scholarly journals Saudi High School STEM Teachers’ Understanding and Practices of Creativity in the Classroom

2021 ◽  
Vol 4 (3) ◽  
pp. 179-203
Author(s):  
Maryam Bojulaia ◽  
Brandy Pleasants
Keyword(s):  
High School ◽  
School Environment ◽  
Creative Thinking ◽  
Formal Education ◽  
A Priori ◽  
Research Area ◽  
Educational Goals ◽  
Ministry Of Education ◽  
Structured Interviews ◽  
Study Results

Creativity is a fundamental skill that needs to be promoted in order to develop individuals’ economic and social status. Formal education is an appropriate place to enhance creativity. Therefore, international governments and educational administrators have been paying more attention to creativity in the educational context. In contrast, there are many concerns regarding the lack of students' creative thinking. In particular, the Saudi Ministry of education acknowledged that their educational system struggles with a weak environment that hinders creativity. Thus, the Saudi Ministry of Education aims to enhance creativity as one of its main educational goals of the Saudi 2030 vision. This paper aims to assess Saudi high school STEM teachers’ understanding of creativity, as they are a key component for enhancing creativity in the school environment. The study was conducted in Saudi Arabia with nine Saudi high school STEM teachers. The qualitative data collection strategy included semi-structured interviews. The analysis approach was a priori coding based on the review of the theoretical foundations for creativity and innovation in European education. The analysis shows that Saudi high school STEM teachers have various definitions of creativity. Participants valued creative students by providing opportunities and establishing positive relationships with them. Teachers claimed they practiced creativity through instructional practices that engage students’ participation in the learning process.  Participants were not satisfied with their professional development or the technical support provided by the Saudi Ministry of Education. The study results suggest further exploration and recommendations that enrich the research area of creativity in STEM education.

scholarly journals Converging and Diverging Points of Indigenous Education and Formal Education Systems in Nepal: A Case of Tharu Community

2019 ◽  
Vol 4 (2) ◽  
pp. 111-122
Author(s):  
Dhruba Prasad Niure
Keyword(s):  
Formal Education ◽  
Indigenous Education ◽  
Group Discussion ◽  
Research Process ◽  
Educational Institutions ◽  
Educational Goals ◽  
Education Systems ◽  
Study Results ◽  
Indigenous Children ◽  
Teachers And Students

This study was carried out to explore the converging and diverging points of indigenous education and formal education systems of Nepal. The entire research process of the study was guided by the interpretive-constructivist paradigm followed by a case study design. Tharu teachers and students were chosen as a sample by using a purposive sampling method and then in-depth interviews, focus group discussion, and document analysis was used as the main methods of garnering intensive information regarding the similarities and differences of indigenous education and formal education systems primarily in reference to Tharu community. Study results reveal that both formal and indigenous education systems have their own educational goals, curriculum, teachers, and both of them impart particular knowledge and skills to the learners by using certain instructional techniques. Nevertheless, both education systems are not identical to each other in terms of learning environment, skills-focused, nature of learning, type of teachers, the medium of instruction, and assessment devices. As a result, Tharu children show poor academic performance within the formal education system as compared to non-indigenous children. Coherence between formal curricular contents and indigenous knowledge should be made to provide relevant and effective educational services to indigenous children within formal educational institutions for the purpose of improving their living standards in the future through quality education.

Concepts of quality in independent accreditation in Kyrgyzstan

2019 ◽  
Vol 9 (4) ◽  
pp. 453-463
Author(s):  
Chynarkul Ryskulova
Keyword(s):  
Higher Education ◽  
A Priori ◽  
Ministry Of Education ◽  
Structured Interviews ◽  
Content Type ◽  
Accreditation Standards ◽  
Qualitative Research Design ◽  
Quality Of Higher Education ◽  
Research Findings ◽  
New Policies

Purpose The purpose of this paper is to explore the concept, criteria and definitions of quality of higher education from the perspectives of the leadership of three new independent accreditation agencies in Kyrgyzstan. Design/methodology/approach The author employed interpretative qualitative research design. The data for this study were collected through semi-structured interviews with the leadership of three independent accreditation agencies and through review and the qualitative analyses of new policies on accreditation of higher education institutions, new accreditation standards and criteria. A priori codes by using categories were defined in advance and emergent codes based on data driven were used for data analyses. Findings The research findings support the author’s argument that the new independent accreditation processes will not assure quality because first, the agencies are not independent of the Ministry of Education and Science; second, the current standards do not provide evidence of quality; and third, the institutions do not have what in Europe is called a “quality culture” – ongoing, continuous efforts toward quality. Originality/value This is first scholarly work looking at independent accreditation process at its beginning stage. The results of an article can have influence on further development of accreditation system and improvement of accreditation standards.

