) and transition probabilities among profiles of peer attachment (Inventory of Parent and Peer Attachment), after adjusting for age, gender, ethnicity, stress, family attachment, school connectedness, and social goals. Three profiles of peer attachment were identified: (Profile 1: weak communication and some alienation; Profile 2: strong communication, strong trust, and weak alienation; Profile 3: okay communication and high alienation). Results of multivariable RI-LTA indicated that increased habitual smartphone use was significantly associated with a heightened probability of transitioning from Profile 2 at Wave 1 to Profile 1 at Wave 2 (odds ratio (OR) = 1.21, 95% confidence interval (CI) 1.003–1.46). Findings indicate that adolescents who are more habituated to their phones may become less attached to their peers over time. This offers insights for caregivers to focus on management and discussing smartphone engagement with adolescents to strengthen their attachment with peers. Full article