scholarly journals Quality in South African early learning centres: Mothers’ and teachers’ views and understanding

2016 ◽  
Vol 6 (1) ◽  
pp. 11
Author(s):  
Judy Van Heerden
Keyword(s):  
School Climate ◽  
South African ◽  
Quality Indicators ◽  
Well Being ◽  
Early Learning ◽  
Quality Development ◽  
Social Emotional ◽  
Process Indicators ◽  
Normative Foundation ◽  
Process And Outcome

This study investigated how quality in early learning centres (preschools) in South Africa was experienced and perceived by mothers and teachers. A theoretical framework, based on a model of quality development by Woodhead (1996), informed the study. This framework that consists of input (structural), process and outcome quality indicators is a well-established model for quality development, which has been used in developing countries. The findings generated from a thematical analysis of interview data showed that aspects perceived by mothers and teachers as quality indicators in early learning centres were predominantly process indicators and hard to ‘measure’ in a quantitative way. For mothers and teachers, children’s social-emotional well-being, holistic development, a normative foundation for values and respect, effective infrastructure and accountable learning indicated quality. A quality school climate enhances emotional and social well-being, and the findings suggest that for mothers and teachers quality concerns were not about that which the early learning centres have provided in terms of facilities (input indicators), but rather about the process indicators where centres promote children’s holistic well-being. The only outcome indicator that was regarded as extremely important by mothers and important, but not to the same extent, by teachers, is whether children are happy and content and enjoying school.

scholarly journals The longitudinal relationship of school climate with adolescent social and emotional health

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Mitchell D. Wong ◽  
Kulwant K. Dosanjh ◽  
Nicholas J. Jackson ◽  
Dennis Rünger ◽  
Rebecca N. Dudovitz
Keyword(s):  
High School Students ◽  
School Climate ◽  
Los Angeles ◽  
Self Efficacy ◽  
Emotional Health ◽  
Well Being ◽  
Social Emotional ◽  
10Th Grade ◽  
Grade One ◽  
11Th Grade

Abstract Background Schools and school climate are thought to influence academic outcomes as well as child and adolescent development, health and well-being. We sought to examine the relationship between several aspects of the school climate with adolescent social-emotional health outcomes. Methods We analysed data from the Reducing Inequities through Social and Educational change Follow-up (RISE UP) Study, a longitudinal natural experimental study of Los Angeles high school students collected from 2013 to 2018. We analysed data on the portion of the sample that completed the baseline, 10th grade and 11th grade surveys (n=1114). Students reported their perceptions of school climate at 10th grade and social-emotional outcomes including grit, self-efficacy, depression, hopelessness, and stress at baseline (9th grade) and at 11th grade. Multivariable regressions adjusted for student and parental demographics and baseline social-emotional states tested associations between school climate and each outcome. Results Students who reported being in authoritative school environments in 10th grade, one that is highly supportive and highly structured, had subsequently higher levels of self-efficacy (p< 0.001) and grit (p=0.01). They also had fewer depressive symptoms (p=0.008), and less hopelessness (p = 0.01), stress at school (p=0.002) and stress about the future (p=0.03) reported in 11th grade. Conclusions School climate, and particularly an authoritative school environment, is strongly associated with better social-emotional health among adolescents. Relationship with teachers and their disciplinary style may be a focus for future interventions to improve the social-emotional health of children.

When Political Transitions Work

2018 ◽  
Author(s):  
Fanie du Toit
Keyword(s):  
South African ◽  
Well Being ◽  
Transition To Democracy ◽  
Political Transitions ◽  
Political Reconciliation ◽  
Peace Processes ◽  
Theoretical Approaches ◽  
African Experience ◽  
The One

Reconciliation emphasizes relationships as a crucial ingredient of political transition; this book argues for the importance of such a relational focus in crafting sustainable political transitions. Section I focuses on South Africa’s transition to democracy—how Mandela and De Klerk persuaded skeptical constituencies to commit to political reconciliation, how this proposal gained momentum, and how well the transition resulted in the goal of an inclusive and fair society. In developing a coherent theory of reconciliation to address questions such as these, I explain political reconciliation from three angles and thereby build a concept of reconciliation that corresponds largely with the South African experience. In Section II, these questions lead the discussion beyond South Africa into some of the prominent theoretical approaches to reconciliation in recent times. I develop typologies for three different reconciliation theories: forgiveness, agonism, and social restoration. I conclude in Section III that relationships created through political reconciliation, between leaders as well as between ordinary citizens, are illuminated when understood as an expression of a comprehensive “interdependence” that precedes any formal peace processes between enemies. I argue that linking reconciliation with the acknowledgment of interdependence emphasizes that there is no real alternative to reconciliation if the motivation is the long-term well-being of one’s own community. Without ensuring the conditions in which an enemy can flourish, one’s own community is unlikely to prosper sustainably. This theoretical approach locates the deepest motivation for reconciliation in choosing mutual well-being above the one-sided fight for exclusive survival at the other’s cost.