scholarly journals Bullying in school environment: the educators’ understanding

2020 ◽  
Vol 30 (1) ◽  
pp. 58-64
Author(s):  
Felipe Soares Salgado ◽  
Wanderlei Abadio de Oliveira ◽  
Jorge Luiz Da Silva ◽  
Beatriz Oliveira Pereira ◽  
Marta Angélica Iossi Silva ◽  
...  
Keyword(s):  
Public Schools ◽  
School Environment ◽  
Formal Education ◽  
School Context ◽  
School Bullying ◽  
Structured Interviews ◽  
Cross Sectional ◽  
Data Set ◽  
Education Professionals ◽  
The Family

Introduction: Bullying is a type of violence between peers characterized by intentionality, repetition and imbalance of power between victims and aggressors. The occurrence of bullying in the school context impairs students' learning and healthy development. Objective: To analyze the educators' understanding of bullying in the school environment. Methods: Cross-sectional and qualitative study carried out with 16 educators (principals, deputy principals, pedagogical coordinators and teachers) from two public schools in a city in the interior of the state of Minas Gerais, Brazil. Semi-structured interviews that followed a script produced from indications in the specialized literature were conducted. The content of the interviews was recorded and transcribed in full. The interpretation of the data followed the assumptions of content analysis, in its thematic modality, considering the following steps: pre-analysis, exploration of the material, treatment of results and interpretation. Results: Three thematic categories were identified: 1) The centrality of families in the problems of schools in relation to the conception of educators; 2) Beliefs that establish explanatory links for bullying; and 3) Intervention actions developed in relation to bullying. The results show that educators' beliefs hold families exclusively responsible for school problems and bullying. These conceptions stem from situations experienced in everyday life or from speeches of other education professionals who reiterate the absence of families and the little parental involvement in the issues of formal education of children as the major problem. Narratives of this nature denote the absence of an expanded understanding of bullying and its complexity. In addition to the family, the educators pointed out the influences of personality, the media and social standards as factors that can explain the involvement of students in bullying situations. For the participants, the most effective responses to minimize or respond adequately to school bullying require the participation of the family and some did not believe that the school could do something effective alone. In the data set, it was noticed that the educators' beliefs and understandings about the problem of bullying prevent measures aimed at school aspects, which are more proximal to the occurrence of bullying, from being implemented. Conclusion: It is concluded that the investigated educators need to expand their understanding of bullying, in order to develop effective actions to face this phenomenon in schools, which also include the participation of families.

scholarly journals Factors behind healthy snack consumption at school among high-school students: a qualitative study

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Fatemeh Bastami ◽  
Fereshteh Zamani-Alavijeh ◽  
Firoozeh Mostafavi
Keyword(s):  
High School ◽  
High School Students ◽  
Qualitative Study ◽  
School Environment ◽  
School Administrators ◽  
Structured Interviews ◽  
School Students ◽  
Fast Foods ◽  
Snack Consumption ◽  
Negative Feelings

Abstract Background The prevalence of consuming fast foods and non-nutritious snacks is progressively increasing among adolescents. This study aimed to explore factors behind snack consumption at school among Iranian high-school students. Methods This descriptive qualitative study was conducted in 2017 in four boys’ and four girls’ high-schools located in Isfahan, Khorramabad, and Tehran, Iran. Data were collected through 42 in-depth semi-structured interviews and four focus groups with male and female students, their parents, and their school teachers and administrators. The conventional content analysis approach was used for data analysis. Trustworthiness was applied to the study through prolonged engagement, maximum variation sampling, and member checking techniques. Results Factors behind students’ snack consumption came into two main groups, namely influential behaviors, and influential emotions and perceptions. Influential behaviors included the behaviors of students, their family members, peers, school administrators, and snack sellers. Moreover, influential emotions and perceptions included positive and negative feelings towards healthy snacks, fear over the consequences of unhealthy snacks, and perceived positive outcomes of healthy snacks. Conclusions Students’ snack consumption at school is affected not only by their own behaviors, emotions, and perceptions, but also by significant others’ behaviors and environmental factors. School administrators need to make environmental modifications to turn school environment into a pleasant place for healthy snack consumption and make healthy snack consumption a pleasurable experience for students.

