Social-Emotional Learning Iterations to Strengthen Programs in India for Gifted Students in Poverty

A nonresidential gifted program for economically disadvantaged students in India (Grades 6 through 12) uses a continuum of services for social emotional learning (SEL) support to prepare students for college admission. The program stands in contrast to the residential gifted schools in India, which have minimal SEL considerations. SEL is deeply integrated with the Sitare Foundation program's design and evaluation by using emotional intelligence assessments and action plans to customize support for its students and staff. During the coronavirus pandemic, SEL training and mentoring of the city coordinators provided resilience models to encourage continued commitment to the program, especially for female gifted students. Three specific examples (student, leader, and coordinators) are presented as illustrations of growth and transformation. Continuous gathering of both qualitative and quantitative SEL data, combined with traditional academic records, is recommended for effective program iterations.

GENDER FEATURES OF POLYCOMMUNICATIVE EMPATHY OF LEADING STUDENTS

the article considered the problem of manifestation of polycommunicative empathy in students with strong leadership qualities. The role of empathy in the formation of students’ leadership style was analyzed. The study found that empathy is one of the most important features in the personality structure of a modern student leader, and its formation should be given special attention in higher education institutions. An empirical study of leadership skills revealed that about 29% of students have a high level of leadership skills. The analysis of gender peculiarities of the manifestation of polycommunicative empathy of students-leaders allowed to determine that empathy is better developed in girls than in boys. The article presents promising areas of development of the topic.

LGBTQ+ Ally Education for Adults with Disabilities

The authors - a faculty member from the humanities, a chief diversity officer and a student leader - offer a "lessons-learned" essay in which they describe providing an LGBTQ+ ally education workshop to a group of adults with developmental disabilities. We describe the the obstacles and the payoffs of collaboration across academic units and roles and a commitment not merely to adapt curriculum with accessiblity in mind but to radically reimagine it, and, in the process, more fully coming to embrace the idea of universal design.

Learning to Lead: What Constitutes Effective Training for Student Leaders in New Zealand Secondary Schools?

<p><b>Student leaders in New Zealand secondary schools may include tutors, head students, sports and cultural captains, mentors and prefects. This study is based on the premise that student leaders can provide inspiration to other students and work skilfully to shape the culture of a school. The possibilities that stem from the role of student leader can be endless, yet there seems to be little evidence of consensus regarding what kind of training should be provided for student leaders.</b></p> <p>This is an investigation of student leadership training programmes. The main purpose is to discover what constitutes effective training for student leaders. This study is designed to provide educators with examples of what effective training could involve. It is a multiple-case study of three different New Zealand secondary schools. Data were collected through semi-structured interviews, an observation and a survey. The study uses a distributed leadership framework and thematic analysis of data.</p> <p>This study reveals some aspects of effective student leadership training and, based on findings, includes recommendations for components of future training programmes. The analysis highlights the importance of creating a school environment that supports student leadership. The findings also reveal the value of designing leadership training programmes that adhere to principles of experiential learning.</p>

Learning to Lead: What Constitutes Effective Training for Student Leaders in New Zealand Secondary Schools?

<p><b>Student leaders in New Zealand secondary schools may include tutors, head students, sports and cultural captains, mentors and prefects. This study is based on the premise that student leaders can provide inspiration to other students and work skilfully to shape the culture of a school. The possibilities that stem from the role of student leader can be endless, yet there seems to be little evidence of consensus regarding what kind of training should be provided for student leaders.</b></p> <p>This is an investigation of student leadership training programmes. The main purpose is to discover what constitutes effective training for student leaders. This study is designed to provide educators with examples of what effective training could involve. It is a multiple-case study of three different New Zealand secondary schools. Data were collected through semi-structured interviews, an observation and a survey. The study uses a distributed leadership framework and thematic analysis of data.</p> <p>This study reveals some aspects of effective student leadership training and, based on findings, includes recommendations for components of future training programmes. The analysis highlights the importance of creating a school environment that supports student leadership. The findings also reveal the value of designing leadership training programmes that adhere to principles of experiential learning.</p>

A SWOC analysis on the impact of COVID-19 through pharmacy student leaders’ perspectives

The COVID-19 pandemic has caused disruptions in many aspects of life across the globe including education provision. This pandemic led to major and rapid restructuring of curricula and assessments as student suddenly moved to unfamiliar learning environment. Active involvement of students in the education process and curricula reform is encouraged. This paper aimed to explore pharmacy student leaders’ perspectives related to their learning during COVID-19 pandemic in terms of strengths, weakness, opportunities, challenges and recommendations to move forward. A meeting with pharmacy student leaders was convened. Each student leader individually reflected on their experiences using a structured SWOC (Strengths, Weaknesses, Opportunities, Challenges) framework which was then used to guide discussion. Each student then rated anonymously the importance and the probability of the themes to come up with overall score. Online learning came with both negative and positive aspects from the students’ point of view. Despite the efforts that were made by the college and students to adapt to the new educational system, there were drawbacks that may have affected the quality of the education. However, during these unprecedented circumstances, the pandemic has given pharmacy students plenty of opportunities that could positively affect their future career and the delivery of pharmacy education. Pharmacy programmes need to implement strategies within their programmes about disaster preparedness and build student resilience and wellbeing.

Pharmacy Student Leaders’ Perspectives on the Impact of COVID-19 on their Learning: SWOC Analysis

The COVID-19 pandemic has caused disruptions in many aspects of life across the globe including education provision. This pandemic led to major and rapid restructuring of curricula and assessments as student suddenly moved to unfamiliar learning environment. Active involvement of students in the education process and curricula reform is encouraged. This paper aimed to explore pharmacy student leaders’ perspectives related to their learning during COVID-19 pandemic in terms of strengths, weakness, opportunities, challenges and recommendations to move forward. A meeting with pharmacy student leaders was convened. Each student leader individually reflected on their experiences using a structured SWOC (Strengths, Weaknesses, Opportunities, Challenges) framework which was then used to guide discussion. Each student then rated anonymously the importance and the probability of the themes to come up with overall score. Online learning came with both negative and positive aspects from the students’ point of view. Despite the efforts that were made by the college and students to adapt to the new educational system, there were drawbacks that affected the quality of the education. Pharmacy programs need to implement strategies within their programs about disaster preparedness and build student resilience and wellbeing.