Faces Behind the Figures: Interviews with Children Excluded from Primary School

This article presents a viewpoint on school exclusion from 22 primary-age children excluded from 20 different schools in two English local education authorities, (a county council and an inner London borough) during the 1993–94 academic year. Some of the methodological and ethical issues about researching children are outlined and considered. The approach and methods used in the research are explained. Interviews with children showed exclusion to be a significant but negative event for them, yet they were optimistic about a return to school. Children showed an awareness of what was considered to be appropriate or inappropriate behaviour in their school. They frequently referred to incidents of physical aggression as the reason for their exclusion. It is concluded that this awareness of appropriate behaviour as well as their optimism must be recognised and harnessed when young children are reintegrated into school following a period of exclusion.     

Academic engagement and performance: Estimating the impact of out-of-home care for maltreated children

Using data from the National Survey of Child and Adolescent Well-being II, the authors examined whether being placed in foster care was associated with school engagement and performance. The authors used propensity score matching to compare children who had similar demographic characteristics, maltreatment histories, and prior levels of school engagement. Children who were in foster care at wave 2 were found to have higher levels of cognitive engagement in school compared to children who were maltreated but never removed from their homes. It is recommended that children who are maltreated but remain in their familial home receive additional intervention related to their educational engagement.     

Stability and sequence of center-based and family childcare: Links with low-income children's school readiness

The school readiness of a large sample (n = 2682) of ethnically and linguistically diverse, low-income children was examined as a function of whether children remained in family childcare (FCC) or center-based care (CBC) throughout their three and four-year-old preschool years, or whether they switched to the other type of childcare or to a public school pre-K program at age four. Children's pre-academic development (cognition, fine motor, and language) was assessed with the Learning Accomplishment Profile — Diagnostic (LAP-D), and teachers and parents rated children's social skills and behavior concerns with the Devereux Early Childhood Assessment (DECA) at three time points over two years. All children, regardless of childcare sequence, demonstrated some gains in school readiness. However, children receiving stable CBC over the two years made moderate gains in pre-academic skills and teacher-reported social skills. Children in stable FCC exhibited some gains in fine motor, language, and teacher reported-social skills but lost ground relative to national norms in cognitive skills. Children who switched between CBC and FCC did not show as much pre-academic growth (with those who switched to FCC gaining the least); however, children who switched from CBC to FCC did demonstrate strong teacher-reported social skills. Children who switched to public school pre-K programs at age four showed the strongest school readiness and were the only group to score above national averages in language and cognition.     

The impact of socio-economic status and caregiver cooperation on school professionals' reports to child protection services in Switzerland

Children spend a considerable amount of their time at school; many have trusted relationships with their teachers and some are supported by school social workers or school psychologists. However, factors driving school professionals' decision to report child victimisation to child protection services lack research. Based on a stratified random sample, 549 Swiss principals, school social workers and school psychologists participated in an online survey including two vignettes. While the family's socio-economic status was randomly presented as either high or low in the first vignette, caregiver cooperation was randomly varied in the second. Principals, school social workers and school psychologists were less likely to report to child protection authorities if the family had been described as cooperative or of high socio-economic status. The impact of both case characteristics was significant even while controlling for decision-maker and organisational factors. While the increased tendency to report a neglected child of a low socio-economic status family might actually be driven by need, the reluctance to report whether caregivers are cooperative should be examined more critically. Although caregiver cooperation might be considered an asset to working together for the best of the child, it does not guarantee improvement because cooperation might actually be superficial or driven by a hidden agenda.     

To What Extent Can the School Reduce the Gaps Between Children Raised by Divorced and Intact Families

This study deals with the extent and conditions under which the school can compensate children for the deficit in parental investment due to the divorce of their parents. Pair matched samples of one- and two-parent children from seven elementary schools, located near Tel Aviv, Israel, are compared. Children raised by divorced mothers in regular schools turned out to have lower scholastic achievements as well as lower popularity (among peers) than children raised in intact families. However when the same comparison was carried out in an experimental school having an extended school day and student participation, most of these differences dissapeared. Some implications of these findings for educational policy are discussed.     

