Child Friendly Schools: Challenges and Issues in Creating a Positive and Protective School Environment

Thomas, Shinto; Jose, K. Alphonsa; Kumar, Aneesh

doi:10.1007/978-981-13-0077-6_12

Cited by 6 publications

(5 citation statements)

References 7 publications

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“…The study recommends developing strategies and programs focusing on grit and students' engagement. School counselors, administrators, and mental health professionals should focus on strength‐based interventions in schools (Thomas et al, 2018 ). Having a positive classroom environment can foster well‐being among students and become an antidote to adverse experiences (Paul & Kumar, 2021 ).…”

Section: Discussionmentioning

confidence: 99%

The role of classroom engagement on academic grit, intolerance to uncertainty and well‐being among school students during the second wave of the COVID‐19 pandemic in India

Kareem

Thomas

Kumar

et al. 2022

Psychology in the Schools

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The forced changes and disruptions in educational systems and learning experiences due to the pandemic has impacted students' mental health and well‐being. The present study aims to understand the effects of the determinants of well‐being on students in India during the second wave (April to August 2021) of the COVID‐19 pandemic. The determinants of well‐being in this study are academic grit, intolerance to uncertainty and students' engagement in an online learning environment. In this study, well‐being is characterized as students' confidence and satisfaction in an online learning and pandemic environment. The data collected from 1174 students (12–19 years) from various states, using standardized tools, were analyzed to find out about the mediating effect of students' engagement on the relationship between academic grit and well‐being, and between intolerance to uncertainty and well‐being. Further, the model fit analysis of the determinants of well‐being is explored. The paper reports that students' classroom engagement does mediate in the path of academic grit and well‐being, and in the path of intolerance to uncertainty and well‐being. It also evidence the model fit of the influence of the determinants of well‐being on that of school students during the second wave of the COVID‐19 pandemic. The study also draws implications and suggestions for educators using the current model of students' well‐being.

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Section: Discussionmentioning

confidence: 99%

The role of classroom engagement on academic grit, intolerance to uncertainty and well‐being among school students during the second wave of the COVID‐19 pandemic in India

Kareem

Thomas

Kumar

et al. 2022

Psychology in the Schools

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“…School closures (during the spring of 2020) in response to the COVID-19 pandemic, including in-person kindergarten through grade 12 (K-12) schools, and the safe reopening of schools and institutions of higher education have been at the center of public health decision making to ensure guidelines protect students, teachers, faculty, and staff. According to Fay et al, along with the economy and the health care system, schools are "a third pillar of a pandemic-resilient society" (15). Besides education, schools provide facility-based services on which many students and families rely, including academic intervention supports, food and nutrition programs, childcare, after-school support, and social, physical, and mental health services.…”

Section: Education Is a Major Social Determinant Of Healthmentioning

confidence: 99%

“…Besides education, schools provide facility-based services on which many students and families rely, including academic intervention supports, food and nutrition programs, childcare, after-school support, and social, physical, and mental health services. Schools can also serve as an extension of the home environment and offer a protective social environment for some students ( 16 ). As enduring community institutions, services provided by schools to “communities made vulnerable by systemic racism, inadequate insurance, family instability, environmental toxicity, and poorly paid jobs” ( 17 ) are essential to the overall well-being and psychosocial health of students experiencing poverty and systemic disadvantage ( 12 ).…”

Section: Education Is a Major Social Determinant Of Healthmentioning

confidence: 99%

Addressing Racial and Ethnic Disparities in COVID-19 Among School-Aged Children: Are We Doing Enough?

2021

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What is already known on this topic?The disproportionate impact of COVID-19 and associated disparities among some racial and ethnic minority populations has been documented across age groups, including children and teens. What is added by this report?We provide a summary of potential community-based strategies that can be used to address health disparities and educational inequities among minority children and teens that have been exacerbated during the pandemic.What are the implications for public health practice? Evidence-based community health promotion models that center partnerships in a strategic and comprehensive approach may reduce racial and ethnic health disparities and educational inequities due to COVID-19 and advance health equity.

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“…Therefore, schools with children with disabilities need to ensure that school staff are trained and held accountable for policies to protect, prevent and respond to bullying for learners with disabilities. Thomas et al (2018) in their study on child-friendly schools: challenges and issues in creating a positive and protective school environment in India, highlighted the need to create a school environment with anti-bullying programs where students feel safe, secure, welcomed and supported, and able to participate fully in school activities (Yahia et al, 2021). In Malaysia, Mohan & Bakar (2021) in their systematic literature review on the effects of bullying at school revealed that for any bullying protection program to be successful, it is necessary for each school to have a clear and easily understood philosophy that promotes a safe and positive environment.…”

Section: Literature Reviewmentioning

confidence: 99%

Child Protection Measures on Bullying in Special Education Schools

Chisala,

Ndhlovu,

Mandyata

2023

EJSE

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Bullying is a destructive social problem in schools that needs attention. Schools have the responsibility to create a safe place where students can learn without fear of being bullied. The purpose of the study was to explore child protection measures against bullying in selected special education schools in Luapula province. This study was guided by a Constructivist Paradigm, in keeping with the research paradigm, a qualitative intrinsic case study design was employed because the case study outcomes were intended to tell the researcher something that is solely about the case itself. In this case, the child with disability and special education school was of primary interest in the study. The sample size comprised of 38 participants consisting of 2 head teachers, 12 teachers, 12 parents and 12 learners from the two selected special education schools. Purposive critical case sampling was used to select head teachers, expert sampling was used on teachers and criterion sampling was used to select learners and parents. Data from head teachers and teachers were collected using a semi-structured interview guide and focus group discussions guide (FGD) were used on learners and parents. Data were analysed by thematic analysis. The study revealed that children with disabilities were protected from bullying in special education schools using the 3R’s (Recognizing, Responding and Reporting) bullying prevention strategies for learners with special educational needs. The findings established that Recognizing bullying prevention strategies included recognizing the statistics or acts of bullying in the school, recognizing the warning signs of victims and stereotypes of bullies and routine checking to stop harassment and bullying acts. The study also revealed that Responding bullying prevention strategies included holding meetings that reinforce positive behaviour expectations, providing guidance and counselling on how to respond to bullying, punishing learners using discriminatory language or derogatory remarks, formulation of anti-bullying programs, formation of support groups to sensitize learners, training staff members on how to recognizing incidents of bullying and teach anti-bullying social skills. Other strategies identified include the Reporting bullying prevention strategies which included reporting all forms of ill-treatment, reporting bullying incidence in school settings, reporting any form of harassment, and bullying acts. These bullying prevention strategies enabled the teachers in the school to protect learners with disabilities in schools. Based on these findings, the study recommends that the school should be on the lookout for incidences of bullying, respond to bullying quickly and effectively and document and report all actions taken when recognizing and responding to bullying. Article visualizations:<img src="/-counters-/soc/0056/a.php" alt="Hit counter" />

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Child Friendly Schools: Challenges and Issues in Creating a Positive and Protective School Environment

Cited by 6 publications

References 7 publications

The role of classroom engagement on academic grit, intolerance to uncertainty and well‐being among school students during the second wave of the COVID‐19 pandemic in India

The role of classroom engagement on academic grit, intolerance to uncertainty and well‐being among school students during the second wave of the COVID‐19 pandemic in India

Addressing Racial and Ethnic Disparities in COVID-19 Among School-Aged Children: Are We Doing Enough?

Child Protection Measures on Bullying in Special Education Schools

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