Student Engagement in High-Performing Schools: Relationships to Mental and Physical Health

2014 ◽  
Vol 116 (13) ◽  
pp. 80-100
Author(s):  
Jerusha Conner ◽  
Denise Pope
Keyword(s):  
High Schools ◽  
Student Engagement ◽  
Physical Health ◽  
High Performing Schools ◽  
High Performing ◽  
Mental And Physical Health

This chapter examines how the three most common types of engagement found among adolescents attending high-performing high schools relate to indicators of mental and physical health.

scholarly journals INSTRUCTIONAL LEADERSHIP PRACTICES OF HEADS OF SENIOR HIGH SCHOOLS IN GHANA

2021 ◽  
Vol 8 (7) ◽  
pp. 424-435
Author(s):  
Michael Amakyi
Keyword(s):  
High Schools ◽  
Instructional Leadership ◽  
Leadership Practices ◽  
Learning Climate ◽  
High Performing Schools ◽  
High Performing ◽  
School Learning ◽  
School Heads ◽  
Leadership Dimensions ◽  
Experimental Survey

A non-experimental survey was conducted to investigate the instructional leadership practices of senior high school heads in Ghana. Data were collected using a closed-ended Likert type items from a simple randomly selected sample of a defined population of school heads of senior high schools in Ghana. Data collected were analysed using rank-ordered means and independent samples test of differences of means. The study findings revealed that the school heads frequently adopt major key practices of instructional leadership. However, the school heads most frequently adopt the practice of communicating the school’s goals. The study further revealed that differences exist the frequency at which heads of high performing schools and those of non-high performing schools adopt instructional leadership dimensions of defining the school’s goals and promoting a positive school learning climate.

scholarly journals Childhood adversities and related mental health among children in socialization centers

2019 ◽  
Vol 29 (Supplement_4) ◽  
Author(s):  
A Peciukaityte ◽  
M Jakubauskiene
Keyword(s):  
Mental Health ◽  
High Schools ◽  
Life Course ◽  
Health Outcomes ◽  
Physical Health ◽  
Criminal Behavior ◽  
Early Adulthood ◽  
Mental Health Outcomes ◽  
Childhood Adversities ◽  
Mental And Physical Health

Abstract Background Life course paradigm provides a comprehensive overview of different determinants and mental health outcomes during the life course. Childhood adversities experienced in early adulthood are related to poor mental and physical health in the future. The aim of the study was to identify relations between experienced childhood adversities and mental health outcomes among children in socialization centers and regional high schools (HS) in Lithuania. Methods A prevalence study was conducted in all 3 socialization centers (SC) in Lithuania (n = 35) and two regional high schools (n = 96) among 13-18 year old’s. Anonymous individual interviews were conducted in 2018. Descriptive statistics using SPSS was applied for assessment of adverse life events, mental health risk factors and outcomes (%). Pearson chi square, Fisher test, Kruskal - Wallis H were applied for comparison and statistical significance (p ≤ 0,05). Results Prevalence of bullying among children in SC was 77.1% (47.9% among HS children), parental divorce - 60% (27% HS), parental criminal behavior - 40 % (2.1% HS), family violence - 48.6% (16.7% HS), physical abuse - 62.9% (9.4% HS), parental alcohol use - 40% (13.5% HS). 74.3% among children in SC experienced neglect, physical traumas (39.6% HS), prevalence of suicidal behavior was 25.7% and 6.25% accordingly. Criminal behavior, alcohol, substance abuse and smoking were much more prevalent among children in socialization centers than among high school children (p < 0.01). Conclusions Children in socialization centers had higher exposure of childhood adversities and poorer mental health outcomes. High prevalence of adversities was related to poor parenting skills as well as toxic family and social environment. Key messages Childhood adversities experienced in early adulthood are related to poor mental and physical health as well as deprivation of social performance in later life. Childhood adversities are more prevalent among children in socialization centres than in regional high schools.

Leadership practices of principals of high-performing community high schools: Evidence from Nepal

2019 ◽  
Vol 48 (6) ◽  
pp. 1026-1045
Author(s):  
Jeevan Khanal ◽  
Freya Perry ◽  
Sae-Hoon Park
Keyword(s):  
High Schools ◽  
School Leadership ◽  
Leadership Practices ◽  
Empirical Studies ◽  
Quality Teachers ◽  
High Performing Schools ◽  
Political Activities ◽  
High Performing ◽  
Low Performing Schools ◽  
Short Period

Empirical studies of school leadership in South Asia are limited. This qualitative study examines the ways in which principals in three award-winning community high schools enact leadership practices in their specific contexts in Nepal. The results reveal that the principals used multiple frames of leadership and were proactive towards reforms. High levels of interest, collaboration, prohibition of political activities inside the school, approachability for parents, recruitment of high-quality teachers and innovative programmes proved to be critical for success. This study has implications for how principals enact their role to transform low-performing schools into high-performing schools within a short period.

scholarly journals A Comparison of Collaborative Practice and Teacher Leadership Between Low-Performing and High-Performing Rural Kentucky High Schools

2018 ◽  
Vol 35 (3) ◽  
Author(s):  
Meagan R. Musselman ◽  
Meg A. Crittenden ◽  
Robert P. Lyons
Keyword(s):  
High Schools ◽  
Standard Deviation ◽  
Teacher Leadership ◽  
The United States ◽  
United States Department ◽  
Act Scores ◽  
High Performing Schools ◽  
High Performing ◽  
Rural High Schools ◽  
Community Stakeholders

This article reports the findings of the 2011 results of ‘very rural’ Kentucky high schools on the Teaching, Empowering, Leading and Learning (TELL) Survey to determine whether differences existed between high and low performing rural schools across specific survey items. Schools with ACT scores one standard deviation (or more) above their predicted value were compared to rural high schools where students’ ACT scores were one standard deviation (or more) below their predicted value. Beale Codes of seven through nine from the United States Department of Agriculture were used to identify very rural Kentucky high schools. Very rural high schools identified as high-performing demonstrated significantly different results on survey items related to a culture of collaboration and teacher leadership than rural high schools identified as low performing. The survey suggested that in high-performing schools, the principal and teachers supported each other in their development as instructional leaders, and established communication and collaboration skills with families and community stakeholders.  

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