Refugee Parental Engagement in Greek Schooling through the Eyes of School Stakeholders

Abstract Background Although schools have been identified as significant settings in the response to the HIV/AIDS pandemic, limited research is available on how they can accommodate Youth Living with HIV/AIDS (YLWHA), especially in resource limited countries. In this study, we explored strategies by school stakeholders (school staff, parents/caretakers, and students) in western Uganda to care for and support YLWHA in their schools. Methods The article utilizes data collected between May and October, 2019 from a qualitative inquiry based on focus group discussions and interviews with 88 school stakeholders purposively selected from 3 secondary schools in western Uganda. Textual data was analyzed thematically involving both inductive and deductive coding. Results We identified 7 overarching interrelated themes in which participants reported strategies to care for and support YLWHA: counselling and guidance; social support networks and linkages; knowledge and skills; anti-stigma and anti-discrimination measures; disclosure of HIV status; treatment and management of HIV/AIDS; and affirmative actions for YLWHA. Stakeholders’ strategies often differed regarding what was considered appropriate, the approach and who to take lead in supporting YLWHA. Conclusions Despite the limited care and support strategies specific for YLWHA currently available in schools, our study points to optimism and high potential given stakeholders’ identified avenues for improvement. We posit that promoting HIV/AIDS-care and support in schools is a gradual process requiring each school to develop a strong knowledge base about HIV/AIDS and support needs of YLWHA, develop a coherent and school-wide approach, and collaborate extensively with external stakeholders who are significant in supporting YLWHA.

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Parental engagement in social entrepreneurship by participatory action research at school of Nepal

European Journal of Public Health ◽

10.1093/eurpub/ckaa166.328 ◽

2020 ◽

Vol 30 (Supplement_5) ◽

Author(s):

G Maharjan ◽

B Devkota ◽

S Gjotterud ◽

S L Bastien

Keyword(s):

Action Research ◽

Participatory Action Research ◽

Social Entrepreneurship ◽

Educational Achievement ◽

Group Discussion ◽

Study Finding ◽

Parental Engagement ◽

School Education ◽

Educational Outcome ◽

Participatory Action

Abstract School education has immense role for the better future of a country. However, schools such as in a developing, country like Nepal face many barriers in demand creation as well as quality in classroom delivery. Students enter the school with mental stress and family problems. This restricts the educational outcome of schooling. Social entrepreneurship (SE) is an alien idea still in most schools in Nepal. By this venture, School social entrepreneurship can help the students and society to detect the skill of life which changes their life standard in future. It helps students to be regular in school, improve their health and ultimately bring change in overall educational achievement. In contrary to this, because of students poor economic condition they are neither able to have proper breakfast nor lunch which leads to sleepiness and inability to concentrate in the class room. Hence their learning outcome is poor. Following a Participatory Action Research (PAR) paradigm, the first author spent more than a year with rigorous field engagement in Janajivan Secondary school at Chitwan district of Nepal in order to understand the context and real need of SE. The school has own building and enough land where opportunity to develop entrepreneurship activities with the concept of 'supporting livelihood of parents through SE' approach. To dig out the reasons, We used informal talk, focused group discussion, observation and interview with teachers, students, community members, school management committee and parents. The study finding indicates that lack of time, teacher's fear of commercialism, impeding educational structures and sustainability were some of the challenges integrating SE in school. Experiential earning and learning based activities can be practiced in school outside the classroom. Having SE at school with parental involvement can be innovative pedagogical approach in school education of Nepal. Key messages Entrepreneurship linking with health education. Promote livelihood with entrepreneurship by participatory action research.

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Parental Engagement of a Prototype Electronic Diary in an Ambulatory Setting Following Adenotonsillectomy in Children: A Prospective Cohort Study

Children ◽

10.3390/children8070559 ◽

2021 ◽

Vol 8 (7) ◽

pp. 559

Author(s):

Tobial Mchugh ◽

Karen A. Brown ◽

Sam J. Daniel ◽

Sharmila Balram ◽

Chantal Frigon

Keyword(s):

