Pub Date : 2025-07-12DOI: 10.1016/j.ijedro.2025.100506
Amy Hanna
In complex spaces such as schools, it is easy to see how children’s enjoyment of their rights may create rights conflicts where individual rights are claimed in a setting that is inherently collective. This presents tensions and oftentimes discord in decision-making in schools which are rarely debated as human rights concerns. This, perhaps, is because the ‘right to education’ is often understood as a right of access under article 28 of the Convention on the Rights of the Child (CRC), but not the features of a quality education enshrined in article 29 CRC. These features are most visible in an examination of school discipline policies which mediates the relationship between the State’s human rights obligations, duty bearing teachers, and students as rights-holders. This article presents the findings of a systematic literature review of 13 articles employing empirical, conceptual and doctrinal methodologies published between 2000–2024 which examine the human rights tensions and conflicts that arise from school discipline practice. The findings suggest that tensions and conflicts emerge between children’s education rights and school systems of rewards and sanctions, due process, and an absence of criteria for identifying, understanding and resolving human rights conflicts. I conclude by identifying several areas that require further empirical research.
{"title":"When school discipline meets children’s rights: A systematic literature review of tensions and conflicts in the international literature","authors":"Amy Hanna","doi":"10.1016/j.ijedro.2025.100506","DOIUrl":"10.1016/j.ijedro.2025.100506","url":null,"abstract":"<div><div>In complex spaces such as schools, it is easy to see how children’s enjoyment of their rights may create rights conflicts where individual rights are claimed in a setting that is inherently collective. This presents tensions and oftentimes discord in decision-making in schools which are rarely debated as human rights concerns. This, perhaps, is because the ‘right to education’ is often understood as a right of access under article 28 of the Convention on the Rights of the Child (CRC), but not the features of a quality education enshrined in article 29 CRC. These features are most visible in an examination of school discipline policies which mediates the relationship between the State’s human rights obligations, duty bearing teachers, and students as rights-holders. This article presents the findings of a systematic literature review of 13 articles employing empirical, conceptual and doctrinal methodologies published between 2000–2024 which examine the human rights tensions and conflicts that arise from school discipline practice. The findings suggest that tensions and conflicts emerge between children’s education rights and school systems of rewards and sanctions, due process, and an absence of criteria for identifying, understanding and resolving human rights conflicts. I conclude by identifying several areas that require further empirical research.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100506"},"PeriodicalIF":0.0,"publicationDate":"2025-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144611614","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-07-03DOI: 10.1016/j.ijedro.2025.100504
Annette Sweeney , Jolanta Burke , Trudy Meehan
Mindful pedagogy is a teaching strategy used in formal and informal ways in education, and creativity is an essential skill in higher education. This is the first systematic review seeking to understand this interconnection from the higher education student’s perspective. Seven literature databases were searched (Scopus, Psych Info, Academic Search Complete) including three education databases (Educational Resource Information Centre, British Education Index and Australian Education Index) from June to September 2023. The Preferred Reporting for Systematic Reviews and Meta Analyses (PRISMA) guidelines were used. Of the 101 papers, 5 were selected and their methodological validity assessed using The Critical Appraisal Skills Checklist (CASP). There was significant heterogeneity in study aims, timeframes, samples, activities, and measurement tools. The integrated synthesis of the studies revealed that mindful pedagogy in higher education can positively impact creativity and creative confidence. Enabling this outcome is its ability to create a pathway for overcoming creative barriers thus promoting creative expression. Emerging from the comparisons between formal meditative practice and informal mindfulness in classroom activities, is the value of the informal approach, in progressing creativity knowledge, skills and competences, for applied learning and professional application. An educational framework for higher education and a mindful pedagogy toolkit, present the findings as a way of structuring the use of this pedagogical approach for creativity. Results also highlighted an impact on learner wellbeing. Using mindful pedagogy for developing creative expression in learners has potential in programme design. Further research is needed on understanding the impact from a student wellbeing perspective
