Assessment and homoeopathic management of psychological stresses and somatic illnesses in high school students from rural Palghar: Observational case series

Objectives: Children are often taken to paediatricians for recurrent physical illnesses, which often cannot be diagnosed due to a lack of confirmed investigation findings. It is important to study various psychological stressors they might be undergoing to explain such somatic complaints. Understanding the types of somatic symptoms and nature of stressors in school-going children would also enable us to use Homoeopathy in managing these cases. This is all the more important in a rural set-up, where specialist consultation is difficult to obtain. Material and Methods: Six successfully treated children from three rural high schools in Palghar area with recurrent and different somatic illnesses were selected from a part of a larger population studied. These cases have been presented with an aim to study the clinical manifestations and underlying stressors. Management with Homoeopathic medicines along with the use of some stress management skills have been presented. Results: Various life situations such as change of school, staying away from parents or interaction patterns of family members were found to have a direct impact on the genesis of either anxiety or anger. As a result, children developed recurrent somatic illnesses, which in turn affected their academic performance. Homoeopathy, along with stress management skills, helped the children to overcome the psychological stresses and reduce the burden of somatic illnesses. Conclusion: The external environment is often the same for all students in schools, but a vulnerable few are affected. This results in the development of anxieties, specifically of strangers, of the future, of teachers, or of losing parents; this in turn causes insecurity.

ESL Programs in Rural High Schools: Challenges and Opportunities

Rural and small-town communities in the United States have been rapidly diversifying over the last few decades and rural schools have faced challenges in supporting changing populations. This article builds on a limited body of education research that has focused on diversity in rural areas, driven largely in the U.S. by Latinx immigrant populations. This research draws on several data sources from multi-week visits in a mixture of new and established immigrant destinations to profile the challenges educational leaders faced developing ESL programs in five rural high schools and explores challenges such as how schools struggle to recruit and retain administrators and teachers, how they often have limited knowledge and resources to support curriculum development, and how program size limits schools’ ability to place students appropriately. The article concludes with suggestions for education programs, rural administrators, and state policy makers to better support English learners in rural schools.

Why do teachers code-switch when teaching English as a second language?

In post-apartheid South Africa, 11 languages, including English and indigenous languages, were given equal status as official languages. Yet, more than 25 years after democracy, Black parents still believe that their children’s wealth and success depend on English, and therefore, send them to English-medium schools where they take English as a second language (ESL), known in South Africa as English First Additional Language (FAL). Many circumstances compel teachers to code-switch between English and learners’ first language. In the study reported on here we explored the reasons behind teachers’ code-switching in FAL classrooms in 4 rural high schools in KwaZulu-Natal, South Africa. Concept maps, open-ended questionnaires and open-ended telephone interviews were used to generate data. Findings indicate that FAL teachers use code-switching to clarify difficult concepts, enhance understanding of the content presented, and keep learners engaged during lessons. We argue that the use of learners’ first language may be crucial in the teaching and learning of a second language.

A REFLECTION ON GENDER ACHIEVEMENT IN SCIENCES’ RURAL SCHOOL SETTINGS OF MULTICULTURAL SOUTH AFRICA

The participation of learners in science is important to a country’s socio-economic development impediments, therefore, the argument is that the girl learner should be increasingly encouraged to perform well in STEM related subjects (STATS SA). UNESCO indicates 35% women representative in STEM as students in higher education globally, whilst less than 40% of South Africa’s scientists, engineers and technologists are women. This situation also relates to the South African education system, particularly in rural schools where girl learners are outperformed by boy learners in STEM, especially, in subjects such as Life Sciences and Physical Sciences. The purpose of this reflective paper is to ascertain the factors prohibiting excellent achievement of females in sciences in rural high schools of South Africa. The data has been gathered from numerous documents such as national and provincial analysis of result, examination and assessment directorate analysis and the district statistics in solidifying our investigation as couched by document analysis. Based on our observations and experiences of the conditions prevailing in rural high schools and less participation of female learner access in STEM, suggestions are put forth as to how their performance can be improved. The investment thereof in the body of knowledge will be to fulfil the concern not only of the country but the world at large when the number of female participants increase in STEM.

Best Practices of Principals to Increase Attendance in Low-Socioeconomic Status Rural High Schools

Securing attendance is challenging at rural high schools with a high percentage of students from low-socioeconomic states (low-SES) households. Best practices of principals to achieve high annual attendance rates (> 90%) were studied. Interviews were held with principals from 8 of 12 high schools across rural West Virginia that met the eligibility criterion of 100% enrollment of low-SES students. Six best practices emerged. Rural schools striving to increase attendance could reduce student absenteeism by implementing best practices suggested.

Communicating Crisis to Youth: The role of caregiver crisis communication in youth sensemaking and recovery

A qualitative study was conducted of the response to student deaths by the administrators of two rural high schools. The events are looked at in the dual context of incident management and communication processes, using Coordinated Management of Meaning (CMM) theory. Interviews were conducted with administrators and with members of a student support team that responded to these and similar events. The study finds that negotiation of meaning that takes place between students, and between students and caregivers, is key in students’ processing of the event that they are experiencing. It can also equip them to be more resilient to traumatic events in the future.

An Interdisciplinary Model to Diversify STEM Participation

This chapter describes an interdisciplinary program between a College of Education and a College of Natural Resources and their partnerships with rural high schools, regional colleges, and bioeconomy industries. The overarching goal of the program was to provide engaging professional development and support for teachers and diverse undergraduate students to prepare and promote diverse students to consider STEM majors and careers related to bioproducts and bioenergy. A team of faculty and graduate students from a Forest Biomaterials department and a Science Education department developed online courses, workshops, and laboratory activities and internship placements for undergraduate students and high school science and CTE teachers. This chapter details the need for the program, its context, online course development, and laboratory activities. For each of the key partners in the program—the faculty and graduate students, the high school teachers, and the undergraduate students—key strategies, lessons learned, and recommendations are shared.