This document discusses the increasing issue of pupil violence towards teachers in UK schools. It provides statistics showing that 4 in 10 teachers have been physically assaulted by pupils, including being pushed, kicked, punched or hit with objects. The violence is having detrimental impacts on teacher stress, anxiety, and retention. Possible factors contributing to the violence include troubled home lives, lack of parenting, and cuts to mental health support services. Schools are struggling to effectively manage violent behaviors without adequate support. More coordinated support between schools and mental health services is needed to address this issue.
Bullying is a unhealthy behavior with multiple manifestations. It does not discriminate against the age, ethnicity, belief system, lifestyle, and level of well-being of an individual. This unhealthy behavior usually starts early in life. Individuals can potentially exhibit and or be victimized by bullying. Most cases are underreported and not detected while the solutions exist to reduce the incidence and the prevalence of this common phenomenon. Targeting bullying in childhood and adolescence is a great determinant of healthier learners, but also of healthier and productive adult citizens.
ECJ_p34-41_4 Education-Engaging the disengagedLouise Kinnaird
This document discusses ways to engage disengaged students in learning. It begins by outlining some of the risks of disengagement, such as lower academic achievement and economic success. It then discusses that disengagement can stem from a combination of internal and external factors. The document provides data on the prevalence of disengagement in the UK. It discusses approaches schools have taken to reengage students, such as building relationships, improving teaching quality, using mentors, and adapting curriculum. Case studies highlight using leadership, working with parents, giving students responsibility, and incorporating arts. The document concludes that high-quality teaching and leadership are especially important for reengaging disengaged students.
The document discusses bullying intervention strategies. It defines bullying and describes types of bullying like physical, verbal, social, and cyber bullying. It outlines characteristics of bullies and victims. The impact of bullying on students who are bullied or bully others is discussed. Traditional disciplinary approaches, positive behavior support, and friendly school programs are presented as intervention strategies. Research on associations between bullying experiences and depressive symptoms in children is also summarized.
An outline of what Specialized Instructional Support Personnel (SISP) do in North Carolina schools, as well as their required education and credentials. Credit: North Carolina Department of Public Instruction's NC Healthy Schools
This document summarizes research on factors that influence youth deviance and delinquency. It presents hypotheses related to gender, academic achievement, parental education, parental supervision, work, school commitment, and peer influence. It then describes the methodology used, including a survey of 502 college students, measures of independent and dependent variables, and statistical analysis. Key results showed significant relationships between deviance and gender, GPA, work hours, school absences, and peer influence. The discussion notes limitations and implications for policies to strengthen social bonds and reduce delinquency through family, school, employment, and mentoring programs.
Approaches To Solve the Problem of Truancy among Secondary School Students in...iosrjce
This study examines approaches to solve the problem of truancy among secondary school students in
Kuala Terengganu, Malaysia. The study investigated school-based interventions, role of teachers and role of
parent teachers’ association in solving truancy. Descriptive survey research design was used where selfadministered
questionnaires wereg iven to 100 teachers and 100 parents in five selected secondary schools
within Kuala Terengganu district. The schools include:Sekolah Menengah Kebangsaan Kompleks Gong Badak,
Sekolah Menengah Kebangsaan Ibrahim Fikri, Sekolah Menengah Agama Khairiah, Sekolah Menengah
Kebangsaan Mengabang Telipot, and Sekolah Menengah Kebangsaan Bukit Besar. The data obtained was
analyzed using the Statistical Package for Social Sciences (SPSS) version 19.0. Descriptive statistics was used
to determine the mean, frequency, percentages and standard deviation of the respondents. The findings of the
study indicated that school-based interventions have a positive impact in solving truancy. Role of teachers was
also found to have a significant impact in solving truancy. However, based on the result, role of parent
teachers’ association was significant in solving the problem of students’ truants’ behaviour. Finally,
recommendations were given to school administrators, teachers and parents
The document summarizes the results of a survey on school violence conducted at West High School. Most students reported observing bullying/harassment incidents. Many students had been personally threatened or had property damaged by other students. While some violence occurs, most students feel it is not major and the administration is aware and trying to address it. Statistics provided show school violence and crimes against students are more common than reported.
This document discusses student unrest, defining it as collective discontent and a desire for change within educational institutions. It identifies several causes of student unrest, including psychological factors like stress, social issues like uncertain futures, and educational problems like poor teaching methods and facilities. Notable examples of student agitations in India between 1990 and the 21st century are provided. The document recommends remedies for student unrest like guiding students' enthusiasm, including them in decision making, addressing issues in the syllabus, educating parents, and preventing political interference in small matters.
Bullying is a unhealthy behavior with multiple manifestations. It does not discriminate against the age, ethnicity, belief system, lifestyle, and level of well-being of an individual. This unhealthy behavior usually starts early in life. Individuals can potentially exhibit and or be victimized by bullying. Most cases are underreported and not detected while the solutions exist to reduce the incidence and the prevalence of this common phenomenon. Targeting bullying in childhood and adolescence is a great determinant of healthier learners, but also of healthier and productive adult citizens.
ECJ_p34-41_4 Education-Engaging the disengagedLouise Kinnaird
This document discusses ways to engage disengaged students in learning. It begins by outlining some of the risks of disengagement, such as lower academic achievement and economic success. It then discusses that disengagement can stem from a combination of internal and external factors. The document provides data on the prevalence of disengagement in the UK. It discusses approaches schools have taken to reengage students, such as building relationships, improving teaching quality, using mentors, and adapting curriculum. Case studies highlight using leadership, working with parents, giving students responsibility, and incorporating arts. The document concludes that high-quality teaching and leadership are especially important for reengaging disengaged students.