正念教学法是一种在教育中以正式和非正式方式使用的教学策略，而创造力是高等教育中的一项基本技能。这是第一个试图从高等教育学生的角度理解这种联系的系统综述。检索了7个文献数据库（Scopus, Psych Info, Academic Search Complete），其中3个教育数据库（Educational Resource Information Centre， British education Index和Australian education Index），检索时间为2023年6月至9月。采用系统评价和Meta分析首选报告（PRISMA）指南。在101篇论文中，选择了5篇，并使用关键评估技能清单（CASP）对其方法有效性进行了评估。在研究目标、时间框架、样本、活动和测量工具方面存在显著的异质性。综合研究表明，高等教育中的正念教学法对创造力和创造性自信有积极的影响。实现这一结果的能力在于它能够为克服创造性障碍创造途径，从而促进创造性表达。通过对课堂活动中正式的冥想练习和非正式的正念进行比较，我们发现了非正式方法在提高创造力、知识、技能和能力、应用学习和专业应用方面的价值。高等教育的教育框架和正念教学法工具包，将这些发现作为构建创造性教学方法的一种方式。研究结果还强调了对学习者幸福感的影响。运用正念教学法培养学习者的创造性表达能力在课程设计中具有潜力。从学生福利的角度来理解这种影响还需要进一步的研究
{"title":"The impact of mindful pedagogy on creativity in higher education students, a systematic review","authors":"Annette Sweeney , Jolanta Burke , Trudy Meehan","doi":"10.1016/j.ijedro.2025.100504","DOIUrl":"10.1016/j.ijedro.2025.100504","url":null,"abstract":"<div><div>Mindful pedagogy is a teaching strategy used in formal and informal ways in education, and creativity is an essential skill in higher education. This is the first systematic review seeking to understand this interconnection from the higher education student’s perspective. Seven literature databases were searched (Scopus, Psych Info, Academic Search Complete) including three education databases (Educational Resource Information Centre, British Education Index and Australian Education Index) from June to September 2023. The Preferred Reporting for Systematic Reviews and Meta Analyses (PRISMA) guidelines were used. Of the 101 papers, 5 were selected and their methodological validity assessed using The Critical Appraisal Skills Checklist (CASP). There was significant heterogeneity in study aims, timeframes, samples, activities, and measurement tools. The integrated synthesis of the studies revealed that mindful pedagogy in higher education can positively impact creativity and creative confidence. Enabling this outcome is its ability to create a pathway for overcoming creative barriers thus promoting creative expression. Emerging from the comparisons between formal meditative practice and informal mindfulness in classroom activities, is the value of the informal approach, in progressing creativity knowledge, skills and competences, for applied learning and professional application. An educational framework for higher education and a mindful pedagogy toolkit, present the findings as a way of structuring the use of this pedagogical approach for creativity. Results also highlighted an impact on learner wellbeing. Using mindful pedagogy for developing creative expression in learners has potential in programme design. Further research is needed on understanding the impact from a student wellbeing perspective</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100504"},"PeriodicalIF":0.0,"publicationDate":"2025-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144535925","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-06-26DOI: 10.1016/j.ijedro.2025.100503
Felicia Castro-Villarreal, Carey Walls, Aaron Cassill, Daniel A. Sass
A shortage of secondary teachers in STEM areas in the US is longstanding and has been linked to poor academic outcomes for students. While this area of inquiry has grown over time, teacher shortages persist and results point to multifaceted factors that vary by teaching grade level and by discipline. Influences on career choice also differ for those attending community colleges and four-year institutions. As research has shed light on a myriad of factors influential to pursuing a teaching degree, it is important that different groups are examined and a comprehensive model of factors is presented for respective groups. This study examined factors related to pursuing a teaching career in STEM areas with 117 primarily Latinx undergraduate science and math majors at a Hispanic Serving Institution (HSI) in the Southwest US. Logistic Regression modeling found wanting to make a difference in the lives of children, passion for teaching, having been influenced or inspired by someone, having a parent who is an educator, desire to teach Science and/or Math, and having financial/scholarship support to strongly relate with pursuing Science and/or Math teaching. Qualitative open-ended responses triangulated with the quantitative survey findings to enrich understanding and inform solutions. Implications for teacher recruitment and retention are discussed.
