“Inter-District School Transfers and the Role of Educators in Black Students’ Sense of School Belonging”

Inter-district racial and socioeconomic segregation continue to affect students’ educational opportunities. Housing mobility programs provide a way for low-income families to access lower-poverty and higher-performing schools in nearby districts. However, changing schools is also disruptive for students. Through interviews with 67 low-income Black youth who moved from Baltimore city into the suburbs with a mobility program, we examine how students’ interactions with educators shaped their school transition. Educators who provided academic and interpersonal support helped mitigate disruption by promoting students’ sense of school belonging. Yet, we find significant heterogeneity in the support students received as they entered new schools.

Zmiany środowiska edukacyjnego uczniów – powszechność, uwarunkowania i konsekwencje w lokalnym systemie edukacji

Some students experience unexpected, systemically unanticipated changes in their educational environment, such as changing schools or class, or perhaps repeating a year. Such educational pathways are labelled as ‘discontinuous’. They are recognised as disruptions in the educational settings and considered to be risk factors which may impinge on school achievement, behaviour, or overall well-being of a child. In this paper, we discuss the scale of the problem among eighth-graders from Ostrołęka, its probable causes, with particular emphasis on a family situation, and consequences, taking into account the maths and Polish language end-of-year test results in the seventh grade. The study has shown that changes disrupting the educational path carry a risk of greater school difficulties, especially in the case of maths (lower achievement, even when family characteristics relevant to the analysed relationship are controlled for). Therefore, it is important to take care – as much as it is possible – of the continuity of students’ educational environment, e.g. by reducing changes to those that are absolutely necessary (e.g. it should be carefully considered whether the changes in class composition between the third and fourth grade are necessary).

Several weeks of low mood, decreased appetite, and poor sleep after changing schools

Major depressive disorder (MDD) is one of the most common psychiatric disorders affecting children and adolescents. The diagnostic criteria require the history of one or more depressive episodes in the absence of a history of mania. In contrast to adults, youth may experience predominantly irritable rather than sad mood. The assessment of depression should include a psychiatric evaluation, medical history, and focused laboratory studies to rule out medical and/or substance-related causes. The evaluation should also consider potential precipitants such as recent losses, interpersonal problems, or trauma. The patient should be asked directly about suicidal ideation, plans, and past attempts. Psychotherapy alone or in combination with antidepressant therapy is effective for the treatment of pediatric depression. Cognitive behavioral therapy (CBT) and interpersonal psychotherapy (IPT) are the most well-studied psychotherapies. Selective serotonin reuptake inhibitors (SSRIs) are the first-line medication class and should be considered in moderate to severe cases of depression.

Choosing Wisely

I was about 10 years old when my parents decided to move our family across town. Why? I had no idea. I don't think my older brother and sister had a clue, either. The decision was announced one night at dinner and, without discussion or debate, the three of us learned that we'd be packing up our house, changing schools, and settling into a new neighborhood within the month. As a little girl, I had very little visibility into the choices my parents made for themselves and for the family. Though my dad was happy to talk to me about chemistry and my mom would have sacrificed anything for my benefit, the process by which they arrived at life's big decisions was a mystery. Instead of sharing their thinking, Mom and Dad would sit alone at the kitchen table, whispering to each other in Mandarin. Whether it was just easier to think in their native tongue, I don't know, but it also seemed strategic. Children were not active decision makers in our family. As I got older, things changed. I listened to my parents debate whether to buy a new car, how they were going to vote that November, and which relative should host Thanksgiving.

Affect Of External Factors And Non-Native Community In Children’s Personality And Its Impact In Second Language Acquisition

The research presented in this article is about the challenges young learners may face when they are exposed to non-native communities, and introversion which stems from these kinds of situations. This paper focuses on three different problems: (1) the effect of external factors and non-native community in a child's personality: (2) the impact of changing schools with different medium instructions frequently (3) the effect of introversion on the children’s Second Language Acquisition. This case study is based on three research tools, such as an interview, lesson observation, personality test to affirm the feeling the subject underwent because of the mobile lifestyle of his parents.

Assistant Principal Mobility and Its Relationship With Principal Turnover

Assistant principals (APs) are important education personnel, but empirical evidence about their career outcomes remains scarce. Using administrative data from Tennessee and Missouri, we provide the first comprehensive analysis of AP mobility. While prior work focuses on promotions into principal positions, we also examine APs exiting school leadership and transferring across schools. We find yearly mobility rates of 25% to 28%, with 10% of APs leaving school leadership, 7.5% changing schools, and 7.5% to 10% becoming principals. We also document a strong relationship between AP mobility and principal turnover, where higher-performing APs are substantially more likely to replace their departing principal. Finally, principal transitions appear to increase the likelihood that APs exit school leadership and change schools.

The Music Educator's Unique Sphere of Influence

Music educators often teach every child in school. This is especially true in elementary settings and often true in K-12 school settings. In addition, they teach students for many years. As a result, they can play a critical role in their students' personal as well as educational development. This chapter provides an overview of culturally responsive practices related to several areas including critical race theory, restorative justice, racism, challenges in music education, pre-service teacher development, changing schools, and data from the author's previously unpublished study on pre-service educator views. In addition, this chapter provides suggested actions that music teacher educators must embrace to help develop the most responsive music educators.

“Above and Beyond Any Other Teacher or Staff”: The Invisible Nourishment Work of Bilingual Support Staff

This article explores the work of four high school bilingual support staff and how they went above and beyond their official job duties to support Latinx students. Drawing on eighteen months of ethnographic research in three high schools in Wisconsin, author Julissa Ventura shows how bilingual support staff nourished Latinx students by creating borderlands spaces, enacting pedagogies of acompañamiento, and taking on bridging work between school and students’ families. The study also highlights how bilingual support staff were often marginalized and unsupported in their work. Ventura makes clear that as schools continue to hire bilingual support staff in demographically changing schools, it is important to understand the multifaceted nature of their role and to center their expertise and knowledge in moving toward the nourishment of all students.