The document discusses bullying intervention strategies. It defines bullying and describes types of bullying like physical, verbal, social, and cyber bullying. It outlines characteristics of bullies and victims. The impact of bullying on students who are bullied or bully others is discussed. Traditional disciplinary approaches, positive behavior support, and friendly school programs are presented as intervention strategies. Research on associations between bullying experiences and depressive symptoms in children is also summarized.
An outline of what Specialized Instructional Support Personnel (SISP) do in North Carolina schools, as well as their required education and credentials. Credit: North Carolina Department of Public Instruction's NC Healthy Schools
This document summarizes research on factors that influence youth deviance and delinquency. It presents hypotheses related to gender, academic achievement, parental education, parental supervision, work, school commitment, and peer influence. It then describes the methodology used, including a survey of 502 college students, measures of independent and dependent variables, and statistical analysis. Key results showed significant relationships between deviance and gender, GPA, work hours, school absences, and peer influence. The discussion notes limitations and implications for policies to strengthen social bonds and reduce delinquency through family, school, employment, and mentoring programs.
Approaches To Solve the Problem of Truancy among Secondary School Students in...iosrjce
This study examines approaches to solve the problem of truancy among secondary school students in
Kuala Terengganu, Malaysia. The study investigated school-based interventions, role of teachers and role of
parent teachers’ association in solving truancy. Descriptive survey research design was used where selfadministered
questionnaires wereg iven to 100 teachers and 100 parents in five selected secondary schools
within Kuala Terengganu district. The schools include:Sekolah Menengah Kebangsaan Kompleks Gong Badak,
Sekolah Menengah Kebangsaan Ibrahim Fikri, Sekolah Menengah Agama Khairiah, Sekolah Menengah
Kebangsaan Mengabang Telipot, and Sekolah Menengah Kebangsaan Bukit Besar. The data obtained was
analyzed using the Statistical Package for Social Sciences (SPSS) version 19.0. Descriptive statistics was used
to determine the mean, frequency, percentages and standard deviation of the respondents. The findings of the
study indicated that school-based interventions have a positive impact in solving truancy. Role of teachers was
also found to have a significant impact in solving truancy. However, based on the result, role of parent
teachers’ association was significant in solving the problem of students’ truants’ behaviour. Finally,
recommendations were given to school administrators, teachers and parents
The document summarizes the results of a survey on school violence conducted at West High School. Most students reported observing bullying/harassment incidents. Many students had been personally threatened or had property damaged by other students. While some violence occurs, most students feel it is not major and the administration is aware and trying to address it. Statistics provided show school violence and crimes against students are more common than reported.
This document discusses student unrest, defining it as collective discontent and a desire for change within educational institutions. It identifies several causes of student unrest, including psychological factors like stress, social issues like uncertain futures, and educational problems like poor teaching methods and facilities. Notable examples of student agitations in India between 1990 and the 21st century are provided. The document recommends remedies for student unrest like guiding students' enthusiasm, including them in decision making, addressing issues in the syllabus, educating parents, and preventing political interference in small matters.
Lack of Decision Making Skills - Quality Control Circle - Case Study Presenta...Haran Parameswaran
The document provides information about a quality circle team called Avengers from TVSHSS school. It details the background of the school and students, objectives of the quality circle, activities conducted from June to October to address the problem of lack of decision making skills among students. These activities included speeches on using information and decision making tools, group discussions, teaching yoga to manage mood swings, and providing opportunities for students to practice decision making.
This document discusses the effects of corporal punishment in primary schools in Pakistan. It begins with an introduction that defines corporal punishment and outlines its psychological effects on children. It then reviews literature showing that corporal punishment has negative effects on children's learning and development, and can cause conditions like PTSD. However, some primary research interviewees felt corporal punishment can be beneficial for discipline. The document also outlines laws banning corporal punishment in different Pakistani provinces. Overall, the literature review finds that corporal punishment is widely used in Pakistani schools and has many detrimental long-term impacts on students.
This document discusses the school-to-prison pipeline phenomenon where school discipline policies disproportionately impact minority students. It notes that black and Latino students face higher rates of suspension, expulsion, and arrest at school compared to white students. This can negatively impact students' educational outcomes and trust in the school system. The document calls for reforms like eliminating zero tolerance policies, reducing reliance on police in schools, implementing restorative justice practices, and ensuring students with disabilities receive required supports to disrupt the school-to-prison pipeline.
This document summarizes key issues faced by GLBTQ youth and the responsibilities of school psychologists to advocate for them. It finds that GLBTQ youth experience high rates of victimization but social support can help. While diversity training programs have improved, many school psychologists do not feel prepared to advocate for GLBTQ students due to a lack of training and potential personal biases. It argues that school psychologists must examine their own beliefs and be willing to separate personal views from professional responsibilities to effectively promote acceptance for all students.
School exclusion rates in England are rising, disproportionately impacting students with special needs, from disadvantaged backgrounds, or ethnic minorities. Exclusions often result from minor misbehaviors but have severe consequences, linking to issues like knife crime and drug trafficking. Vulnerable students feel their voices are disregarded in schools, where a zero-tolerance approach dominates over understanding the trauma many experience. Alternative approaches that train former excluded students to mentor current ones and address underlying needs through relationship-building may be more effective than exclusionary practices at reengaging students in learning and achieving social justice through education.
Over-parenting, also known as helicopter parenting, can have negative consequences for children's development by not allowing them to experience failure or frustration. When parents are over-involved and solve all their children's problems, it hinders the children's ability to develop resilience and self-regulation. Research shows that children of over-involved parents tend to have higher levels of anxiety, depression, low self-efficacy, and poor peer relationships. While parental involvement is important, too much protection can increase children's sense of entitlement and dependence on parents. It is better to teach children how to face problems themselves to develop the skills needed to thrive independently.