{"title":"Investigating the factors that influence Science and Math education as a career path: Implications for teacher recruitment","authors":"Felicia Castro-Villarreal, Carey Walls, Aaron Cassill, Daniel A. Sass","doi":"10.1016/j.ijedro.2025.100503","DOIUrl":"10.1016/j.ijedro.2025.100503","url":null,"abstract":"<div><div>A shortage of secondary teachers in STEM areas in the US is longstanding and has been linked to poor academic outcomes for students. While this area of inquiry has grown over time, teacher shortages persist and results point to multifaceted factors that vary by teaching grade level and by discipline. Influences on career choice also differ for those attending community colleges and four-year institutions. As research has shed light on a myriad of factors influential to pursuing a teaching degree, it is important that different groups are examined and a comprehensive model of factors is presented for respective groups. This study examined factors related to pursuing a teaching career in STEM areas with 117 primarily Latinx undergraduate science and math majors at a Hispanic Serving Institution (HSI) in the Southwest US. Logistic Regression modeling found wanting to make a difference in the lives of children, passion for teaching, having been influenced or inspired by someone, having a parent who is an educator, desire to teach Science and/or Math, and having financial/scholarship support to strongly relate with pursuing Science and/or Math teaching. Qualitative open-ended responses triangulated with the quantitative survey findings to enrich understanding and inform solutions. Implications for teacher recruitment and retention are discussed.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100503"},"PeriodicalIF":0.0,"publicationDate":"2025-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144491426","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this article, we analyze a case study of an Italian secondary school mathematics teacher engaged in the European project STEAM-Connect. The teacher designed a STEAM activity with colleagues of different disciplines, involved in the project by researchers. The aim of this qualitative study is to elaborate on the evolution of the investigated collaborative design work from a multidisciplinary to an interdisciplinary and, in the end, towards a transdisciplinary approach. The collected data come from two interviews with the mathematics teacher and the activity described through a design template shared within the “STEAM-Connect” project. In the concluding discussion we outline the several levels of connection, horizontal and vertical, national and international, between the teachers and the researchers involved in the project. Such connections triggered and sustained the evolution of the design of the STEAM activity towards a transdisciplinary approach, that is based on a real-world problem that can be approached from the perspective of different disciplines.
{"title":"Towards a transdisciplinary approach in a mathematics teacher’s design of a STEAM activity","authors":"Livia Silvestri , Sara Bagossi , Gabriella Pocalana , Ornella Robutti","doi":"10.1016/j.ijedro.2025.100490","DOIUrl":"10.1016/j.ijedro.2025.100490","url":null,"abstract":"<div><div>In this article, we analyze a case study of an Italian secondary school mathematics teacher engaged in the European project STEAM-Connect. The teacher designed a STEAM activity with colleagues of different disciplines, involved in the project by researchers. The aim of this qualitative study is to elaborate on the evolution of the investigated collaborative design work from a multidisciplinary to an interdisciplinary and, in the end, towards a transdisciplinary approach. The collected data come from two interviews with the mathematics teacher and the activity described through a design template shared within the “STEAM-Connect” project. In the concluding discussion we outline the several levels of connection, horizontal and vertical, national and international, between the teachers and the researchers involved in the project. Such connections triggered and sustained the evolution of the design of the STEAM activity towards a transdisciplinary approach, that is based on a real-world problem that can be approached from the perspective of different disciplines.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100490"},"PeriodicalIF":0.0,"publicationDate":"2025-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144471975","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-06-24DOI: 10.1016/j.ijedro.2025.100502
Jennifer E.V. Lloyd, Jennifer Baumbusch
A paucity of research explores the high school completion rates and earned credentials among students with various disabilities and learning exceptionalities. We fill this gap by conducting secondary data analyses of a longitudinal, population-based administrative database of individual educational records for 68,815 inclusive education students with assorted categories of support needs (‘designations’), followed longitudinally from Kindergarten (school entry, approximately 5/6 years of age) to Grade 12 (when students typically complete high school). Data spanned 19 years (1999/2000 to 2018/2019, inclusive), and were collected by the British Columbia Ministry of Education and Child Care (BC MEDCC) in Canada, who flagged individual student records with one of 12 designations they annually track for school district funding allotments. Specific objectives were, by designation: (1) to explore the specific high school leaving credential students earned; and (2) to investigate associations among seven sociodemographic predictors (cohort, Ever ESL, gender, number of designations, grade-to-grade transition pace, time to initial designation, and school system) with students’ earned credential. Included are designation-specific descriptive analyses, as well assorted multinomial logistic regressions in which students’ earned credential was regressed onto the sociodemographic variables. Across designations, results showed tremendous variation in students’ earned credential and credential data missingness. This study advances knowledge about the educational journeys and eventual high school completion outcomes of inclusive education students, helps grow the literature on education as a social determinant of health for inclusive education students, and serves to guide inclusive education policy and programs to support students in Canada and elsewhere around the world.
