Perceptions of participation in school and association with health and wellbeing: comparison among Nigerian and Irish pupils

2021 ◽  
pp. 175797592110382
Author(s):  
Yetunde O. John-Akinola ◽  
Mary O. Balogun ◽  
Adeyimika T. Desmennu ◽  
Damilola O. Awobiyi ◽  
Saoirse Nic Gabhainn
Keyword(s):  
School Life ◽  
Developed Country ◽  
School Activities ◽  
Health And Wellbeing ◽  
Qualitative Approaches ◽  
School Participation ◽  
Significant Difference ◽  
Health Promoting School ◽  
School Events ◽  
Primary School Pupils

School participation among pupils is considered a key value of the health promoting school approach. However, few studies have documented the relationship between the school participation of pupils and health and wellbeing outcomes in different geographical contexts, especially looking at developing and developed country contexts. This study investigated the perceptions of Nigerian and Irish pupils on participation in school and reported health and wellbeing. Data was collected using self-completed questionnaires among 333 and 231 primary school pupils in 4th, 5th and 6th classes across 17 schools in Nigeria and Ireland. Logistic regression analysis was used to analyse the data from both countries. There was no statistically significant difference in the mean scores for participation in school activities (NIG mean = 22.8, SD 3.5; IRE mean = 22.3, SD 3.4) and school events (NIG mean = 18.8, SD 3.7; IRE mean = 17.1, SD 3.6). However, participation in school decisions and rules (NIG mean = 17.3, SD 4.7; IRE mean = 15.8, SD 3.6) and health and wellbeing (NIG mean = 16.9, SD 1.7; IRE mean = 15.3, SD 2.4) scores were significantly higher among Nigerian pupils, while positive perception of school participation (NIG mean = 24.2, SD 4.1; IRE mean = 26.2, SD 3.4) was significantly higher among Irish pupils. The findings suggest that Irish and Nigerian pupils have positive perceptions of their schools irrespective of their location and levels of development. However, further research using qualitative approaches might be needed to better clarify dimensions of pupils’ perceptions of school life and school participation among Nigerian pupils in order to substantiate these claims.

Taking part in school life: views of children

2013 ◽  
Vol 114 (1) ◽  
pp. 20-42 ◽  
Author(s):  
Yetunde Olufisayo John-Akinola ◽  
Aoife Gavin ◽  
Siobhán Elizabeth O’Higgins ◽  
Saoirse Nic Gabhainn
Keyword(s):  
Interpersonal Relationships ◽  
Classroom Environment ◽  
Research Process ◽  
School Life ◽  
Content Type ◽  
School Activities ◽  
Three Phase ◽  
Health Promoting School ◽  
Primary School Pupils ◽  
Key Indicators

Purpose – Child participation is increasingly a global phenomenon as stated by Article 12 of the United Nations Convention on Children's Rights. This supports the first principle, Democracy, of the Health Promoting School movement. The purpose of this paper is to facilitate a three-phase participatory research process (PRP) to document the views of children about participation in school. Design/methodology/approach – A total of 248 primary school pupils aged nine to 13 years participated: the first group of pupils answered two questions on individual coloured paper; the second group categorised these data separately, by question, assigning labels for each of the categories; and the third group used the categories to develop schema. The analysis was inductive. Findings – The most common categories for what made pupils feel a part of their school were school uniforms, sports, friends, teachers and their school/classroom environment. Increase in the number of school activities, encouraging friendship and equal participation were key indicators of how pupils would ensure that everybody felt a part of the school. The findings indicate that interpersonal relationships and belonging are in the opinion of children important for taking part in school life. Originality/value – The paper illustrates children's understanding of what taking part in school means to them. The PRP encouraged pupils to have control of the three-phase research process, and demonstrated the ability of children to work together in groups while having fun at the same time.

scholarly journals IMPACT OF MODELLING TECHNOLOGY INTEGRATION FOR OUT-OF-SCHOOL TIME LEARNING ON ACADEMIC ACHIEVEMENT

2020 ◽  
pp. 292-299
Author(s):  
Dr. Thadei A. Kiwango
Keyword(s):  
Academic Achievement ◽  
Technology Integration ◽  
Primary School ◽  
Primary Schools ◽  
Significant Difference ◽  
The Government ◽  
Arusha Region ◽  
Primary School Pupils ◽  
The Impact ◽  
Out Of School