The document discusses the SAATT teacher abuse awareness program, which helps teachers understand the sources and prevention of abuse, identify abusers and abused children, address their own experiences, and promote positive interactions. It also provides statistics on child abuse in the US, showing that millions of cases are reported annually, with most victims knowing the perpetrator, and that abuse can lead to long-term psychological and behavioral issues. Several studies are summarized that find relationships between teacher-child relationships, verbal abuse, behavioral difficulties, and bullying, and the impacts on academics, behavior, and health. An antibullying program resulted in less bullying and better peer relationships.
This presentation reviews the relationship between school climate and student achievement. It discusses how a positive school environment where students feel welcome and supported can greatly impact learning. The presentation examines indicators of school climate such as attendance, feelings of safety, bullying, discipline practices, and student perceptions. It suggests school boards have conversations with students to understand climate issues and take actions to improve the environment. Overall, the document explores how non-academic factors like the social and emotional conditions in schools influence student outcomes.
School violence is a serious problem that can harm students, teachers, and staff. It ranges from bullying and assaults to incidents involving guns. There are many factors that can contribute to why students become violent, such as experiences at home, feelings of isolation, or being a victim of bullying. Parents, teachers, and communities need to work together using strategies like conflict resolution programs, security measures, and open communication to help prevent school violence and protect youth.
Identifying and managing mental health issues in the classroomsagedayschool
Identifying strategies to support teachers and staff within schools to better meet the needs of students exhibiting mental health issues in the classroom.
This document discusses four main approaches to decreasing school violence: 1) increasing parent and community involvement, 2) implementing character education programs, 3) teaching violence prevention and conflict resolution curricula, and 4) establishing bullying prevention programs. It also addresses the relationship between family deterioration and school violence, noting that children who experience abuse and neglect are more likely to exhibit aggressive behaviors. The document emphasizes that rural schools face similar violence issues to urban schools and need programs and funding support to properly address these challenges.
A safe and welcoming school climate is essential for student achievement. School districts must understand climate issues, conduct assessments, pass policies, and make improvements where needed. Both academic and social factors influence whether students stay in school or drop out. Indicators of a good climate include high attendance, low bullying and suspensions. Bullying negatively impacts learning and disproportionately affects LGBT students. Suspensions are linked to lower achievement, grade repetition, and involvement in the juvenile justice system, and black students are suspended at higher rates than other groups for subjective reasons.
Predictive Influence of Parental Involvement on Academic Self Confidence and ...ijtsrd
This study sought to determine the predictive influence of parental involvement on academic self confidence and academic engagement among junior secondary school students in Awka. Two research questions and two null hypotheses tested at 0.05 level of significance guided the study. The study adopted a correlational research design. The population comprised of 560 JS2 students in 5 co educational public schools in Awka from which a sample of 200 JS2 students were drawn to participate in the study. The instruments used for data collection were three, namely Parental Involvement Questionnaire PIQ , Academic Self Confidence Questionnaire ASCQ , both structured by the researchers and also Academic Engagement Questionnaire AEQ adopted from Hughes et. al's Academic Engagement Questionnaire. Both validity and reliability of the instruments were determined. After a test retest of the instruments, reliability coefficient of 0.70 was obtained for PIQ, 0.81 for AEQ and 0.72 for ASCQ using Cronbach Alpha method. Findings indicated that parental involvement has a high and positive relationship for both academic self confidence and academic engagement of junior secondary school students in Awka. Based on the findings, it was recommended that government and school authorities should take advantage of the media and other enlightenment programmes to educate parents on the importance of getting involved in their children's academic lives. Parents also should make out quality time for their ward's learning activities and through motivation boost their academic self confidence. Anierobi, Elizabeth Ifeoma | Ezennaka, Obinna Anthony ""Predictive Influence of Parental Involvement on Academic Self-Confidence and Academic Engagement among Junior Secondary School Students in Awka, Nigeria"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-4 , June 2019, URL: https://www.ijtsrd.com/papers/ijtsrd23643.pdf
Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/23643/predictive-influence-of-parental-involvement-on-academic-self-confidence-and-academic-engagement-among-junior-secondary-school-students-in-awka-nigeria/anierobi-elizabeth-ifeoma
This document outlines a presentation on preventing school bullying through comprehensive programs. It describes the prevalence and negative impacts of bullying, including links to depression, suicide, and school shootings. Four main types of bullying are defined: physical, verbal, indirect, and cyber. A comprehensive prevention program should include assessing the school climate, establishing clear policies, staff training, increased supervision of hot spots, and classroom lessons on bullying. The goals are to change social norms, promote bystander intervention, and consistently enforce consequences for bullying behaviors.
School violence is a serious issue that affects all schools worldwide. It includes both physical and verbal acts of violence, and has evolved to include stabbings and shootings. Bullying is a major cause of school violence and can lead students to feel depressed, hated, and lonely. School violence has negative emotional and physical impacts on students and may cause some to drop out or change schools. While prevention is key, communities, schools, and governments are working on various initiatives and policies to address the problem.
8 ways to prevent school violence in schoolsmwinfield1
The document outlines 8 ways to prevent school violence: 1) Teach conflict resolution skills to help students resolve issues verbally rather than physically. 2) Enforce dress codes to prevent gang affiliations or harassment that could lead to violence. 3) Employ security personnel specifically trained to de-escalate situations before they become violent problems. 4) Require student photo IDs and identification systems to monitor who enters the school. 5) Use metal detectors to prevent weapons from being brought into the school. 6) Implement mentoring programs to give students positive role models for guidance. 7) Incorporate character education to develop students' good character. 8) Provide staff training to effectively implement new programs and ensure a positive school climate.
