Multicultural Education: Ukrainian Challenges

Ukraine is a multinational and multicultural country. Though Ukrainian scientists have studied the issue of multicultural education from different aspects, nevertheless, there is no special or ideal model of multicultural education. That is why we decided to monitor the students’ multicultural education state at secondary schools of Ukraine. In order to identify the state of multicultural education in Ukrainian schools we conducted an empirical study in schools of Cherkasy region among primary, secondary and senior level students. The main method was determined as questionnaire, which is provided for clarification of issues of national-patriotic and multicultural orientation. Accordingly, questionnaires that combined quantitative and qualitative data collection were offered to the 4th, 6th and 11th grade students in some schools in Uman and Uman district, covering 296 respondents. Thus, the monitoring of the state of multicultural education in Ukrainian school education has shown that the problem of multicultural upbringing of children and young people is addressed at the government level, relevant research is conducted, some aspects of multiculturalism are observed in educational programs of some subjects, but the level of multicultural education of students should be higher.

Distilling the curriculum: An analysis of alcohol industry-funded school-based youth education programmes

Background and aim For decades, corporations such as the tobacco and fossil fuel industries have used youth education programmes and schools to disseminate discourses, ideas and values favourable to their positions, and to pre-empt regulation that threatens profits. However, there is no systematic research into alcohol industry-funded youth education programmes. This article serves to address this important gap in the literature. Methods Using a discourse theoretical approach informed by poststructural discourse theory and critical discourse analysis, we analysed teaching materials from three school-based youth education initiatives which focus on alcohol consumption and health harms: Drinkaware for Education, The Smashed Project (funded by Diageo), and Talk About Alcohol (Alcohol Education Trust). These materials, some of which are disseminated internationally, are provided to schools through intermediary bodies in receipt of alcohol industry funding. Findings The analysis found that these materials drew from and presented discourses of personal responsibility, moderate alcohol consumption, and involved a narrowing of the problem definition and causes. The locus of the problem is located by the discourses within individuals including youth, with causes of youth alcohol consumption repeatedly presented as peer pressure and ‘poor choices’, with little or no mention of alcohol industry marketing or other practices. All programmes promoted familiarisation and normalisation of alcohol as a ‘normal’ adult consumer product which children must learn about and master how to use responsibly when older. The discourses constructed in these materials closely align with those of other alcohol industry corporate social responsibility discourses which employ selective presentation of harms, including misinformation about cancer, and ambiguous terms such as “responsible drinking”. Furthermore, the role of alcohol price, availability and access, and the impacts of alcohol and the industry on inequities were not articulated within the discourses. The research was limited to an analysis of teaching materials and further research is needed to explore their impact on youth, teachers and wider discourses and social norms. Conclusion Alcohol industry-sponsored youth education programmes serve industry interests and promote moderate consumption while purportedly educating children about harms and influences of alcohol use. There are considerable conflicts of interest in the delivery of alcohol education programmes funded by the alcohol industry and intermediary bodies in receipt of such funding. Alcohol education materials should be developed independent from industry, including funding, and should empower children and young people to understand and think critically about alcohol, including harms and drivers of consumption, and effective interventions needed to protect them and others from alcohol-related harms. Independent organisations can use this analysis to critique their materials to strengthen alignment with meeting student and public health interests. The ongoing exposure of children and young people to such conflicted and misleading materials needs urgent attention from policymakers, practitioners, teachers and parents, and resources dependent on industry support should cease being used in schools.

A collaborative approach to adopting/adapting guidelines. The Australian 24-hour movement guidelines for children (5-12 years) and young people (13-17 years): An integration of physical activity, sedentary behaviour, and sleep