Sexual harassment and psychological complaints: student- and class-level associations

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
S Brolin Låftman ◽  
Y Bjereld ◽  
B Modin ◽  
P Löfstedt
Keyword(s):  
School Climate ◽  
Sexual Harassment ◽  
Linear Regression Analysis ◽  
Well Being ◽  
Negative Effects ◽  
School Class ◽  
School Aged Children ◽  
The Past ◽  
Class Level ◽  
Using Data

Abstract Background Students who are subjected to sexual harassment at school report lower psychological well-being than those who are not exposed. Yet, it is possible that the occurrence of sexual harassment in the school class is stressful also for those who are not directly targeted, with potential negative effects on well-being for all students. The aim was to examine whether sexual harassment at the student- and at the class-level was associated with students' psychological complaints. Methods Data from the Swedish Health Behaviour in School-aged Children (HBSC) of 2017/18 was used, with information from students aged 11, 13 and 15 years (n = 3,720 distributed across 209 classes). Psychological complaints were constructed as a summative index of four items capturing how often the student had felt low, felt irritable or bad tempered, felt nervous, or had difficulties to fall asleep, during the past six months (Cronbach's alpha=0.78). Sexual harassment at the student-level was measured by one item concerning bullying at school: “Other students have exposed me to sexual jokes”. Students who reported that this had happened at least “2 or 3 times a month” were classified as exposed to sexual harassment at school. Sexual harassment at the class-level was defined as the school class proportion of students exposed to sexual harassment, reported in per cent. Two-level linear regression analysis was applied. Results Students who had been exposed to sexual harassment had higher levels of psychological complaints (b = 2.74, p &lt; 0.001). The proportion of students in the school class who had been exposed to sexual harassment was also associated with higher levels of psychological complaints, even when adjusting for sexual harassment at the student-level, gender and grade (b = 0.03, p = 0.015). Conclusions Sexual harassment is harmful for those who are exposed, but may also affect other students negatively. Thus, a school climate free from sexual harassment will profit all students. Key messages Using data collected among students aged 11, 13 and 15 years, this study showed that sexual harassment at the student- and class-level was associated with higher levels of psychological complaints. Sexual harassment is harmful for those who are exposed, but may also affect other students negatively. Thus, a school climate free from sexual harassment will profit all students.

scholarly journals Memories of school recess predict physical activity enjoyment and social-emotional well-being in adults

2021 ◽  
Vol 55 ◽  
pp. 101948
Author(s):  
William V. Massey ◽  
Alexandra Szarabajko ◽  
Janelle Thalken ◽  
Deanna Perez ◽  
Sean P. Mullen
Keyword(s):  
Physical Activity ◽  
Well Being ◽  
Social Emotional ◽  
School Recess ◽  
Activity Enjoyment

The Relevance of Personal Domain Satisfaction for the Quality of Life in South Africa

1988 ◽  
Vol 18 (3) ◽  
pp. 69-75 ◽  
Author(s):  
Valerie Møller
Keyword(s):  
Quality Of Life ◽  
South African ◽  
Well Being ◽  
Positive Influence ◽  
Subjective Well Being ◽  
South Africans ◽  
Relative Contribution ◽  
Personal Domain ◽  
The Impact

South African psychologists have identified the improvement of quality of life as a major goal of the 1980s. This paper reviews the impact of satisfaction with personal aspects of life on perceived well-being. The results of an exploratory study of South African quality of life conducted among 5 587 individuals of all population groups are discussed. Findings confirm the salience of the personal domain and the positive influence of personal satisfactions on subjective well-being. However, results of regression analyses suggest that the relative contribution of satisfactions in the personal domain is too low to play a major role in improving the quality of life of all South Africans in the longer term.

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