Bullying is a widespread problem that negatively impacts students' well-being and achievement. The document outlines a comprehensive, school-wide approach to addressing bullying consisting of three parts:
1. Defining and tracking bullying to establish clear policies.
2. Implementing prevention strategies like supervision, social-emotional learning, and bystander empowerment.
3. Establishing protocols for responding to incidents through investigation, consequences, parent involvement, and reflection.
The approach aims to change school culture and norms to reduce bullying through community engagement and evidence-based practices.
New report examines, from the perspective of young people themselves, the roles that relationships with adults and peers play in decisions about staying in, leaving and returning to high school. Building on previous studies, including last year’s Don’t Call Them Dropouts, this report offers new insights about how support from adults and peers can help to close the remaining gaps between those who graduate from high school on time and those who don’t.
Presentation offered for students at Kenston High School addressing possible mental health impacts of the college application process and considerations for students with existing mental health conditions as they begin the transition to college.
El documento proporciona instrucciones para entender el tema de los ácidos. Indica que se debe leer cuidadosamente para comprender todo el tema. Explica que el blog está dividido en cuatro secciones sobre ácidos hidrácidos, ejercicios y videos relacionados con ácidos hidrácidos, ácidos oxácidos y ejercicios adicionales. Recomienda seguir el orden propuesto y ver los videos al final para obtener un mejor conocimiento antes de comunicarse con los contactos en caso de dudas.
1) O documento pede a reabertura de um processo contra o vereador Edvaldo Nascimento dos Santos por supostos atos de improbidade administrativa enquanto presidente da Câmara Municipal de Vereadores de Itagi entre 2011-2012, como superfaturamento em compras e desvio de bens públicos.
2) São listados 5 fatos a serem investigados, incluindo diferenças entre valores de compras e cotações posteriores, além de indícios de desvio de um notebook.
3) O requerente pede a instauração de
Lack of Decision Making Skills - Quality Control Circle - Case Study Presenta...Haran Parameswaran
The document provides information about a quality circle team called Avengers from TVSHSS school. It details the background of the school and students, objectives of the quality circle, activities conducted from June to October to address the problem of lack of decision making skills among students. These activities included speeches on using information and decision making tools, group discussions, teaching yoga to manage mood swings, and providing opportunities for students to practice decision making.
This document discusses the effects of corporal punishment in primary schools in Pakistan. It begins with an introduction that defines corporal punishment and outlines its psychological effects on children. It then reviews literature showing that corporal punishment has negative effects on children's learning and development, and can cause conditions like PTSD. However, some primary research interviewees felt corporal punishment can be beneficial for discipline. The document also outlines laws banning corporal punishment in different Pakistani provinces. Overall, the literature review finds that corporal punishment is widely used in Pakistani schools and has many detrimental long-term impacts on students.
This document discusses the school-to-prison pipeline phenomenon where school discipline policies disproportionately impact minority students. It notes that black and Latino students face higher rates of suspension, expulsion, and arrest at school compared to white students. This can negatively impact students' educational outcomes and trust in the school system. The document calls for reforms like eliminating zero tolerance policies, reducing reliance on police in schools, implementing restorative justice practices, and ensuring students with disabilities receive required supports to disrupt the school-to-prison pipeline.
This document summarizes key issues faced by GLBTQ youth and the responsibilities of school psychologists to advocate for them. It finds that GLBTQ youth experience high rates of victimization but social support can help. While diversity training programs have improved, many school psychologists do not feel prepared to advocate for GLBTQ students due to a lack of training and potential personal biases. It argues that school psychologists must examine their own beliefs and be willing to separate personal views from professional responsibilities to effectively promote acceptance for all students.
School exclusion rates in England are rising, disproportionately impacting students with special needs, from disadvantaged backgrounds, or ethnic minorities. Exclusions often result from minor misbehaviors but have severe consequences, linking to issues like knife crime and drug trafficking. Vulnerable students feel their voices are disregarded in schools, where a zero-tolerance approach dominates over understanding the trauma many experience. Alternative approaches that train former excluded students to mentor current ones and address underlying needs through relationship-building may be more effective than exclusionary practices at reengaging students in learning and achieving social justice through education.
Over-parenting, also known as helicopter parenting, can have negative consequences for children's development by not allowing them to experience failure or frustration. When parents are over-involved and solve all their children's problems, it hinders the children's ability to develop resilience and self-regulation. Research shows that children of over-involved parents tend to have higher levels of anxiety, depression, low self-efficacy, and poor peer relationships. While parental involvement is important, too much protection can increase children's sense of entitlement and dependence on parents. It is better to teach children how to face problems themselves to develop the skills needed to thrive independently.
The document discusses the SAATT teacher abuse awareness program, which helps teachers understand the sources and prevention of abuse, identify abusers and abused children, address their own experiences, and promote positive interactions. It also provides statistics on child abuse in the US, showing that millions of cases are reported annually, with most victims knowing the perpetrator, and that abuse can lead to long-term psychological and behavioral issues. Several studies are summarized that find relationships between teacher-child relationships, verbal abuse, behavioral difficulties, and bullying, and the impacts on academics, behavior, and health. An antibullying program resulted in less bullying and better peer relationships.
This presentation reviews the relationship between school climate and student achievement. It discusses how a positive school environment where students feel welcome and supported can greatly impact learning. The presentation examines indicators of school climate such as attendance, feelings of safety, bullying, discipline practices, and student perceptions. It suggests school boards have conversations with students to understand climate issues and take actions to improve the environment. Overall, the document explores how non-academic factors like the social and emotional conditions in schools influence student outcomes.
School violence is a serious problem that can harm students, teachers, and staff. It ranges from bullying and assaults to incidents involving guns. There are many factors that can contribute to why students become violent, such as experiences at home, feelings of isolation, or being a victim of bullying. Parents, teachers, and communities need to work together using strategies like conflict resolution programs, security measures, and open communication to help prevent school violence and protect youth.