Computers in the elementary school classroom

Children now use computers throughout their education. As schools have focused on purchasing computers and providing internet access, there has been little consideration of ergonomics. Even if educators and school administrators acknowledge students would benefit from better ergonomics, they may assume it is too expensive or not know where to begin. This paper describes one process used to implement low cost ergonomic improvements and provide training for teachers, staff and students in an elementary school.     

Children's Perceptions of Choice in Relation to their Play at Home,in the School Playground and at The Out‐of‐School Club

Choice is often presented as a defining feature of play and it has been argued that a perception of choice contributes to the developmental potential of play. This paper investigates children's self‐recorded levels of choice during play across three contexts—the home, the school playground and the out‐of‐school club. Children recorded their play activities across contexts using a structured diary technique. Findings based on 401 reported play episodes indicated that choice varied across contexts, according to the number of children involved and whether or not an adult was present. The findings are discussed in relation to theory, policy and professional practice.     

Relatives in Residence: Relatedness of Household Members Drives Schooling Differentials in Mozambique

Children typically receive investments from their fathers, but absent fathers often invest at low levels. In a father's absence, what types of nonfathers invest heavily in children? This article investigates educational participation as a reflection of childhood investments on Ibo Island, Mozambique, where only one third of school‐aged children live with their biological fathers. Father‐present children generally attended school at the highest rates. Stepchildren and father‐absent relatives (e.g., grandchildren, nieces) attended school at comparably high rates if any coresiding children were father‐present. This may signal high altruism among present fathers toward some nonoffspring. Consistent with this result, a fixed effects model indicates that, within the same household, adult males invested equally in their own children, relatives, and stepchildren. Prejudicially lower investments were made in children who were unrelated to the household's adult males, however; this result has strong negative implications for the well‐being of African children fostered by nonrelatives.     

Homeless families in St. Louis: A report from the field

In May, June, and September of 1998, 169 residents of the largest homeless shelter in Missouri were surveyed in response to the Institute for Children and Poverty's February 1998 request to continue research on homeless families in other areas of the country. Our findings corroborate the New York City data of the Institute for Children and Poverty (ICP), with these notable differences: ” For the women in our study, the experience of childhood violence and abuse was significantly higher than that reported in the ICP study. ” The number of children in homeless single-parent families in which the parent is beyond childbearing years was higher than the ICP-reported average (2.7 children). ” Older respondents were more likely to have graduated from high school than younger respondents. ” Compared to the ICP´ is respondents, fewer of our survey's respondents had previously lived on their own and more had stayed with family and friends. ” Significantly more residents in our study had no medical insurance. In addition, ” We gathered information on how many non-high school graduates had earned their GED and how many had attended or graduated from college. ” Our respondents were asked in what career fields they wanted to work. ” We gathered data on nicotine, alcohol, and drug abuse among our residents. ” We asked respondents if their children had the same father. Based on this survey, we concluded that programs for homeless children aimed at keeping them in school, improving their education, and helping them to form and realize career goals—as well as services such as counseling and mentoring—are necessary to keep homeless children from becoming homeless adults.     

Immigrants’ Children’s Transition to Secondary School in Italy

Choosing a secondary school represents an important step in the lives of students in Italy, in that it has a strong bearing on their ultimate educational achievement and labor force trajectory. In this article, we analyze the effect of generational status and length of residence on the transition to secondary school among immigrants living in Italy. Using data from the ITAGEN2 follow‐up, we analyze scholastic results from the middle school final exam and the choice of secondary school among the adolescents in Italy. Children of immigrants are more likely to have inferior outcomes on the middle school exam and to enroll in vocational and polytechnic schools. Our multivariate results indicate that, after controlling for the family’s human capital and other key background factors, immigrant students show greater propensity to choose a vocational path. Differences between immigrants and natives in secondary school tracks are also manifested when previous scholastic results are taken into account.     