Boys Left Behind

2007 ◽  
Vol 1 (2) ◽  
pp. 179-190 ◽  
Author(s):  
Judith Kleinfeld ◽  
Maria Elena Reyes
Keyword(s):  
High School ◽  
Gender Roles ◽  
Young Women ◽  
Gender Gap ◽  
School Environment ◽  
College Education ◽  
Young Men ◽  
School Curriculum ◽  
Structured Interviews ◽  
High School Curriculum

The gender gap in college enrollment and completion has become a concern in many nations. The phenomenon is extreme in Alaska, particularly among indigenous people. Semi-structured interviews with 162 urban and indigenous students graduating from high school, and in addition, two single-gender focus groups, suggest that many young men do not see a college education as necessary to financial success and do not expect to assume the gender role of sole family provider. Young women tend to see a college degree as essential to changed gender roles where women are expected to attend college, pursue a career, and not be dependent on a man for financial support. Many young men withdraw from the demands of a verbally-saturated high school curriculum, which they find unenjoyable. Both young men and young women tend to label male withdrawal from school as “male laziness,” an essentialist interpretation rather than an interpretation based on the school environment and changing gender roles.

scholarly journals As Infecções Sexualmente Transmissíveis em livros didáticos de biologia do ensino médio: uma análise de conteúdo

2021 ◽  
Vol 43 ◽  
pp. e43
Author(s):  
Halana Rafaela Alves da Silva ◽  
Thaís Soares da Silva ◽  
Gemilton De Freitas Mesquita ◽  
Isabella Macário Ferro Cavalcanti
Keyword(s):  
High School ◽  
A Priori ◽  
The Other ◽  
Ministry Of Education ◽  
Thematic Content Analysis ◽  
Biology Textbooks ◽  
The Subject ◽  
Definition Of ◽  
School Books ◽  
Didactic Planning

The aim of this study was to analyze the content of STIs in the didactic collections of Biology of 2018 recommended by the National High School Textbook Program (NHSTP) of the Ministry of Education. Eight didactic collections of biology of NHSTP were selected and analyzed. The methodology of the study was thematic content analysis, with the definition of five categories a priori: location of the theme; structure and formatting; content; language and visual resources that were divided into criteria and subcriteria. The other books evaluated did not address the subject to the satisfaction, being flawed/superficial, which shows that the theme STIs can still be better explored in some biology textbooks in high school. Therefore, it is still important to encourage teachers to explore the subject better with their students, going beyond textbooks. Thus, the study concluded that most of the high school books recommended by NHSTP do not address the theme STIs effectively, generating the need for complementary didactic planning by teachers in order to broaden the debate on this subject in the classroom.

scholarly journals Mudanças do ensino de química pós ENEM para estudantes de escolas publicas do Município de Pombal, Paraíba

2017 ◽  
Vol 7 (1) ◽  
pp. 09
Author(s):  
Emerson Erick Vieira Da Silva ◽  
Everton Vieira da Silva ◽  
Soraia Carvalho de Sousa ◽  
Roberta De Medeiros Gadelha ◽  
Sheila Da Silva
Keyword(s):  
High School ◽  
Public Schools ◽  
Chemistry Education ◽  
Ministry Of Education ◽  
Structured Interviews ◽  
Chemistry Teachers ◽  
The Public ◽  
Qualitative And Quantitative ◽  
The City ◽  
Difficult Subject