Identifying and managing mental health issues in the classroomsagedayschool
Identifying strategies to support teachers and staff within schools to better meet the needs of students exhibiting mental health issues in the classroom.
This document discusses four main approaches to decreasing school violence: 1) increasing parent and community involvement, 2) implementing character education programs, 3) teaching violence prevention and conflict resolution curricula, and 4) establishing bullying prevention programs. It also addresses the relationship between family deterioration and school violence, noting that children who experience abuse and neglect are more likely to exhibit aggressive behaviors. The document emphasizes that rural schools face similar violence issues to urban schools and need programs and funding support to properly address these challenges.
A safe and welcoming school climate is essential for student achievement. School districts must understand climate issues, conduct assessments, pass policies, and make improvements where needed. Both academic and social factors influence whether students stay in school or drop out. Indicators of a good climate include high attendance, low bullying and suspensions. Bullying negatively impacts learning and disproportionately affects LGBT students. Suspensions are linked to lower achievement, grade repetition, and involvement in the juvenile justice system, and black students are suspended at higher rates than other groups for subjective reasons.
Predictive Influence of Parental Involvement on Academic Self Confidence and ...ijtsrd
This study sought to determine the predictive influence of parental involvement on academic self confidence and academic engagement among junior secondary school students in Awka. Two research questions and two null hypotheses tested at 0.05 level of significance guided the study. The study adopted a correlational research design. The population comprised of 560 JS2 students in 5 co educational public schools in Awka from which a sample of 200 JS2 students were drawn to participate in the study. The instruments used for data collection were three, namely Parental Involvement Questionnaire PIQ , Academic Self Confidence Questionnaire ASCQ , both structured by the researchers and also Academic Engagement Questionnaire AEQ adopted from Hughes et. al's Academic Engagement Questionnaire. Both validity and reliability of the instruments were determined. After a test retest of the instruments, reliability coefficient of 0.70 was obtained for PIQ, 0.81 for AEQ and 0.72 for ASCQ using Cronbach Alpha method. Findings indicated that parental involvement has a high and positive relationship for both academic self confidence and academic engagement of junior secondary school students in Awka. Based on the findings, it was recommended that government and school authorities should take advantage of the media and other enlightenment programmes to educate parents on the importance of getting involved in their children's academic lives. Parents also should make out quality time for their ward's learning activities and through motivation boost their academic self confidence. Anierobi, Elizabeth Ifeoma | Ezennaka, Obinna Anthony ""Predictive Influence of Parental Involvement on Academic Self-Confidence and Academic Engagement among Junior Secondary School Students in Awka, Nigeria"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-4 , June 2019, URL: https://www.ijtsrd.com/papers/ijtsrd23643.pdf
Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/23643/predictive-influence-of-parental-involvement-on-academic-self-confidence-and-academic-engagement-among-junior-secondary-school-students-in-awka-nigeria/anierobi-elizabeth-ifeoma
This document outlines a presentation on preventing school bullying through comprehensive programs. It describes the prevalence and negative impacts of bullying, including links to depression, suicide, and school shootings. Four main types of bullying are defined: physical, verbal, indirect, and cyber. A comprehensive prevention program should include assessing the school climate, establishing clear policies, staff training, increased supervision of hot spots, and classroom lessons on bullying. The goals are to change social norms, promote bystander intervention, and consistently enforce consequences for bullying behaviors.
School violence is a serious issue that affects all schools worldwide. It includes both physical and verbal acts of violence, and has evolved to include stabbings and shootings. Bullying is a major cause of school violence and can lead students to feel depressed, hated, and lonely. School violence has negative emotional and physical impacts on students and may cause some to drop out or change schools. While prevention is key, communities, schools, and governments are working on various initiatives and policies to address the problem.
8 ways to prevent school violence in schoolsmwinfield1
The document outlines 8 ways to prevent school violence: 1) Teach conflict resolution skills to help students resolve issues verbally rather than physically. 2) Enforce dress codes to prevent gang affiliations or harassment that could lead to violence. 3) Employ security personnel specifically trained to de-escalate situations before they become violent problems. 4) Require student photo IDs and identification systems to monitor who enters the school. 5) Use metal detectors to prevent weapons from being brought into the school. 6) Implement mentoring programs to give students positive role models for guidance. 7) Incorporate character education to develop students' good character. 8) Provide staff training to effectively implement new programs and ensure a positive school climate.
Bullying is a widespread problem that negatively impacts students' well-being and achievement. The document outlines a comprehensive, school-wide approach to addressing bullying consisting of three parts:
1. Defining and tracking bullying to establish clear policies.
2. Implementing prevention strategies like supervision, social-emotional learning, and bystander empowerment.
3. Establishing protocols for responding to incidents through investigation, consequences, parent involvement, and reflection.
The approach aims to change school culture and norms to reduce bullying through community engagement and evidence-based practices.
New report examines, from the perspective of young people themselves, the roles that relationships with adults and peers play in decisions about staying in, leaving and returning to high school. Building on previous studies, including last year’s Don’t Call Them Dropouts, this report offers new insights about how support from adults and peers can help to close the remaining gaps between those who graduate from high school on time and those who don’t.
Presentation offered for students at Kenston High School addressing possible mental health impacts of the college application process and considerations for students with existing mental health conditions as they begin the transition to college.
El documento proporciona instrucciones para entender el tema de los ácidos. Indica que se debe leer cuidadosamente para comprender todo el tema. Explica que el blog está dividido en cuatro secciones sobre ácidos hidrácidos, ejercicios y videos relacionados con ácidos hidrácidos, ácidos oxácidos y ejercicios adicionales. Recomienda seguir el orden propuesto y ver los videos al final para obtener un mejor conocimiento antes de comunicarse con los contactos en caso de dudas.