Health Care Providers ◽

Response Rate ◽

Text Message ◽

Parental Engagement ◽

Ambulatory Setting ◽

Outpatient Basis ◽

Care Providers ◽

Electronic Diary ◽

Pain Diary ◽

Post Operation

Adenotonsillectomy is performed in children on an outpatient basis, and pain is managed by parents. A pain diary would facilitate pain management in the ambulatory setting. Our objective was to evaluate the parental response rate and the compliance of a prototype electronic pain diary (e-diary) with cloud storage in children aged 2–12 years recovering from adenotonsillectomy and to compare the e-diary with a paper diary (p-diary). Parents recorded pain scores twice daily in a pain diary for 2 weeks post-operation. Parents were given the choice of an e-diary or p-diary with picture message. A total of 208 patients were recruited, of which 35 parents (16.8%) chose the e-diary. Most parents (98%) chose to be contacted by text message. Eighty-one families (47%) returned p-diaries to us by mail. However, the response rate increased to 77% and was similar to that of the e-diary (80%) when we included data texted to the research phone from 53 families. The proportion of diaries with Complete (e-diary:0.37 vs. p-diary:0.4) and Incomplete (e-diary:0.43 vs. p-diary:0.38) data entries were similar. E-diaries provide a means to follow patients in real time after discharge. Our findings suggest that a smartphone-based medical health application coupled with a cloud would meet the needs of families and health care providers alike.

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Language ideologies and Cherokee revitalization

Journal of Immersion and Content-Based Language Education ◽

10.1075/jicb.2.1.05pet ◽

2014 ◽

Vol 2 (1) ◽

pp. 96-118 ◽

Cited By ~ 2

Author(s):

Lizette Peter

Keyword(s):

Language Ideologies ◽

Attitudes And Beliefs ◽

Cherokee Nation ◽

Beliefs And Attitudes ◽

School Stakeholders

Cherokee Nation in Oklahoma has enacted a revitalization plan to promote Cherokee language in a variety of settings, and many tribal citizens have begun to confront how language factors into their identities as Cherokees. In particular, Tsalagi Dideloquasdi, the Cherokee immersion school, has become an important sociolinguistic site for the articulation of deeply seated beliefs and attitudes about issues such as the practicality of the language in contemporary times and who has a legitimate right to learn and speak the language. The purpose of this paper is to elucidate these attitudes and beliefs as well as the ideologies that inform them. Assuming a critical ethnographic stance, I examine the hegemonic discourses and structures that have led to the loss of Cherokee over generations as well as to three ideologies — impracticality, legitimacy, and hope — that influence the current efforts of the immersion school stakeholders.

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Changes in community readiness among key school stakeholders after Ready for Recess

Health Education Research ◽

10.1093/her/cyt090 ◽

2013 ◽

Vol 28 (6) ◽

pp. 943-953 ◽

Cited By ~ 6

Author(s):

D. K. Ehlers ◽

J. L. Huberty ◽

C. L. Beseler

Keyword(s):

Community Readiness ◽

School Stakeholders

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School Reform and Parental Engagement Learning in the United Kingdom

10.1093/acrefore/9780190264093.013.1678 ◽

2021 ◽

Author(s):

Janet Goodall

Keyword(s):

United Kingdom ◽

School Improvement ◽

School Reform ◽

21St Century ◽

Parental Engagement ◽

Reform Movements ◽

Early 21St Century ◽

The United Kingdom ◽

Wide Range ◽

Per Se

Parental engagement in children and young people’s learning has been shown to be an important lever for school improvement and young people’s outcomes. However, parents are rarely involved in school reform movements. These reform movements are generally centered on the school rather than on improvement of learning per se. Shifting the focus away from the school and to learning as an overarching aim requires the inclusion of and partnership with parents. This is a new way of understanding school reform but has the best chance of supporting all students, including those not best served by the schooling systems in the early 21st century. The reforms here are chiefly concerned with U.K. schooling systems, but could be more widely applicable, and call on a wide range of evidence, from the United Kingdom and beyond.

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Covid 19 and Stress among Students

Research Journal of Humanities and Social Sciences ◽

10.52711/2321-5828.2021.00043 ◽

2021 ◽

pp. 239-244

Author(s):

L. Vijayashree ◽

Shishira Srinivasa

Keyword(s):

Stress Management ◽

Eating Habits ◽

Traumatic Event ◽

Parental Engagement ◽

Student Stress ◽

The World ◽

Inadequate Sleep

In today's culture, there are numerous factors that may act as a stress catalyst, making stress a big aspect of one's life. Covid-19 has wrought tremendous havoc all over the planet. Stress isn't just an issue for adults; it's also growing more common among children of all ages. Proper stress management is incredibly difficult to achieve since parents do not have the time to adequately care for their children. Most people assume that stress can only be caused by a traumatic event, but the fact is that tension may also be caused by a good experience. There are numerous causes of student stress that can lead to stress in a student's life, including misbehavior between the student and the teacher, which can lead to increased tension and stress. A lack of parental engagement also led in attacks on all pupils. Children in general do not pay attention to their eating habits, making them more vulnerable to stress in general. Inadequate sleep is also a source of stress, and students all over the world suffer as a result. Students' capacity to manage stress is hit or miss.

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