scholarly journals Why staff at European schools abstain from enforcing smoke-free policies on persistent violators

2019 ◽  
Vol 35 (5) ◽  
pp. 1106-1115 ◽  
Author(s):  
Michael Schreuders ◽  
Anu Linnansaari ◽  
Pirjo Lindfors ◽  
Bas van den Putte ◽  
Anton E Kunst
Keyword(s):  
Secondary Schools ◽  
Thematic Analysis ◽  
Adolescent Smoking ◽  
European Countries ◽  
School Staff ◽  
Primary Role ◽  
School Policies ◽  
Free School ◽  
Staff Members ◽  
Main Challenge

Abstract Secondary schools in European countries increasingly implement comprehensive smoke-free school policies (SFSPs) that prohibit most or even all adolescents from smoking during school hours. Consistent enforcement of SFSPs is essential for realizing optimum effectiveness. A main challenge represents adolescents who persistently violate the rules. We studied how staff in European countries respond to these persistent violators and why they may turn a blind eye. We used interview transcripts from 69 staff members at 22 schools in 6 European countries to identify cases in which staff turned a blind eye. We then applied thematic analysis for identifying the considerations as to why they turn a blind eye. Turning a blind eye on persistent violators happened among school staff in all six countries. Three considerations were identified. First, staff believe their primary role and duty is to support all adolescents to develop into well-functioning adults, and sometimes it is best to accept smoking. Second, staff expect that applying stricter disciplinary measures will not stop persistent violators and is more likely to create more severe problems. Third, staff do not feel supported by relevant actors in society (e.g. parents) in influencing adolescent smoking. We conclude that staff’s considerations stress the need to support school staff in enforcing the increasingly comprehensive rules on the most persistent smokers.

scholarly journals Why Secondary Schools Do Not Implement Far-Reaching Smoke-Free Policies: Exploring Deep Core, Policy Core, and Secondary Beliefs of School Staff in the Netherlands

2019 ◽  
Vol 26 (6) ◽  
pp. 608-618 ◽  
Author(s):  
Michael Schreuders ◽  
◽  
Bas van den Putte ◽  
Anton E Kunst
Keyword(s):  
The Netherlands ◽  
Secondary Schools ◽  
Personal Autonomy ◽  
Core Beliefs ◽  
Advocacy Coalition ◽  
Free School ◽  
Staff Members ◽  
Time Space ◽  
The Many ◽  
Secondary Beliefs

Abstract Background Secondary schools that implement smoke-free policies are confronted with students who start smoking outside their premises. One solution is to complement smoke-free policies with prohibitions for all students to leave the school area during school hours, technically making school hours a smoke-free period. However, there are strikingly few Dutch secondary schools that implement this approach. This study explores why staff members in the Netherlands decide not to implement smoke-free school hours for all students. Method We interviewed 13 staff members, with different functions, from four secondary schools. The analysis was informed by the Advocacy Coalition Framework (ACF) to delve into the values, rationales, and assumptions of staff with the aim to identify deep core, policy core, and secondary beliefs. Results We identified six beliefs. Two deep core beliefs are that schools should provide adolescents the freedom to learn how to responsibly use their personal autonomy and that schools should only interfere if adolescents endanger or bother others. Three policy core beliefs identified included the following: that smoking is not a pressing issue for schools to deal with; that schools should demarcate their jurisdiction to intervene in adolescents’ lives in time, space, and precise risk behavior; and that implementing smoke-free school hours would interfere with maintaining positive student-staff relationships. One secondary belief identified was that smoke-free school hours would be impossible to enforce consistently. Conclusion This paper was the first to demonstrate the many beliefs explaining why schools refrain from voluntary implementing far-reaching smoke-free policies.

scholarly journals Understanding school staff members’ enforcement of school tobacco policies to achieve tobacco-free school: a realist review

2019 ◽  
Vol 8 (1) ◽  
Author(s):  
Anu Linnansaari ◽  
Michael Schreuders ◽  
Anton E. Kunst ◽  
Arja Rimpelä ◽  
Pirjo Lindfors
Keyword(s):  
Realist Review ◽  
School Staff ◽  
Free School ◽  
Staff Members ◽  
Tobacco Policies

scholarly journals The Association Between Smoke-Free School Policies and Adolescents’ Perceived Antismoking Norms: Moderation by School Connectedness

2019 ◽  
Vol 22 (11) ◽  
pp. 1964-1972 ◽  
Author(s):  
Michael Schreuders ◽  
Bas van den Putte ◽  
Martin Mlinarić ◽  
Nora Mélard ◽  
Julian Perelman ◽  
...  
Keyword(s):  
School Connectedness ◽  
School Level ◽  
Current Evidence ◽  
School Policies ◽  
Quantitative Evidence ◽  
Logistic Regression Models ◽  
Free School ◽  
Staff Members ◽  
Best Friends ◽  
Tobacco Control Policies