Background In 2018, the Australian Government updated the Australian Physical Activity and Sedentary Behaviour Guidelines for Children and Young People. A requirement of this update was the incorporation of a 24-hour approach to movement, recognising the importance of adequate sleep. The purpose of this paper was to describe how the updated Australian 24-Hour Movement Guidelines for Children and Young People (5 to 17 years): an integration of physical activity, sedentary behaviour and sleep were developed and the outcomes from this process. Methods The GRADE-ADOLOPMENT approach was used to develop the guidelines. A Leadership Group was formed, who identified existing credible guidelines. The Canadian 24-Hour Movement Guidelines for Children and Youth best met the criteria established by the Leadership Group. These guidelines were evaluated based on the evidence in the GRADE tables, summaries of findings tables and recommendations from the Canadian Guidelines. We conducted updates to each of the Canadian systematic reviews. A Guideline Development Group reviewed, separately and in combination, the evidence for each behaviour. A choice was then made to adopt or adapt the Canadian recommendations for each behaviour or create de novo recommendations. We then conducted an online survey (n=237) along with three focus groups (n=11 in total) and 13 key informant interviews. Stakeholders used these to provide feedback on the draft guidelines. Results Based on the evidence from the Canadian systematic reviews and the updated systematic reviews in Australia, the Guideline Development Group agreed to adopt the Canadian recommendations and, apart from some minor changes to the wording of good practice statements, maintain the wording of the guidelines, preamble, and title of the Canadian Guidelines. The Australian Guidelines provide evidence-informed recommendations for a healthy day (24-hours), integrating physical activity, sedentary behaviour (including limits to screen time), and sleep for children (5-12 years) and young people (13-17 years). Conclusions To our knowledge, this is only the second time the GRADE-ADOLOPMENT approach has been used to develop movement behaviour guidelines. The judgments of the Australian Guideline Development Group did not differ sufficiently to change the directions and strength of the recommendations and as such, the Canadian Guidelines were adopted with only very minor alterations. This allowed the Australian Guidelines to be developed in a shorter time frame and at a lower cost. We recommend the GRADE-ADOLOPMENT approach, especially if a credible set of guidelines that was developed using the GRADE approach is available with all supporting materials. Other countries may consider this approach when developing and/or revising national movement guidelines.

Rapid response pathway united to reduce self-harm (RUSH): a case study of a pilot pathway for children and young people

Purpose In response to elevated local self-harm and suicide rates, and the lack of a dedicated pathway for children and young people (CYP) who self-harm, a rapid response pathway united to reduce self-harm (RUSH) was developed and implemented within Norwich (Norfolk, England). This public health case study aims to describe the pathway model and share its outcomes, learnings, and reflections over the pilot year. Design/methodology/approach RUSH was a community-based pilot pathway aiming to support CYP, 11–18 years old, engaging in or at risk of engaging in repeated self-harm and subsequently at risk of repeated attendance at local emergency departments. From May 2020 to April 2021, RUSH supported 61 CYP using funding from NHS England and Improvement. Findings This case study shares the pathway’s outcomes, through a mixed-method evaluation. Results indicate statistically significant reductions in self-harm frequency (p = 0.01) and anxiety and depression symptomatology (p < 0.001); a statistically significant increase in progress towards goals (p < 0.001); and a general downward trend in re-attendance at local emergency departments following RUSH. Findings also illustrate high service user satisfaction. Framework analysis of focus group data highlights positive experiences with hope for recommissioning from a staff perspective. Originality/value This study will be valuable for services looking to develop and implement a similar service provision, in response to the need to tackle self-harm rates as a broader approach to suicide prevention. In light of the NHS long-term plan (2019), it also serves as an example of how to develop and use a strategic co-production group, and work collaboratively with the voluntary, community and social enterprise sectors.

Ethics Teaching in Education for Sustainable Development

Education for sustainable development (ESD) is nowadays internationally considered an important aspect of the overall education of children and young people in the world. It is included among the goals of the UN 2030 Agenda for Sustainable Development. Besides its content – sustainable development – ESD is also characterized by its emphasis on a democratic and participatory educational procedure. In this paper, we show how both these aspects of ESD – its content and procedure – reveal the importance of bringing ethical considerations into ESD, as well as provide challenges for ethics teaching in ESD. Keywords: education for sustainable development (ESD), sustainable development, ethics education, teaching ethics, participatory education, controversial issues

Learning About Viruses: Representing Covid-19

Covid-19 has significantly impacted children’s lives, requiring them to process multiple messages with significant emotional, social, and behavioural implications. Yet, the vast majority of these messages solely focus on behaviour. This is an oversight as children and young people can understand the biological properties and mechanisms of viruses when supported appropriately, thereby presenting an important opportunity for educators. However, like many other invisible scientific phenomena, understanding of viruses greatly depends upon how they are represented. Thus, we sought to understand the relative benefits and limitations of different forms for learning about the underlying biology of Covid-19. Applying an embodied learning lens, we analysed pictures, 3d models, gestures, dynamic visualisations, interactive representations, and extended reality identified through a state-of-the art-review. In so doing, we address the affordances and limitations of these forms in general and variation within them. We used this to develop a representational checklist that teachers and other adults can use to help them support children and young people’s learning about the biology of Covid-19.