This paper determines the impact of modelling technology integration for of out-of-school (OST) learning on academic achievement in primary schools. The research was conducted in Arusha Region, specifically in Meru District. The paper adopted the experimental design, involving experimental and control groups. Each of the two groups comprised three (3) schools, making a total of six (6) schools. The experiment was conducted using Digital Video Disks (DVDs), mobile phones, notebooks and home assignment booklets. The tools were further supplemented by a list of perceived best practices, and examination papers. The findings reveal a statistically significant difference in mean scores between the control and experimental groups as confirmed by 95% confidence level whereby, F (1, 180) = 28.63, p=0. Based on the findings, null hypothesis was rejected, leading to the conclusion that the proposed model for OST technology integration is attributed to significant improvements in academic achievement for primary school OST learners. The implication of these findings is for researchers, and other educational stakeholders, including the government to invest in devising contextually relevant model, and mobilizing parents, teachers and learners with a view to hastening technology integration in order to improve academic achievements for primary school pupils. There is also a need for studies that further explore technology integration opportunities, and associated challenges in a bid to addressing poor academic performance among primary school pupils.

Cyberbullying at School

2021 ◽  
pp. 34-53
Author(s):  
Joanna Lizut
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
School Environment ◽  
School Experiences ◽  
School Bullying ◽  
School Life ◽  
High Expectations ◽  
Strong Link ◽  
School Activities ◽  
Negative Perceptions

It is very important to collocate the occurrence of cyberbullying with a negative school environment. School bullying is widely known to be associated with many negative indicators, including lower academic achievement, lower school satisfaction, and lower levels of attachment and involvement at school. Several studies have combined cyberbullying with negative school experiences, such as lower academic performance and negative perceptions of the school climate. Moreover, many have suggested a strong link between the climate in the school and both traditional and cyberbullying. Some recent studies have shown that people who are perpetrators of cyberbullying and those who are victims both report a worse climate in schools than others not involved in the behavior. A poor disciplinary climate is one in which students are either unaware of the rules and the consequences of violations or one in which students are unmotivated to internalize and conform to the rules because they feel that they are unfair or unimportant. Weak parental involvement implies that the parents are not involved with the student's school life; they provide no help with homework, have very little communication with teachers, and rarely assist with school activities. Having a lack of didactic pressure means that neither teachers nor students hold high expectations for their academic achievement.

Mentally disordered offenders in Zimbabwe and in England and Wales: a socio-demographic study

2007 ◽  
Vol 47 (3) ◽  
pp. 253-261 ◽  
Author(s):  
S.B. Menezes ◽  
F. Oyebode ◽  
M.S. Haque
Keyword(s):  
Standard Deviation ◽  
Patient Survey ◽  
Mentally Disordered Offenders ◽  
Developed Country ◽  
Case Register ◽  
England And Wales ◽  
Mentally Disordered ◽  
Significant Difference ◽  
Hospital Patients ◽  
Mentally Disordered Offender

Our aim was to compare socio-demographic, clinical and criminal characteristics of mentally disordered offender patients in a special institution in a developing and a developed country. Zimbabwe data from 1980-1990 was obtained from a hospital patient survey, in a written semi-structured format. The English special (high security) hospital patients' data for the same period was obtained from the case register. The sample size for Zimbabwe was 367 patients (337 males, 30 females) and for England and Wales it was 1,966 patients (1,643 males, 323 females). The average age for Zimbabwean patients was 36 years, with standard deviation of 9.7; for England and Wales the average age was 29.7 with standard deviation of 9.6. There was significant difference in marital status in the two countries. Seventy-eight per cent of patients were single in England and Wales, compared with 49% in Zimbabwe. There were 20% illiterate patients in Zimbabwe, compared with 4% in England and Wales. Thirty-seven per cent of the patients in England and Wales had a diagnosis of personality disorder, compared with 6% in Zimbabwe. There were 53% of homicides in Zimbabwe, compared with 20% in England and Wales. Employment in the two countries was similar: 34% in Zimbabwe and 33% in England and Wales. There were differences in the socio-demographic characteristics in the two countries, except for employment status. Differences were also noticed in the diagnoses of the patients, types of crime and the methods of assault.

scholarly journals The impact of 12-hour shifts on nurses’ health, wellbeing, and job satisfaction: A systematic review