<p>A Química sempre foi considerada uma disciplina de difícil compreensão e trazia consigo a aversão de alunos e também de futuros professores da área, que se tornavam cada vez mais escassos, havendo a necessidade de mudanças na busca pela evolução do ensino. Com a proposta do novo Ensino Médio e o ENEM (Exame Nacional do Ensino Médio) passando a ser o mecanismo único de acessos às universidades e institutos federais, o ensino precisou passar por alterações drásticas, a fim de tornar mais próximo da realidade dos educandos, como eram colocados nos questionamentos das avaliações do MEC (Ministério da Educação e Cultura). Objetivou-se avaliar o atual ensino de química compreendendo as mudanças ocorridas pós adoção do ENEM, através da visão de alunos. Foram realizadas entrevistas semiestruturadas com cerca de 64 alunos de escolas do município de Pombal-PB, a fim de obter dados quali-quantitativos de forma direcionada ao Ensino de Química, o ENEM e as mudanças ocorridas nos últimos anos. Na visão dos alunos, os professores de química das escolas públicas de Pombal-PB mudaram suas práticas docentes através da adoção de aulas contextualizadas e que interligam os tópicos estudados com o cotidiano dos envolvidos, além disto, houve adequação na escolha de matérias didáticos, sendo estes voltados ao ENEM e, também buscou-se a utilização de ferramentas metodológicas diferenciadas, onde este conjunto de ações visou o desenvolvimento de competências e habilidades ao longo do processo formativo do cidadão, onde ele é também capaz de superar o nível de dificuldade do sistema avaliativo vigente. </p><p align="center"><strong><em>Changes of chemistry education post ENEM for students of public schools of Pombal city, Paraíba state</em></strong><strong><em></em></strong></p><p>Abstract: Chemistry was always considered a difficult subject to understand and brought with it the aversion of students and also future teachers of the area, who became increasingly scarce, and there is a need for changes in the search for the evolution of teaching. With the proposal of the new High School and the ENEM (National High School Examination) becoming the only mechanism for access to universities and federal institutes, teaching had to undergo drastic changes in order to make it closer to the reality of learners, As they were put in the questions of the evaluations of the MEC (Ministry of Education and Culture). The objective of this study was to evaluate the current teaching of chemistry, including the changes that occurred after adoption of the ENEM, through the students' vision. Semi-structured interviews were conducted with approximately 64 students from schools in the city of Pombal-PB, in order to obtain qualitative and quantitative data directed to the teaching of chemistry, the ENEM and the changes that occurred in recent years. In the students' view, the chemistry teachers of the public schools of Pombal-PB changed their teaching practices through the adoption of contextualized classes that interconnect the topics studied with the daily life of those involved, besides, there was adequate in the choice of didactic subjects, being These focused on the ENEM, and also sought the use of differentiated methodological tools, where this set of actions aimed at the development of skills and abilities throughout the formative process of the citizen, where he is also able to overcome the level of difficulty of the system Evaluation.</p>

scholarly journals Implementation of Islamic Religious Education Through Cultivating Religious Culture in Smp 21 Malang City

2019 ◽  
Vol 6 (2) ◽  
pp. 273-292
Author(s):  
Fitrotul Hasanah
Keyword(s):  
High School ◽  
Public Schools ◽  
Religious Education ◽  
Junior High School ◽  
School Environment ◽  
Junior High ◽  
Religious Culture ◽  
Islamic Education ◽  
Ministry Of Education ◽  
Religious Activities

