An investigation of the interaction of family and school factors in open-school effects on students.

1975 ◽  
Author(s):  
James M. McPartland ◽  
Joyce L. Epstein
Keyword(s):  
School Effects ◽  
School Factors ◽  
Open School

ADHD-Related School Compositional Effects: An Exploration

2010 ◽  
Vol 112 (5) ◽  
pp. 1275-1299 ◽  
Author(s):  
Susan Stone ◽  
Timothy Brown ◽  
Stephen Hinshaw
Keyword(s):  
Reading Achievement ◽  
Mathematics Achievement ◽  
Fixed Effects ◽  
Externalizing Symptoms ◽  
School Effects ◽  
School Level ◽  
Behavioral Characteristics ◽  
School Factors ◽  
Children With Adhd ◽  
Compositional Effects

Background/ Context Children with attention-deficit/hyperactivity disorder (ADHD) provide a test case through which to investigate psychosocial school compositional effects. Characterized by developmentally atypical levels of inattention, activity, and impulsivity, the condition often manifests itself, and is identified, in school settings and is associated with deficits in academic and social functioning. Research on school practices related to children with ADHD and regional variation in diagnosis and psychostimulant treatment rates supported the expectation that such compositional effects would be observed. Purpose/Objective/Research Question/Focus of Study This study examines variation in ADHD compositional effects as a function of key school factors derived from school effects research and the education production function literature, including student body and teacher characteristics, structural features, and specific school process and practices. It also tested for the presence of ADHD compositional effects on three key student-level outcomes: reading achievement, mathematics achievement, and teacher-reported levels of externalizing behavior. It was hypothesized that there would be negative effects on all three outcomes, such that children in schools with higher proportions of children with ADHD would show lower achievement in reading and math, and higher levels of externalizing symptoms (that is, aggressive and disruptive behaviors). Population/Participants/Subjects Approximately 14,000 students in more 1,000 schools participating in the Early Childhood Longitudinal Study–Kindergarten Cohort (ECLS-K) constituted the analytic samples. The ECLS-K collected a rich set of child background, mental health, and behavioral characteristics, as well as school achievement indicators. School administrators reported on school characteristics and practices. Research Design Because the ECLS-K follows groups of students nested within schools, it allowed for particularly robust tests for the presence and correlates of within-school aggregations of children with ADHD using student- and school-level fixed-effects models. In addition, several steps were taken to address the potential conflation of the ADHD compositional effect with ECLS-K sampling dynamics and methods. Findings Results generated from student-level fixed-effects regression models indicate that ADHD clustering effects predict lower reading achievement scores in schools as compared with schools without this characteristic, but comparable levels of mathematics achievement and externalizing symptoms. These ADHD-related school effects were larger in schools serving minority students, schools with higher retention rates, and schools with a strong emphasis on order. For both children and schools, the patterning of ADHD-related effects differed by region. Conclusions Findings are discussed in light of research criticizing the aggregation of children with disruptive behavioral characteristics and/or low academic performance within classrooms and schools, as well as larger school resegregation trends.>

FACTORS ASSOCIATED WITH SCHOOL REFUSAL BEHAVIOUR IN PRIMARY SCHOOL STUDENTS

2019 ◽  
pp. 1-13
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Pearson Correlation ◽  
School Refusal ◽  
Self Report ◽  
Primary School Students ◽  
School Students ◽  
School Factors ◽  
School Refusal Behavior ◽  
Factors Associated

The aim of this study was to identify the factors associated with school refusal behavior in primary school students. Student’s self-report and teacher’s measures were implemented; and students were recruited from 20 primary schools in six districts in Selangor, Malaysia. The survey was conducted at the end of school term in 2016, with a total of 915 students from Year 4 and Year 5 participating. The sample of students had been absent from school for more than 15% of school days in the current year. Pearson correlation shows a significant relationship between academic achievement and school satisfaction toward school refusal behavior. The findings of this study suggest that academic difficulties and dissatisfaction towards school environment could be the important risk factors for school refusal behavior. The present study underscores the importance of early detection and intervention as measures to reduce school refusal. Finally, the findings imply that the role of school factors should always be taken into account in connection with school refusal behaviour.