Abstract Introduction Many European schools implement smoke-free school policies (SFSPs). SFSPs may decrease adolescent smoking by causing adolescents to perceive stronger antismoking norms, yet there exists no quantitative evidence that indicates for which norms and for whom such effects may occur. This study therefore assessed to what extent adolescents’ perceived antismoking norms among best friends, teachers, and society at large were associated with SFSPs, and whether these associations were moderated by adolescents’ level of school connectedness. Aims and Methods Survey data were collected in 2016/2017 on 10,653 adolescents aged 14–16 years old and 315 staff members in 55 schools from seven European cities. Associations of adolescent-perceived SFSPs and staff-reported SFSPs with best friend, teacher, and societal antismoking norms were estimated in multilevel logistic regression models, adjusted for demographics and school-level smoking prevalence. We tested for interaction between school connectedness and SFSPs. Results Adolescent-perceived SFSPs were positively associated with antismoking norms by teachers (odds ratio [OR]: 1.46, 95% confidence interval [CI]: 1.15–1.85), were negatively associated with antismoking norms by best friends (OR: 0.81, 95% CI: 0.67–0.99), but were not significantly associated with antismoking norms by society at large (OR: 0.87, 95% CI: 0.74–1.02). All interaction tests between adolescent-perceived SFSPs and school connectedness were nonsignificant. Staff-reported SFSPs were not associated with any norm and showed no significant interaction with school connectedness. Conclusions We found that SFSPs are associated with adolescents’ perception of more antismoking norms by teachers, but less antismoking norms by best friends, irrespective of adolescents’ level of school connectedness. Implications Smoke-free school policies, just as many other tobacco control policies, are assumed to foster adolescents’ perception of antismoking norms. Still, current evidence does not demonstrate which antismoking norms may be influenced by SFSPs and whether this influence is equal for adolescents with different levels of school connectedness. This study suggests that SFSPs foster adolescents’ perception of antismoking norms by teachers, but may concurrently lead to the perception of less antismoking norms by best friends, irrespective of adolescents’ school connectedness. SFSPs may therefore need to be complemented with interventions that target antismoking norms in adolescent peer groups.

scholarly journals Transmission of SARS-CoV-2 in Norwegian schools: A population-wide register-based cohort study on characteristics of the index case and secondary attack rates

2021 ◽  
Author(s):  
Torill Alise Rotevatn ◽  
Vilde Bergstad Larsen ◽  
Tone Bjordal Johansen ◽  
Elisabeth Astrup ◽  
Paal Suren ◽  
...  
Keyword(s):  
Cohort Study ◽  
Secondary Schools ◽  
Index Case ◽  
Infection Prevention And Control ◽  
School Staff ◽  
Secondary Case ◽  
Staff Members ◽  
And Control ◽  
Index Cases ◽  
Lower Secondary Schools

Objectives: To assess transmission of SARS-CoV-2 in schools mainly kept open during the COVID-19 pandemic. Design: Population-wide register-based cohort study. Setting: Primary and lower secondary schools in Norway have been open during the academic year 2020/2021 with strict infection prevention and control (IPC) measures in place. All identified contacts including student and staff members were urged to get tested following a positive SARS-CoV-2 case in a school. Participants: All students and educational staff in Norwegian primary and lower secondary schools from August 2020 to June 2021. Main outcome measures: Overall secondary attack rate (SAR14) was operationalized as the number of secondary cases (among students and/or staff) in the school by 14 days after the index case, divided by the number of students and staff members in the school. Moreover, we calculated SAR14-to-students, denoting transmission from all index cases to students only, SAR14-to-school staff, denoting transmission from all index cases to staff members only. We also calculated these measures in stratified samples consisting of student index cases or school staff index cases. Results: From August 2020 to June 2021 there were 4,078 index cases, 79% were students and 21% were school staff. In the majority (55%) of schools with an index case, no secondary cases were observed by 14 days, and in 16% of the schools there were only one secondary case within 14 days. Overall SAR14 was found to be 0.33% (95%CI 0.32-0.33). Staff-to-staff transmission (SAR14 0.45%, 95%CI 0.40-0.52) was found to be slightly more common than student-to-student (SAR14 0.33%, 95%CI 0.32-0.34) and student-to-staff (SAR14 0.28%, 95%CI 0.25-0.30) transmission. Conclusions: Our results confirm that schools have not been an important arena of transmission of SARS-CoV-2 in Norway and therefore support that schools can be kept open with IPC measures in place.