2017 ◽  
Vol 7 (11) ◽  
pp. 69 ◽  
Author(s):  
Maram Banakhar
Keyword(s):  
Job Satisfaction ◽  
Web Of Science ◽  
Role Stress ◽  
Job Dissatisfaction ◽  
Cardiovascular Disorders ◽  
Health Concerns ◽  
Health And Wellbeing ◽  
Significant Difference ◽  
Skeletal Disorders ◽  
The Impact

Objective: This review was conducted to investigate the impact of applying 12-hour shifts in comparison to 8-hour shifts on nurses’ health wellbeing and job satisfaction.Methods: MEDLINE, CINHALE, PsycINFO, EMBASE, Web of Science, and SCOPUS databases were searched, covering the period between 1980 to 2017. Studies were included if they concerned nurses working for 12-hour shifts in  comparison to 8-hour shifts in hospital settings, based on observational/surveys studies.Results: In the yielded 12 studies, 3 studies reported that 12-hour shifts had an impact on nurses’ health and wellbeing, such as cognitive anxiety, musculo-skeletal disorders, sleep disturbance, and role stress; however, there was no significant difference between 12- and 8-hour shifts with digestive and cardiovascular disorders, psychological ill health, and somatic anxiety. Of the 4 studies measuring the impact of 12-hour shifts on fatigue, three studies showed that the nurses experienced more fatigue in the 12-hour shifts in comparison to 8-hour shifts; nevertheless, one study did not find a significant difference in fatigue and critical thinking performances between 12- and 8-hour shifts. Nine of the 12 studies measured job satisfaction in 12- and 8-hour shifts, 5 studies showed a greater dissatisfaction regarding 12-hour shifts, while 3 studies found that the nurses were more satisfied with 12-hour shifts than with 8-hour shifts; but one study pointed out that there was a difference between the two shifts considering pay and professional status.Conclusions: The findings of the review suggest that 12-hour shifts resulted in negative health concerns and job dissatisfaction; however, there is a need for more empirical evidence to support this.

Is school participation good for children? Associations with health and wellbeing

2012 ◽  
Vol 112 (2) ◽  
pp. 88-104 ◽  
Author(s):  
Aingeal de Róiste ◽  
Colette Kelly ◽  
Michal Molcho ◽  
Aoife Gavin ◽  
Saoirse Nic Gabhainn
Keyword(s):  
Health And Wellbeing ◽  
School Participation ◽  
Good For

A cross-sectional analysis of local government health and wellbeing plans and priorities in Victoria, Australia

2017 ◽  
Vol 23 (5) ◽  
pp. 440 ◽  
Author(s):  
Mark Anthony Alindogan ◽  
Eli Ristevski ◽  
Anske Robinson
Keyword(s):  
Socioeconomic Status ◽  
Low Socioeconomic Status ◽  
Local Governments ◽  
Local Level ◽  
State Level ◽  
Health Priorities ◽  
Local Health ◽  
Low Socioeconomic ◽  
Health And Wellbeing ◽  
Significant Difference

The aim of this study is to explore local health and wellbeing plans and priorities by Victorian local governments (LGs), specifically to: (1) analyse how LG priority areas are described in comparison to the State-level plan; (2) identify differences between regional and metropolitan health priorities; and (3) identify differences between LGs with high and low socioeconomic status. Content analysis of 79 LG health and wellbeing plans was undertaken. Differences in health and wellbeing priorities between LGs were examined using the t-test for two proportions. In total, 20% of the plans did not specify actions to address health priorities. One in three (34%) did not specify how evaluation will be done. Alcohol and other drugs, gambling and housing were prioritised more by metropolitan LGs, whereas disease prevention was prioritised more in regional LGs. There was no significant difference in health and wellbeing priorities of LGs with high and low socioeconomic status except for gambling. State-level health and wellbeing plans should be sensitive to differences in priorities of LGs. There is a need for local plans to commit to specific actions and evaluation. This analysis provides basis for more community-reflective, State-level planning and calls for more emphasis on identifying actions and evaluation in local level planning.

scholarly journals Analysis of socioeconomic factors in the participation of parents in the Ecuadorian educational context

2021 ◽  
Vol 5 (4) ◽  
pp. 101-116
Author(s):  
Morayma Jimena Bustos Yépez ◽  
Lourdes Elizabeth Navas Franco ◽  
Fernando Sebastián Vega Buenaño
Keyword(s):  
Marital Status ◽  
Field Research ◽  
Educational Context ◽  
School Life ◽  
Chi Square ◽  
Cross Sectional ◽  
School Activities ◽  
The Social ◽  
R Project ◽  
Chi Square Test