1) O documento pede a reabertura de um processo contra o vereador Edvaldo Nascimento dos Santos por supostos atos de improbidade administrativa enquanto presidente da Câmara Municipal de Vereadores de Itagi entre 2011-2012, como superfaturamento em compras e desvio de bens públicos.
2) São listados 5 fatos a serem investigados, incluindo diferenças entre valores de compras e cotações posteriores, além de indícios de desvio de um notebook.
3) O requerente pede a instauração de
Este documento presenta información sobre el Monitor de Sequías del Noreste de Brasil. Explica que el monitor realiza un seguimiento periódico de la situación de sequía en la región y publica mapas mensuales con indicadores del corto y largo plazo. También describe brevemente el sistema de pronóstico del clima que alimenta los datos al monitor, incluyendo modelos climáticos globales y regionales. El objetivo final es mejorar la gestión del riesgo de sequías a través de una vigilancia proactiva.
Este documento presenta el portafolio y actividades individuales de Pablo Edigson Ayala B para su curso del año 2015 con el tutor Samuel Armando Sánchez de la Universidad Nacional Abierta y a Distancia. Incluye resúmenes de videos sobre temas como atreverse a soñar, la innovación, el origen de las ideas, la solución de problemas, el comercio electrónico y el caso de Pedro. También presenta resultados de un simulador empresarial y mensajes de foros colaborativos.
La Informática Educativa se encarga de investigar y aplicar los avances de la informática y la tecnología en los procesos educativos. Esto implica implementar herramientas como las computadoras, Internet y la Web para mejorar la administración, investigación, enseñanza, aprendizaje y evaluación en el aula. Algunas aplicaciones incluyen el uso de software para visualización de datos y juegos interactivos para facilitar el aprendizaje de ciencias.
El documento describe una situación problemática en la vía de acceso a la Universidad del Atlántico debido al tráfico caótico y los accidentes. Un grupo de estudiantes se unió para pedir una solución a los directivos, proponiendo la construcción de un puente peatonal para cruzar la calle de forma segura y el traslado de la glorieta a otro lugar. Finalmente, la gobernación aceptó la propuesta y se realizaron las obras, mejorando así la seguridad de los estudiantes al cruzar la calle.
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Bullying is defined as repeated negative actions against a student who cannot easily defend themselves. It can take various forms including physical, verbal, social, and cyber. The document discusses the prevalence of bullying in schools in the Philippines and worldwide. It outlines the different roles in bullying situations - the bully, the victim, and observers. Interventions to address bullying should be comprehensive, involving curriculum, counseling, social skills training, and creating a supportive environment through open communication between students, teachers, and parents. The goal is to prevent bullying and promote respectful relationships.
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This document discusses the dilemma principals face in balancing student safety and protecting teachers from false allegations of abuse. It provides recommendations for principals, including establishing clear codes of conduct, prohibiting false complaints, and providing training to help distinguish appropriate and inappropriate teacher-student interactions. It also outlines the steps principals should take in response to different types of complaints, including investigating all credible reports and removing teachers from student contact for more serious allegations. The goal is to prevent abuse while establishing fair processes that do not damage innocent teachers' reputations.
This document discusses the causes, effects, and possible solutions to bullying in schools. It defines bullying and outlines the different types, including physical, verbal, relational, and cyberbullying. The document explores reasons why students bully, such as seeking power, enjoying causing harm, and being rewarded for their behavior. It also examines the effects of bullying on students' mental health. Finally, the document proposes solutions for schools, parents, and programs to address bullying.
This document provides an overview of student discipline for the Omak School District for the 2021-22 school year. It discusses the history of discipline policies in Washington state, recent changes to state laws, and current discipline challenges being faced both in Omak and more broadly due to the pandemic. These challenges include increased misbehavior, mental health issues, staff shortages, and changes to the role of law enforcement. The document then outlines the proactive solutions and supports each school in the district has implemented to address discipline, such as social-emotional learning programs, counseling services, increased supervision, and staff training. It concludes with informing the school board that there will be a question and answer period.
The document discusses bullying in schools including the types, causes, effects, and potential solutions. It defines bullying and explores the different types - physical, verbal, relational, and cyberbullying. Bullying is caused by students' needs for power, satisfaction in causing harm, and material rewards. The prevalence of bullying has increased in recent years. Potential solutions include anti-bullying programs and education, increasing supervision, and clear policies against bullying. Parents and schools both have important roles to play in addressing the problem.
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1) Bullying affects over 160,000 students daily who stay home from school to avoid it. Bullying is defined under Indiana law and includes repeated unwanted acts that harass, ridicule or harm another student.
2) Bullying can cause physical, social and mental health issues for both targets and bystanders. It negatively impacts students' academic performance and mental well-being.
3) All school staff, including teachers, cafeteria workers and bus drivers, should be trained to recognize and respond to bullying appropriately according to each school's policy. Preventing bullying requires a coordinated effort from all school stakeholders.
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Bullying in schools negatively impacts students' psychological, emotional, and academic development. It can cause low self-esteem, poor academic performance, and increased dropout rates. In some cases, bullying has led students to consider or commit suicide. While some argue bullying helps students develop social skills, the long-term consequences of bullying typically outweigh any potential benefits. Schools must implement effective disciplinary policies and programs to curb bullying and protect students.
Similar to SLT_p12-17_Trends Why have children become so violent (13)
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SLT_p12-17_Trends Why have children become so violent
1. 12
Vol 7.5
SchoolLeadershipToday
www.teachingtimes.com
TrendsBehaviour
Media reports frequently tell us
of poor pupil behaviour in UK
schools. But why is this behaviour
increasingly turning to violence?