An investigation into the experiences of school counsellors working with adolescents

2021 ◽  
pp. 1-15
Author(s):  
Cathy G. Bettman ◽  
Alexander Digiacomo
Keyword(s):  
Thematic Analysis ◽  
Lived Experiences ◽  
School Context ◽  
Phenomenological Approach ◽  
Health Needs ◽  
School Staff ◽  
Mental Health Needs ◽  
School Counsellors ◽  
Semistructured Interviews ◽  
Insight Into

Abstract Currently, Australia’s school counsellors are increasingly being called upon to respond to adolescent mental health needs. Through semistructured interviews with seven school counsellors working with adolescents, this qualitative study aimed to capture the lived experiences of this group of practitioners. By adopting a phenomenological approach and using thematic analysis, this study provides insight into their profession: the current ambiguity surrounding their role; the opportunities and obstacles they face; as well as the often-present tension between stakeholders including parents, other school staff and external agencies. The findings of this study indicate that school counsellors are challenged by the need to be advocates not only for their students but also for themselves and their roles within the school context.

O028 Recognition and treatment of food-induced anaphylaxis by school staff members

2016 ◽  
Vol 117 (5) ◽  
pp. S10
Author(s):  
A. Tsuang ◽  
H. Demain ◽  
K. Patrick ◽  
M. Pistiner ◽  
J. Wang
Keyword(s):  
School Staff ◽  
Staff Members

Attending to data: Exploring the use of attendance data within the datafied school

2021 ◽  
pp. 003452372098420
Author(s):  
Neil Selwyn ◽  
Luci Pangrazio ◽  
Bronwyn Cumbo
Keyword(s):  
Secondary Schools ◽  
Empirical Data ◽  
Qualitative Studies ◽  
Digital Data ◽  
Data Driven ◽  
School Staff ◽  
Digital Form ◽  
Student Attendance ◽  
Contemporary Schooling

Contemporary schooling is seen to be altering significantly in light of a combined ‘digitisation’ and ‘datafication’ of key processes. This paper examines the nature and conditions of the datafied school by exploring how a relatively prosaic and longstanding school metric (student attendance data) is being produced and used in digital form. Drawing on empirical data taken from in-depth qualitative studies in three contrasting Australian secondary schools, the paper considers ‘anticipatory’, ‘analytical’ and ‘administrative’ aspects of how digitally-mediated attendance data is produced, used and imagined by school staff. Our findings foreground a number of constraints, compromises and inconsistencies that are usually glossed-over in enthusiasms for ‘data-driven’ education. It is argued that these findings highlight the messy realities of schools’ current relationships with digital data, and the broader logics of school datafications.

Do I Trust Sending My Kid Back to School?

2021 ◽  
Vol 24 (4) ◽  
pp. 16-29
Author(s):  
Jeremy D. Visone
Keyword(s):  
Elementary School ◽  
Staff Member ◽  
School Community ◽  
Emergency Evacuation ◽  
School Experiences ◽  
School Staff ◽  
Safety Concerns ◽  
Staff Members ◽  
Emergency Event ◽  
Trust In Schools

A suburban elementary school experiences an emergency evacuation. This evacuation event reveals trust and safety concerns. Some parents, staff members, and children express safety concerns, and a key school staff member questions the judgment of another staff member during the emergency event, exacerbating existing tensions between the two. The principal must move the school community forward, while re-establishing trust and addressing safety concerns. Frameworks for repairing trust and trust in schools are considered.

scholarly journals Interpersonal nurse-patient relationship with a young schizophrenic pregnant woman

2016 ◽  
Vol 10 (2) ◽  
pp. 136-148
Author(s):  
Renata Marques de Oliveira ◽  
Antonia Regina Ferreira Furegato
Keyword(s):  
Thematic Analysis ◽  
Psychiatric Treatment ◽  
Interpersonal Relationship ◽  
Psychiatric History ◽  
Patient Relationship ◽  
Therapeutic Interaction ◽  
Main Challenge ◽  
Schizophrenic Woman ◽  
Definition Of ◽  
Insight Into

The objective of this study was to investigate elements of the personal and psychiatric history, as well as the challenges related to motherhood, of a young schizophrenic female, through person-centered therapeutic interaction. The investigation had an exploratory scope, undertaken in a teaching hospital and data were collected during nondirective interaction on the part of the nurse with a young schizophrenic woman who had been treated in the institution for 10 years. Thematic analysis of the content was undertaken, with emphasis on the nuclei of meaning, identification of the themes and definition of the categories. The patient, called L. in this study, was 30 years old, had a two-year-old child and was three months pregnant when data were collected. Her trajectory was characterized by doubts, fears and uncertainties. The episodes of hospitalization, the coexistence with other patients, and the medications promoted insight into the symptoms, and acceptance of the diagnosis. The main challenge was experiencing pregnancy and the puerperium concomitantly with the psychiatric treatment. The interpersonal relationship established evidenced that, the young woman felling understood and that her needs were attended, overcame several difficulties she had reported and felt fulfilled and integrated into her social environment.

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