Introduction. The family is the axis on which the social structure develops, and that is why exploring how they participate in the school life of children becomes, over the years, something of importance. It is necessary to know how participation develops from some of the variables that can influence it. Objetive. Contrast whether the participation of parents in school activities has something to do with schooling, occupation, gender, marital status, age of parents, region, sector, and type of support of the school in which their children study. Methodology. For this, field research of cross-sectional type, of descriptive scope, was carried out, to check the levels of relationship, among the variables of this study. Chi-square test was used with the statistical software R Project. Results. As main results, it was found that the variables schooling (2.255e-12), occupation (9.578e-13), gender (6.43e-15), marital status (0.04333), sector (0.0006822) and type of school support (0.0001065) are related to the levels of parental participation, while the age of the parents (0.2975), and the region (0.6784) do not have significant levels of relationship. Conclusions. It is concluded in the study that the level of participation of parents in the Ecuadorian educational context is high; the variables that are related in a positive or negative way must be taken into consideration to improve the school processes that need this collaboration.

scholarly journals Den private religion: Fortolkninger af muslimske børns religiøse tilhørsforhold i en dansk folkeskole

2017 ◽  
Vol 8 (2) ◽  
pp. 57
Author(s):  
Marianne Holm Pedersen
Keyword(s):  
School Leadership ◽  
School Life ◽  
School Activities ◽  
Parents And Children ◽  
Children’S Participation ◽  
Private Matter ◽  
Teachers And Parents ◽  
Children's Participation ◽  
Role Of Religion

While the teaching of religion in the Danish folkeskole is a widely debated issue, there is little knowledge about how parents of Muslim background relate to the role of religion in the children’s daily school life. This article explores the meanings that teachers and parents at a school in the Danish province attribute to Muslim children’s religious backgrounds. Based on interviews with school leadership, teachers, parents and children, it particularly examines how they interpret the course ‘knowledge of Christianity’ and how they view the division of responsibility for teaching children about religion. It argues that while both parents and teachers understand religious belonging as a private matter that does not concern the school, they have different understandings of what this means and what it should imply for the children’s participation in school activities. The article further argues that the so-called encounter between ‘Muslim practices’ and ‘Danish values’ rather constitutes yet another example of negotiations that have always taken place in modern Danish society between the institutions of family and school.

scholarly journals Accelerometry-assessed sleep duration and timing in late childhood and adolescence in Scottish schoolchildren: a feasibility study

2020 ◽  
Author(s):  
Laura M. Lyall ◽  
Natasha Sangha ◽  
Cathy Wyse ◽  
Elaine Hindle ◽  
Dawn Haughton ◽  
...  
Keyword(s):  
Mental Health ◽  
Depressive Symptoms ◽  
Sleep Duration ◽  
Activity Patterns ◽  
School Setting ◽  
Childhood And Adolescence ◽  
Developmental Phase ◽  
Health And Wellbeing ◽  
Sleep Timing ◽  
Primary School Pupils

AbstractChildren and adolescents commonly suffer from sleep and circadian rhythm disturbances, which may contribute to poorer mental health and wellbeing during this critical developmental phase. Many studies however rely on self-reported sleep measures. This study assessed whether accelerometry data collection was feasible within the school setting as a method for investigating the extent of sleep and circadian disruption, and associations with subjective wellbeing, in Scotland. Fourteen days of wrist-worn accelerometry data were collected from 69 pupils, aged 10-14 years. Objective measures of sleep timing, sleep duration and circadian rest-activity patterns were derived. Questionnaires assessed subjective sleep timing, depressive symptoms, and experiences of wearing the accelerometer. Pupils slept on average less than 8 hours per night, failing to meet standard age-specific recommendations. Sleep timing was later and duration longer on weekends compared to weekdays (B = 0.87, 95% confidence interval (CI) 0.70, 1.04; B = 0.49, 95% CI 0.29, 0.69), indicating social jetlag. Lower daytime activity was correlated with higher depressive symptoms (r = -0.84, p = 0.008). Compared to primary school pupils, secondary pupils had shorter sleep window duration and lower circadian relative amplitude. Over half of participants reported some discomfort/inconvenience wearing the accelerometer. These data highlight that inadequate sleep is prevalent in this sample of schoolchildren. Future, larger scale investigations will examine in more detail the associations between sleep, circadian function and physical activity with mental health and wellbeing.

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