And what impact is this having
on our teachers and schools?
Louise Kinnaird reports.
Whyhave
children
become
so
violent?
F
our in ten teachers were physically assaulted
by a pupil in 2015,according to a survey by
the Association of Teachers and Lecturers.1
Of
these,most had been pushed or shoved (77
per cent),but other forms of violence from pupils
included kicking (52 per cent),punching (37 per cent)
or throwing objects such as furniture (50 per cent).
Figures vary as to the exact number of UK teachers
and support staff who are subject to pupil aggression,
whether physical or verbal,which might include
abuse,threats or intimidation.However,the number
2. 13
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TrendsBehaviour
of suspensions and exclusions can give some indication as to their frequency.According to the
Department for Education,there were 20,770 temporary exclusions for physical assault of an
adult in 2014-15,compared with 18,970 the previous year.Permanent exclusions also rose—
610 as opposed to 550 the year before.2
Not safe for work
Many pupils are prone to frustrations that they may express in one way or another in the
classroom.Yet it can be a frightening experience for teaching staff to experience pupil
aggression,which can seem so irrational and unpredictable,especially if the aggression turns to
violence.Of the ATL survey,some 50 per cent of teachers said dealing with pupils’challenging
or aggressive behaviour had caused them stress,and 41 per cent said it caused them anxiety.
3. 14
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SchoolLeadershipToday
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TrendsBehaviour
A staff member at a state primary school in England said:‘A pupil once hit me in the
back totally unexpectedly,because I had asked her to put a book away.I was so winded
and hurt that I couldn’t carry on that day.’
Katherine,a primary teacher in Gloucestershire,says:‘One class teacher had to
remove the rest of the class from the classroom,on more
than one occasion,due to violent and threatening outbursts
by one Year 5 boy.The head was then called into the room
to calm and remove the child,allowing his classmates and
teaching staff to return.’
The situation has escalated to such a degree that
members of the NASUWT teachers’union have held ballots
to refuse to teach violent pupils.One such case,as reported
in the BBC news,was of a 16-year-old pupil who had
assaulted pupils,teachers,the headteacher and the police
when called to assist.After a ballot by teachers,the pupil
was‘educated off-site’.Meanwhile,in a secondary school in
north Wales,a teenager had threatened to‘slit the throat’
of another pupil.After a ballot by teachers,the pupil was
expelled.
Why is it happening?
Pupils who are physically aggressive are,according to the
charity Young Minds,expressing frustration.They say that
‘this is often their way of saying they don’t like what they
are feeling—if they can’t tell us in words,they use their
behaviour’.3
One teacher suggested that aggressive and violent
behaviour is linked to issues at home.Referring to a group of
four aggressive Year 4 boys,she said: ‘The main instigator is
a child with a list of emotional,social and educational needs
and who finds school difficult.It is my understanding that his
home life is troubled.’
One teacher suggested
that aggressive and
violent behaviour is
linked to issues at home.
Referring to a group of
four aggressive Year
4 boys, she said: ‘The
main instigator is a child
with a list of emotional,
social and educational
needs and who finds
school difficult.
“”
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SchoolLeadershipToday
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TrendsBehaviour
In some schools,particularly those serving areas of high deprivation,pupils with
behavioural or mental health problems,some as young as four,can bring anger and
aggression into school with them.Barnardo’s have suggested that‘out of control’pupils
may also be the most vulnerable,those for whom aggression and violence is normal
behaviour and a reflection of their life situations.
In an Ofsted report,former chief inspector Sir Michael Wilshaw blamed poor pupil
behaviour on the‘inconsistent’behaviour policies of schools.4
He said that the key
to cracking down on bad behaviour is strong leadership,and that there is currently a
‘casual culture of acceptance’of poor behaviour.But according to teachers,classroom
violence is not simply a reflection of failures in school management.The ATL poll
reports that major factors contributing to problem behaviour in schools include:
■ a lack of positive role models at home
■ relational breakdowns within families
■ seeking attention from other pupils.
Other explanations vary but include:
■ too much focus on data-driven targets
■ increasing class sizes and the lack of support for children with special needs in
mainstream schools
■ diminishing standards of parenting with pupils coming to school without having
learned either self-control or appropriate boundaries
■ diminishing respect for teachers.
Dr Stephanie Thornton,a chartered psychologist,says:‘There are limits to the extent to
which schools can counter the effect of such social changes—particularly given that
the aggressive tend to be those pupils who have a poor commitment to school,who
truant and“hang out”with groups of delinquents,gaining status with these peers by
engaging in delinquency and disrespecting authority.’5
If violent behaviour can be attributed to problems at home,perhaps building
relationships with parents could help? The problem with this is,in some cases,that it
is the pupils who are showing aggressive behaviour whose parents turn a blind eye.
5. 16
Vol 7.5
SchoolLeadershipToday
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TrendsBehaviour
Support for the school by parents can vary dramatically,with some parents being
unaware of their child’s behaviour at school,and some who validate this behaviour.
Indeed,the 2014 ATL poll reported that more than a quarter of teachers (27 per cent)
had experienced aggression from parents themselves.6
‘My confidence was destroyed’
Trying to manage aggressive behaviour is extremely demanding and can have a
detrimental effect on both teachers’physical and mental health,and their retention.
The ATL poll showed that over a third of teachers (35 per cent) had considered leaving
the profession because of poor student behaviour,and over a quarter (26 per cent) had
considered a change of school.
One teacher revealed:‘Soon after [an incident of aggression],I left teaching due to
stress and depression,and my confidence was destroyed.I am teaching again now at a
different school,but still remember that awful time and the fact that I had no support.’