The purpose of Islamic Education in public schools is not only to make students understand Islamic teachings, but also to make students carry out these teachings in daily life. It is on this basis that the research focused on the implementation of Islamic Education through planting religious culture in Middle School 21 Malang. This study aims to: 1) describe the implementation of Islamic Education in State Junior High School 21 Malang 2) describe the efforts to cultivate religious culture in State Junior High School 21 Malang and 3) describe the supporting and inhibiting factors in cultivating religious culture in State Junior High School 21 Malang. The researcher observed the implementation of Islamic Education through planting religious culture using observation, interviews and documentation. The results of this study indicate that 1) Islamic religious education is carried out based on the curriculum established by the Ministry of Education and Culture 2) the implementation of Islamic Education through planting religious culture through various types of religious activities carried out outside of school hours and creating environmental designs which reflects the religious atmosphere by installing Islamic displays in certain places in the school environment 3) Factors supporting the cultivation of religious culture are principals, students, teachers and employees, and parents. While the inhibiting factor is the lack of examples from the teacher and the leader, diversity in giving sanctions in the event of a violation and differences in the background of the parents which have an impact on the failure of the cultivation of religious culture at home. تهدف هذه المقالة وصف تنفيذ التعليم الإسلامي ، والجهود المبذولة لزراعة الثقافة الدينية ، فضلاً عن دعم وتثبيط العوامل في غرس الثقافة الدينية في المدرسة المتوسطة الحكومية الحادية والعشرين بمدينة مالانج ، والغرض من التعليم الإسلامي في المدارس العامة ليس فقط جعل الطلاب يفهمون التعاليم الإسلامية ، ولكن أيضا لجعل الطلاب تنفيذ هذه التعاليم في الحياة اليومية. على هذا الأساس يركز البحث على تطبيق التربية الإسلامية من خلال زراعة الثقافة الدينية في مدرسة مالانج المتوسطة 21. ولاحظ الباحث تنفيذ التعليم الإسلامي من خلال زراعة الثقافة الدينية باستخدام الملاحظة والمقابلات والتوثيق. تشير نتائج هذه الدراسة إلى أن 1) التعليم الديني الإسلامي يتم على أساس المنهج الذي وضعته وزارة التربية والتعليم والثقافة 2) تنفيذ التعليم الإسلامي من خلال زراعة الثقافة الدينية من خلال أنواع مختلفة من الأنشطة الدينية التي تتم خارج ساعات الدوام المدرسي وخلق التصاميم البيئية. مما يعكس الجو الديني من خلال تثبيت العروض الإسلامية في أماكن معينة في البيئة المدرسية. 3) العوامل الداعمة لزراعة الثقافة الدينية هي المبادئ والطلاب والمعلمين والموظفين ووادي الطلاب. في حين أن العامل المثبط هو عدم وجود أمثلة من المعلم والقائد ، والتنوع في إعطاء العقوبات في حالة حدوث انتهاك والاختلافات في خلفية الوالدين التي لها تأثير على فشل زراعة الثقافة الدينية في المنزل. Artikel ini bertujuan untuk mendeskripsikan pelaksanaan Pendidikan Agama Islam, upaya-upaya penanaman budaya religius, serta faktor pendukung dan penghambat dalam penanaman budaya religius di SMP Negeri 21 Malang. Tujuan Pendidikan Agama Islam di sekolah umum tidak hanya untuk menjadikan siswa mengerti tentang ajaran Islam, tetapi juga untuk menjadikan siswa melaksanakan ajaran tersebut dalam kehidupan sehari-hari. Atas dasar inilah penelitian difokuskan pada implementasi Pendidikan Agama Islam melalui penanaman budaya religius di SMP Negeri 21 Malang. Peneliti mengobservasi Implementasi Pendidikan Agama Islam melalui penanaman budaya religius menggunakan pengamatan, wawancara dan dokumentasi. Hasil penelitian ini menunjukkan bahwa 1) Pendidikan Agama Islam dilaksanakan dengan berpedoman pada kurikulum yang telah ditetapkan oleh Departemen Pendidikan dan Kebudayaan 2) implementasi dari Pendidikan Agama Islam melalui penanaman budaya religius dilakukan melalui berbagai jenis kegiatan keagamaan yang dilaksanakan di luar jam pelajaran serta menciptakan desain lingkungan yang mencerminkan suasana religius dengan memasang pajangan Islami di tempat tertentu di lingkungan sekolah 3) Faktor pendukung upaya penanaman budaya religius adalah kepala sekolah, peserta didik, guru dan karyawan, serta orang tua. Sedangkan faktor penghambatnya adalah kurangnya teladan dari guru dan pimpinan, keanekaragaman dalam pemberian sanksi jika terjadi pelanggaran serta perbedaan latar belakang orang tua yang berimbas pada tidak berjalannya penanaman budaya religius di rumah.

scholarly journals Pelatihan Pengembangan Sekolah Siaga Bencana untuk Anak Penyandang Disabilitas MTs LB/A Yaketunis Kecamatan Mantrijeron, Kota Yogyakarta

2020 ◽  
Vol 1 (1) ◽  
pp. 11-22
Author(s):  
Bambang Pramono ◽  
Danang Febriyantoko
Keyword(s):  
High School ◽  
Natural Disasters ◽  
School Environment ◽  
Formal Education ◽  
Disabled Children ◽  
Disabled Students ◽  
Safety Measures ◽  
Map Reading ◽  
The Disabled ◽  
Education Association