{"title":"High school completion of students across multiple inclusive education categories: A longitudinal, population-based analysis from British Columbia, Canada","authors":"Jennifer E.V. Lloyd, Jennifer Baumbusch","doi":"10.1016/j.ijedro.2025.100502","DOIUrl":"10.1016/j.ijedro.2025.100502","url":null,"abstract":"<div><div>A paucity of research explores the high school completion rates and earned credentials among students with various disabilities and learning exceptionalities. We fill this gap by conducting secondary data analyses of a longitudinal, population-based administrative database of individual educational records for 68,815 inclusive education students with assorted categories of support needs (‘designations’), followed longitudinally from Kindergarten (school entry, approximately 5/6 years of age) to Grade 12 (when students typically complete high school). Data spanned 19 years (1999/2000 to 2018/2019, inclusive), and were collected by the British Columbia Ministry of Education and Child Care (BC MEDCC) in Canada, who flagged individual student records with one of 12 designations they annually track for school district funding allotments. Specific objectives were, by designation: (1) to explore the specific high school leaving credential students earned; and (2) to investigate associations among seven sociodemographic predictors (cohort, Ever ESL, gender, number of designations, grade-to-grade transition pace, time to initial designation, and school system) with students’ earned credential. Included are designation-specific descriptive analyses, as well assorted multinomial logistic regressions in which students’ earned credential was regressed onto the sociodemographic variables. Across designations, results showed tremendous variation in students’ earned credential and credential data missingness. This study advances knowledge about the educational journeys and eventual high school completion outcomes of inclusive education students, helps grow the literature on education as a social determinant of health for inclusive education students, and serves to guide inclusive education policy and programs to support students in Canada and elsewhere around the world.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100502"},"PeriodicalIF":0.0,"publicationDate":"2025-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144471976","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-06-24DOI: 10.1016/j.ijedro.2025.100494
Shelly Kelly , Jeremy Kerr , Janice Rieger , Debra Flanders Cushing
School playground design does not always reflect the needs of the children who play there, particularly neurodivergent children. This leads to exclusion and limited opportunities for skill development and peer relationships. This research engages children with neurodivergent conditions, who are rarely asked for their opinions, to conceptualise their vision of their ideal school playground. It demonstrates what is required in play environments to make them inclusive and why neurodivergent children should be included in research.
This qualitative research involved two groups of children aged 10–12. Seven ‘predominantly neurodivergent’ (ND) students and six ‘predominantly neurotypical’ (NT) students, across two public, government-run schools in Brisbane, Australia. Play-based workshops used a co-design methodology to create play prototypes, drawings and journals, alongside interactions with a sensory sculpture on the school playground.
Guided by the social model of disability and a strengths-based neurodivergent approach, thematic analysis revealed what play features were necessary to support more inclusive play. Participants developed four key design principles from play features that included sensory, social, challenge and nature as priority areas for inclusive playground design. Further, Biophilic, Salutogenic and Prospect-Refuge theories validate what play features are essential to sustain ND children’s involvement at play. These elements fostered physical, social, and emotional inclusion, enabling children to play for longer, promoting positive social outcomes.
Affordance theory underscores the value of these features in meeting neurodivergent children's needs and enhancing their play experiences. This research highlights opportunities for more inclusive playgrounds and for designers to create environments that support diverse users.