So,how should schools deal with such aggressive behaviour?
Two-thirds of staff the ATL surveyed believe that having a steadfast whole-school
behaviour policy was the most effective way of managing pupil behaviour (67 per
cent).Whole-school bullying policies (53 per cent) and receiving support from the
management team (47 per cent) were also considered important.
However,according to Ofsted,too many school leaders are not doing enough
to ensure high standards of behaviour.They believe that high exclusion figures and
the repeated exclusion of the same pupils are indicators of poor overall performance
and will be considered when judging school leadership.An Ofsted spokesman said:
‘The repeated exclusion of the same pupils will
suggest that a school’s policies are ineffective and
that different strategies are required.’7
On the other hand,Chris Keates,general
secretary of NASUWT,said:‘There is no evidence
that schools are excluding pupils lightly.They are
doing it to restore order and discipline … When
primaries exclude,you can be sure it is as a last
resort and because of really serious behaviour.It
is unacceptable that heads that do take action to
protect children and staff are penalised when the
support they need from local authorities for early
intervention is not there.’
Where is the support for
schools?
Violent behaviour is now a daily reality for
most staff with reports of support becoming
increasingly patchy.As well as having to teach
pupils and to be specialists in their subject,
teachers increasingly feel the need to be
psychologists and behavioural experts to
understand the problems and know how to deal with pupils who display aggressive
and violent behaviour.Inadequate and underfunded services mean undue stress is
being put on teaching staff who are not trained or qualified to tackle violent behaviour
and who may need additional support from other agencies,particularly mental health
agencies.
The repeated exclusion of the same pupils will
suggest that a school’s policies are ineffective and that
different strategies are required.
“”
6. 17
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References
1. Association of Teachers and Lecturers (2016)
Education staff facing physical violence from pupils –
ATL.[press release] 21 January.Available at:atl.org.uk/
media-office/2016/education-staff-facing-physical-
violence-from-pupils.asp [Accessed 10 August 2016].
2. Department for Education (2016) Permanent and
fixed-period exclusions in England:2014 to 2015.
[online] Available at:gov.uk/government/statistics/
permanent-and-fixed-period-exclusions-in-england-
2014-to-2015 [Accessed 10 August 2016].
3. Young Minds (n.d.) About anger,aggression and
violence.[online] Available at:youngminds.org.uk/
for_parents/worried_about_your_child/anger/
managing_anger [Accessed 10 August 2016].
4. Ofsted (2014) Below the radar:low-level disruption in
classrooms.[online] Available at:gov.uk/government/
publications/below-the-radar-low-level-disruption-
in-the-countrys-classrooms [Accessed 10 August
2016].
5. Thornton,S.(2015) Mental health and aggression.
SecEd [online] 5 March.Available at: sec-ed.co.uk/
best-practice/mental-health-and-aggression
[Accessed 10 August 2016].
6. Association of Teachers and Lecturers (2014) Half of
education staff have faced aggression from students
in the last year.[press release] 1 September.Available
at:atl.org.uk/media-office/2014/Half-of-education-
staff-have-faced-aggression-from-students-in-the-
last-year.asp [Accessed 10 August 2016].
7. Henry,J.(2009) Schools penalised for excluding
violent pupils.The Telegraph [online] 1 November.
Available at:telegraph.co.uk/education/
educationnews/6475736/Schools-penalised-for-
excluding-violent-pupils.html [Accessed 10 August
2016].
Knowledge trails
1. Culture, discipline and the rules –
Geoff Moss and John Bayley consider how
to develop a rigorous school behaviour
policy to deal with increasingly aggressive
behaviour.
library.teachingtimes.com/articles/
culture-discipline-and-the-rules
2. The long arm of the law – One school’s
successful collaboration with local police
has reached many aspects of students’
lives, from tackling knife crime and drugs
to behaviour in the classroom. Crispin
Andrews reports.
library.teachingtimes.com/articles/the-
long-arm-of-the-law
Specialist services such as Child and Adolescent Mental Health Services (CAMHS)
assess and treat children and young people with mental,emotional or behavioural
difficulties.Usually,when schools cannot offer the support of their own counsellor,or
when a child has especially serious difficulties,they might look to outside sources such
as CAMHS for help,but as one school reported,the impact of council budget cuts on
CAMHS in some areas has been severe.
The charity Young Minds found that other mental health spending targeted at
children and young people,such as youth counselling or specific services for schools,
had also been cut,some by as much as 30 per cent.
Some schools are struggling to provide professional support,and some use the
Pupil Premium to pay for a regular counsellor.But this inconsistent system of support
and haphazard access to funds means that schools are bearing the burden.
What now?
Teachers are bearing the brunt of deteriorating standards of behaviour in pupils in that
they are not only on the receiving end of children’s frustration and anger,but also have
to deal with the repercussions of parental and family breakdowns.The funding cuts to
local services mean that schools often have limited professional help and mental health
resources.Added to this,schools are being criticised for deteriorating pupil behaviour
even as teacher retention is reaching crisis levels.
Schools have a duty not only to satisfy all pupils’right to be taught but to protect
their staff and pupils from violent behaviour in the classroom,for which they are
ill equipped.Teachers are entitled to work in an
environment where violence is not a threat and where
they have appropriate access to training and support
for aggressive behaviour,and pupils are entitled to have
their educational needs met in a safe environment.
For the minority of pupils who are so aggressive
that they cannot be accommodated in normal schools,
perhaps specialist,alternative provision would be more
appropriate.In the interim,more needs to be done
to ensure schools have access to effective support
services while the new government decides on the best
outcome for everyone.Only a coherent and properly
funded national approach will work for schools and for
children to get the right support they need.
Louise Kinnaird is a freelance writer,specialising in
child development and psychology.