Yogyakarta merupakan daerah yang rawan terhadap ancaman bencana alam termasuk bencana gempa bumi. Anak-anak merupakan kelompok rentan yang sering kali menjadi korban ketika benca terjadi, terutama anak-anak disabilitas, termasuk penyandang tunanetra. Yaketunis merupakan lembaga pendidikan formal yang khusus diperuntukkan bagi anak dan remaja penyandang disabilitas dalam hal keterbatasan penglihatan. Sekolah memiliki peranan penting dalam upaya membangun kesiapsiagaan menghadapi bencana. Di dalam kesiapsiagaan menghadapi bencana tentunya dibutuhkan pengetahuan yang baik mengenai risiko bencana yang dapat terjadi. Dalam praktiknya beberapa materi pelajaran terkait kebencanaan dapat diberikan di sela-sela materi pembelajaran, namun hal tersebut masih perlu dikembangkan demi terwujudnya sekolah siaga bencana di lingkungan Yaketunis. Pelatihan ini diberikan kepada siswa MTsLB/A Yaketunis dengan tujuan agar siswa dengan kebutuhan khusus mempunyai pengetahuan mengenai kesiapsiagaan menghadapi bencana dengan cara menganalisis kerentanan yang ada di sekolah yang kemudian mengetahui tempat yang dirasa aman sebagai tempat berlindung ketika terjadi bencana. Metode yang digunakan yakni mengikuti proses pembelajaran orientasi dan mobilitas yang telah diajarkan oleh pihak sekolah kemudian mengkombinasikanya dengan pengetahuan mengenai  manajemen kebancanaan dengan cara menaganalisis spot-spot yang ada di sekolah untuk lebih mengenali lingkungan fisik siswa. Hasil pelatihan menunjukkan bahwa kemampuan siswa dalam mengenali lingkungan sekolah dapat lebih dioptimalkan dengan penggunaan peta jalur evakuasi bencana yang telah diberi huruf braile, sehingga pada saat mata pelajaran orientasi dan mobilitasi peta tersebut dapat digunakan sebagai rujukan untuk lebih mngenali lingkungan fisik serta membekali diri mereka dalam kesiapsiagaan menghadapi bencana. Yogyakarta is a region prone to earthquake and other natural disasters. Children are usually the risque ones that often become victim at times of disaster, especially the disabled ones, e.g. blind. Yaketunis is a formal education association that specializes in the education for disabled children and teens in regard of blindness. This school has an important role in building alertness against disasters. This eventually leads to the need of good knowledge of the possible risks resulting from disasters. In its practice, several education materials about disasters are given in-between their formal lessons, yet these still need improvement to create an alertness against disasters in Yaketunis environment. This workshop is given to Yaketunis special high school with the aim for the disabled students to have awarness and alertness of prospective disasters by knowing which parts of the school pose risks for them and to distinguish which places are safe to be used as shelter in times of need. The method used in this workshop is to combine the orientation and mobilization that have been taught by the school with the knowledge of disaster alertness management to analyze spots at school so they are more aware of their surroundings physically. The results show that students’ understanding to their school environment can be optimized with the use of evacuation map written in braile, so that the lesson for orientation and mobilization can be dedicated to that map reading as a guide to understand their surrounding and to equip them with safety measures in times of disasters.

scholarly journals PROMOTION OF YOUTH INVOLVEMENT FOR EARLY SCHOOL LEAVING PREVENTION

2020 ◽  
Vol 4 ◽  
pp. 243
Author(s):  
Inguna Kanina
Keyword(s):  
School Environment ◽  
Action Plan ◽  
Educational Goals ◽  
Ministry Of Education ◽  
Early School Leaving ◽  
Active Involvement ◽  
Early School ◽  
Competency Based ◽  
The Baltic ◽  
Difficult Times

Among the main challenges of contemporary education system are raising the motivation to study, strengthening the bond between the student and the school and prevention of early school leaving. In Latvia as well as in the rest of Europe the percentage of early school leavers still remains high. According to Eurostat data the percentage of students having left school early in Latvia reached 8% in 2018. Moreover the Baltic Social studies stated that altogether 26% of schools have faced the problem of early school leavers. Among the main factors reported as the reason for early school leaving are  lack of motivation and risks related to school environment. Using the competency-based learning model new educational goals have been set, as follows, namely methodically moving towards the desired future profession, active involvement in the community, cooperation and developing of the feeling of patriotism. Lielvarde municipality in cooperation with the Ministry of Education and Science has launched a project aimed to gain a better understanding of students’ emotional and mental state, plans for the future as well as raising awareness of possible ways to get support during difficult times. The method used in the research were questionnaires. In the research there were involved students from all schools of Lielvārde district starting with age 13. The main goal of the research is to create a sustainable action plan, in order to gain more involvement from students. The results of research reveal students’ attitude towards studying, their future job options as well as the awareness of possibilities to use support systems in their lives. 

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