{"title":"Let’s Play: Co-designing inclusive school playgrounds with neurodivergent children","authors":"Shelly Kelly , Jeremy Kerr , Janice Rieger , Debra Flanders Cushing","doi":"10.1016/j.ijedro.2025.100494","DOIUrl":"10.1016/j.ijedro.2025.100494","url":null,"abstract":"<div><div>School playground design does not always reflect the needs of the children who play there, particularly neurodivergent children. This leads to exclusion and limited opportunities for skill development and peer relationships. This research engages children with neurodivergent conditions, who are rarely asked for their opinions, to conceptualise their vision of their ideal school playground. It demonstrates what is required in play environments to make them inclusive and why neurodivergent children should be included in research.</div><div>This qualitative research involved two groups of children aged 10–12. Seven ‘predominantly neurodivergent’ (ND) students and six ‘predominantly neurotypical’ (NT) students, across two public, government-run schools in Brisbane, Australia. Play-based workshops used a co-design methodology to create play prototypes, drawings and journals, alongside interactions with a sensory sculpture on the school playground.</div><div>Guided by the social model of disability and a strengths-based neurodivergent approach, thematic analysis revealed what play features were necessary to support more inclusive play. Participants developed four key design principles from play features that included sensory, social, challenge and nature as priority areas for inclusive playground design. Further, Biophilic, Salutogenic and Prospect-Refuge theories validate what play features are essential to sustain ND children’s involvement at play. These elements fostered physical, social, and emotional inclusion, enabling children to play for longer, promoting positive social outcomes.</div><div>Affordance theory underscores the value of these features in meeting neurodivergent children's needs and enhancing their play experiences. This research highlights opportunities for more inclusive playgrounds and for designers to create environments that support diverse users.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100494"},"PeriodicalIF":0.0,"publicationDate":"2025-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144471973","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-06-24DOI: 10.1016/j.ijedro.2025.100497
Kerstin Erdal , Gordon Adami , Petra Gelléri , Jan Dettmers
Background
Adults with elevated symptoms of attention-deficit hyperactive disorder (ADHD) are at high risk for stress and burnout, involving negative academic and social outcomes. For university students with subclinical traits of ADHD the correlation between ADHD-like symptoms, stress and burnout so far is not well understood. Additionally, also their reaction to daily stress events in stressful times, such as exam times, has so far not received much attention.
Objective
This study examines effects of stressful events on university students during exam periods, with a focus on differences between those with elevated and those with low ADHD-symptoms. It aims to identify differences in stress experience, coping strategies, and burnout risk, and to investigate stress events on experience of daily stress and burnout.
Methods
149 university students who were also employed were screened for ADHD symptoms using a clinical screener and grouped into high versus low symptom categories. Participants first completed an online baseline survey assessing perceived stress, burnout, and coping styles, based on their experiences over the past three weeks. During a subsequent ten-day period coinciding with university exams, a potentially stressful time, they reported their daily experiences of stress, burnout, and stress-related events.
Results
At baseline (before exams), university students with elevated ADHD-symptoms showed significantly higher stress and burnout levels compared to their peers with low ADHD-symptoms, and they remembered significantly more stressful situations over the past month. Contrary to expectations, multi-level multi-group comparison revealed no significant difference between the groups regarding daily stress and burnout risk during the 10-day diary period during exam times.
Conclusions
Working university students with elevated ADHD-symptoms might be a vulnerable student group at risk for high chronic stress level and burnout risk. Negative memory bias, influenced by coping style, might feed into negative academic self-esteem among students with ADHD-symptoms and should be addressed in university counselling and healthcare.