scholarly journals Implication of the Sensory Environment in Children with Autism Spectrum Disorder: Perspectives from School

2021 ◽  
Vol 18 (14) ◽  
pp. 7670
Author(s):  
Ana Gentil-Gutiérrez ◽  
José Luis Cuesta-Gómez ◽  
Paula Rodríguez-Fernández ◽  
Jerónimo Javier González-Bernal
Keyword(s):  
Autism Spectrum Disorder ◽  
Sensory Processing ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Sensory Profile ◽  
School Factors ◽  
Cross Sectional ◽  
Sensory Stimuli ◽  
Children With Asd

(1) Background: Children with Autism Spectrum Disorder (ASD) frequently have difficulties in processing sensory information, which is a limitation when participating in different contexts, such as school. The objective of the present study was to compare the sensory processing characteristics of children with ASD in the natural context of school through the perception of professionals in the field of education, in comparison with neurodevelopmental children (2) Methods: A cross-sectional descriptive study as conducted with study population consisting of children between three and ten years old, 36 of whom were diagnosed with ASD and attended the Autismo Burgos association; the remaining 24 had neurotypical development. The degree of response of the children to sensory stimuli at school was evaluated using the Sensory Profile-2 (SP-2) questionnaire in its school version, answered by the teachers. (3) Results: Statistically significant differences were found in sensory processing patterns (p = 0.001), in sensory systems (p = 0.001) and in school factors (p = 0.001). Children with ASD who obtained worse results. (4) Conclusions: Children with ASD are prone to present sensory alterations in different contexts, giving nonadapted behavioral and learning responses.

scholarly journals Determinants of student’s physical activity: a 12-month follow-up study in Ningxia province

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Wei Huang ◽  
Xiangrong Shi ◽  
Yujie Wang ◽  
Xiaoling Li ◽  
Pengpeng Gao ◽  
...  
Keyword(s):  
Physical Activity ◽  
Children And Adolescents ◽  
Vigorous Physical Activity ◽  
Skill Training ◽  
Critical Role ◽  
School Factors ◽  
Factors Associated ◽  
Students Attitudes ◽  
Sport Events

Abstract Background Physical activity has many health benefits for children and adolescents. However, the prevalence of physical inactivity in school-aged children and adolescents remains high in China. Many factors impact the levels of moderate and vigorous physical activity (MVPA) among students. This study investigated the factors associated with students’ MVPA levels and the determinants of changes in their MVPA behaviour. Methods This is a longitudinal study with a 12-month follow-up. The study samples were obtained from 2016 and 2017 Physical Activity and Fitness in China—The Youth Study, and they included 1597 students (aged 9–18 years) from 31 primary, junior high, and high schools in Ningxia Province. Factors related to the individual (Age, Sex, BMI and attitude to PA), school (school exercise facility, PE class, teacher support, PA time and PA environment) and neighbourhood (free skill training, sport events, sport organization, sport facility) factors were measured via questionnaire at baseline and after 12 months. Multiple logistic regression was performed to examine the factors that impact students’ MVPA level and the determinants of changes in students’ MVPA behaviour. Results There was no difference in students’ MVPA levels between 2016 and 2017. Boys were more physically active than girls at baseline (RR 1.55, 95% CI 1.10, 2.20). Neighbourhood factors associated students’ MVPA levels were significant, but all of these factors (neighbourhood sport events, organizations, facilities, etc.) were removed from the longitudinal model. Individual and school factors were important for students’ MVPA maintenance and positive development (e.g., gender, attitude, school PE class and PA time). Conclusions In conclusion, both neighbourhood and school factors may affect students’ MVPA, but school appears to plays a more critical role in maintaining and promoting students’ MVPA levels. In addition, individual factors may be more important than school and neighbourhood factors in influencing students’ MVPA levels. Our research demonstrates that students’ attitudes towards PA and school factors should be considered targets for future intervention programmes to promote MVPA. More education programmes may help enhance students’ attitudes towards PA, but more studies with large samples and objective assessments are needed to explore the determinants of MVPA.

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