{"title":"Stress and burnout in university students with ADHD-like symptoms: The role of memory bias and daily stress","authors":"Kerstin Erdal , Gordon Adami , Petra Gelléri , Jan Dettmers","doi":"10.1016/j.ijedro.2025.100497","DOIUrl":"10.1016/j.ijedro.2025.100497","url":null,"abstract":"<div><h3>Background</h3><div>Adults with elevated symptoms of attention-deficit hyperactive disorder (ADHD) are at high risk for stress and burnout, involving negative academic and social outcomes. For university students with subclinical traits of ADHD the correlation between ADHD-like symptoms, stress and burnout so far is not well understood. Additionally, also their reaction to daily stress events in stressful times, such as exam times, has so far not received much attention.</div></div><div><h3>Objective</h3><div>This study examines effects of stressful events on university students during exam periods, with a focus on differences between those with elevated and those with low ADHD-symptoms. It aims to identify differences in stress experience, coping strategies, and burnout risk, and to investigate stress events on experience of daily stress and burnout.</div></div><div><h3>Methods</h3><div>149 university students who were also employed were screened for ADHD symptoms using a clinical screener and grouped into high versus low symptom categories. Participants first completed an online baseline survey assessing perceived stress, burnout, and coping styles, based on their experiences over the past three weeks. During a subsequent ten-day period coinciding with university exams, a potentially stressful time, they reported their daily experiences of stress, burnout, and stress-related events.</div></div><div><h3>Results</h3><div>At baseline (before exams), university students with elevated ADHD-symptoms showed significantly higher stress and burnout levels compared to their peers with low ADHD-symptoms, and they remembered significantly more stressful situations over the past month. Contrary to expectations, multi-level multi-group comparison revealed no significant difference between the groups regarding daily stress and burnout risk during the 10-day diary period during exam times.</div></div><div><h3>Conclusions</h3><div>Working university students with elevated ADHD-symptoms might be a vulnerable student group at risk for high chronic stress level and burnout risk. Negative memory bias, influenced by coping style, might feed into negative academic self-esteem among students with ADHD-symptoms and should be addressed in university counselling and healthcare.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100497"},"PeriodicalIF":0.0,"publicationDate":"2025-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144471977","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-06-24DOI: 10.1016/j.ijedro.2025.100500
Hyunwoo Yang , Haram Jeon , Soobin Choi
Background
While educational policy emphasizes the importance of strong school–family relationships in enhancing student outcomes, their impact on teachers has been less thoroughly examined. Understanding how time spent on parent communication influences teacher self-efficacy and stress can provide valuable insights into teacher well-being.
Purpose/Focus of Study
This study investigates the relationship between the time teachers spend communicating with parents and its effects on teacher self-efficacy and stress. Additionally, it examines whether participation in professional development programs focused on teacher-parent collaboration moderates these effects.
Research Design
Using data from 122,584 teachers in the Teaching and Learning International Survey (TALIS) 2018, this study employs quantitative analysis to explore associations between communication time, teacher self-efficacy, and parent-related stress. It also evaluates the role of professional development in mitigating stress linked to parent communication.
Conclusions
Findings indicate that one hour of communication with parents is associated with increased teacher self-efficacy but also heightened parent-related stress. Participation in professional development programs targeting teacher-parent collaboration alleviates the negative stress effects of parent communication. These results underscore the multifaceted nature of teacher-parent relationships and highlight the importance of targeted professional development in supporting teacher well-being.
{"title":"Associations between time spent communicating with parents, teacher self-efficacy, and stress: The role of professional development","authors":"Hyunwoo Yang , Haram Jeon , Soobin Choi","doi":"10.1016/j.ijedro.2025.100500","DOIUrl":"10.1016/j.ijedro.2025.100500","url":null,"abstract":"<div><h3>Background</h3><div>While educational policy emphasizes the importance of strong school–family relationships in enhancing student outcomes, their impact on teachers has been less thoroughly examined. Understanding how time spent on parent communication influences teacher self-efficacy and stress can provide valuable insights into teacher well-being.</div></div><div><h3>Purpose/Focus of Study</h3><div>This study investigates the relationship between the time teachers spend communicating with parents and its effects on teacher self-efficacy and stress. Additionally, it examines whether participation in professional development programs focused on teacher-parent collaboration moderates these effects.</div></div><div><h3>Research Design</h3><div>Using data from 122,584 teachers in the Teaching and Learning International Survey (TALIS) 2018, this study employs quantitative analysis to explore associations between communication time, teacher self-efficacy, and parent-related stress. It also evaluates the role of professional development in mitigating stress linked to parent communication.</div></div><div><h3>Conclusions</h3><div>Findings indicate that one hour of communication with parents is associated with increased teacher self-efficacy but also heightened parent-related stress. Participation in professional development programs targeting teacher-parent collaboration alleviates the negative stress effects of parent communication. These results underscore the multifaceted nature of teacher-parent relationships and highlight the importance of targeted professional development in supporting teacher well-being.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100500"},"PeriodicalIF":0.0,"publicationDate":"2025-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144471974","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-06-23DOI: 10.1016/j.ijedro.2025.100493
Dr Tanya Richardson , Dr Anthony Stepniak
This qualitative ethnographic study investigates the effectiveness of the Personal Academic Tutor (PAT) role in supporting student retention and progression from level 4 to level 5 at a widening participation university in the East Midlands, England. The research, framed within an interpretivist paradigm, gathers perspectives through semi-structured interviews with key stakeholders (n = 7), focus groups with level 4 PATs (n = 14), and a survey of level 4 home students (n = 57). The study recognizes the varied implementation of the PAT role across Higher Education Institutions (HEIs), influenced by factors such as university policy, workload, and student demographics. It builds on Earwalker's (1992) three models of personal tutoring (pastoral, professional, and curricular) highlighting the evolution towards a hybrid model combining these approaches. The paper argues for the critical importance of institutional-level implementation and measurement of PAT, using key sector metrics like retention, progression, continuation, and student satisfaction. It posits that the PAT role should enhance the overall student experience and be integral to the academic role within contemporary HEIs. The findings suggest that a multi-faceted approach to PAT, incorporating pastoral and academic support, is vital for improving student outcomes.
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Pub Date : 2025-06-23DOI: 10.1016/j.ijedro.2025.100501
Mona Najjarpour
Cultivating social-emotional competence is crucial for equipping English as a Foreign Language (EFL) teachers to navigate the intricate socio-emotional demands of the classroom. While fostering Social and Emotional Learning (SEL) within the teacher community offers a promising strategy, a significant gap exists in the dearth of such specialized programs designed to cultivate social-emotional well-being in EFL teachers. This lack of tailored initiatives raises question about the challenges hindering the integration of SEL-based professional development in EFL teacher training programs. To explore these challenges, this qualitative study elicited the perceptions of 18 Iranian EFL teachers, selected through convenience sampling. Participants completed an online open-ended questionnaire and participated in four online focus group discussions. Content and thematic analysis of the responses revealed several key challenges, including content deficiency, resource scarcity, educational system priorities, limited acceptance, neglect of SEL value, and chronological constraints. These findings advocate for a transformative shift in EFL teacher training, emphasizing the importance of teacher SEL and requiring authorities to prioritize its integration, embrace innovation, and allocate necessary resources. The implications of these findings are far-reaching, affecting materials developers, teacher professional development programs, authorities, and policymakers. By promoting SEL awareness and investing in relevant resources, these stakeholders can collectively enhance EFL teachers' social-emotional well-being, improving their ability to manage classroom challenges.
{"title":"Teachers' perceptions of challenges to integrating social emotional learning professional development into EFL teacher training programs","authors":"Mona Najjarpour","doi":"10.1016/j.ijedro.2025.100501","DOIUrl":"10.1016/j.ijedro.2025.100501","url":null,"abstract":"<div><div>Cultivating social-emotional competence is crucial for equipping English as a Foreign Language (EFL) teachers to navigate the intricate socio-emotional demands of the classroom. While fostering Social and Emotional Learning (SEL) within the teacher community offers a promising strategy, a significant gap exists in the dearth of such specialized programs designed to cultivate social-emotional well-being in EFL teachers. This lack of tailored initiatives raises question about the challenges hindering the integration of SEL-based professional development in EFL teacher training programs. To explore these challenges, this qualitative study elicited the perceptions of 18 Iranian EFL teachers, selected through convenience sampling. Participants completed an online open-ended questionnaire and participated in four online focus group discussions. Content and thematic analysis of the responses revealed several key challenges, including <em>content deficiency, resource scarcity, educational system priorities, limited acceptance, neglect of SEL value</em>, and <em>chronological constraints</em>. These findings advocate for a transformative shift in EFL teacher training, emphasizing the importance of teacher SEL and requiring authorities to prioritize its integration, embrace innovation, and allocate necessary resources. The implications of these findings are far-reaching, affecting materials developers, teacher professional development programs, authorities, and policymakers. By promoting SEL awareness and investing in relevant resources, these stakeholders can collectively enhance EFL teachers' social-emotional well-being, improving their ability to manage classroom challenges.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100501"},"PeriodicalIF":0.0,"publicationDate":"2025-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144365215","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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