Early to bed and earlier to rise: school,maternal employment,and children’s sleep

School-age children need 10–11 h of sleep per night. It has been well-documented that lack of sleep leads to diminished cognitive performance and that people who sleep less are more likely to be overweight or obese. I use data from the American Time Use Survey to examine two factors that can potentially influence the amount of time children sleep: school and maternal employment. I find that school-age children sleep less when school is in session than during the summer, and that they get less sleep on school nights than on non-school nights. Children go to bed about 38 min earlier on school nights, but wake up about 72 min earlier on school days. This translates into about 34 min less sleep on school nights compared with non-school nights, and implies that these children have a cumulative sleep deficit of over two-and-a-half hours by the time they arrive at school Friday morning. In addition to the lost sleep time, the earlier wake-up times on school days appear to disrupt children’s natural sleep cycles. Maternal employment affects children’s sleep time in the summer, because children wake up earlier on days that their mothers work. But during the school year, maternal employment effects are dominated by school effects.     

Global healthy backpack initiatives

Schoolbag use by children is a global common concern.. Children carry school books and other amenities in their school bags. Global evidence indicates that daily load carried by school children may have negative health implications. Backpack as a school bag model, is the healthiest way of load carriage for school children. Several initiatives have been launched world over to minimize unhealthy consequences resulting from schoolbags. Based on a situation analysis, Sri Lanka implemented a national healthy schoolbag campaign by joint efforts of Ministries of Health and Education. Actions were contemplated on; strategies for bag weight reduction, introduction of an ergonomically modeled schoolbag and bag behaviour change. New strategies were introduced with awareness campaigns to policy makers, bag manufacturers, parents, teachers and children. Four million schoolchildren benefitted. In 2000, the backpack strategy of "Pack it Light, Wear it Right" was started as a public health initiative in the United States by the American Occupational Therapy Association (AOTA). Over the last eleven years, thousands of occupational therapy practitioners and students participated in educational programs and outreach activities. In 2004, modeled after the success AOTA initiative, the Icelandic Occupational Therapy Association launched a national backpack awareness initiative. This article shares examples of practices that could be implemented in any context to the promote health of children.     

Perspectives of Looked after Children on School Experience — a Study Conducted among Primary School Children in a Children’s Home in Singapore

Singapore is known for its well‐developed public education. Although there have been prolific studies and advancement in pedagogy of different groups of learners, the progress has yet to capture the interest of children in residential care, and their educational needs remain a field lacking in discussion. This study seeks to give these children a voice by answering three main questions: (1) What have the children experienced in school? (2) How do they feel about these experiences? (3) To what extent are the children’s experiences and feelings related to their background?A mixed‐method approach that encompasses both quantitative and qualitative instruments has been employed to find out from the Primary School children in a local Children’s Home their perspectives on school experience. The findings reveal that looked after children do encounter greater challenges in school because of their unique background and lack of resources. Most of them would need to rely on the authorities in both the school and the Home for support if better experience and performance in school are to be achieved.     

Teacher–child relationships in the context of poverty: the role of frequent school mobility

Children's relationships with their teachers are critical for classroom-based learning, but children growing up in poverty may be at risk for lower-quality relationships with teachers. Little is known about how changing schools, one poverty-related risk, affects teacher–child relationships. Using growth curve models that control for a host of other poverty-related risks, this study explores the association between children changing schools frequently (defined as three or more school moves) between preschool and third grade and the quality of their relationships with their teachers over these five years in a low-income, ethnic-minority sample. Children who frequently moved schools were reported to be less close to their teachers in third grade and experienced steeper declines in closeness than children who did not change schools frequently. Moreover, the effects of frequent school mobility at third grade were robust to other poverty-related risks, including residential mobility, parental education risk, family income, and single-parent households. Changing schools was unrelated to children's conflict with teachers. We discuss these findings in the context of policies that support students’ transitions when changing schools.     

Teacher and center stability and school readiness among low-income, ethnically diverse children in subsidized, center-based child care

Given large numbers of children attending center-based child care and considerable teacher and child mobility, it is important to study correlates and outcomes of children experiencing a change in their primary teacher/caregiver and/or a change to a different child care center. The present study investigated teacher and center stability in a group of 3238 urban, ethnically diverse, low-income, four-year-olds receiving subsidies to attend center-based child care. Children were individually assessed for cognitive and language development at the beginning and end of the pre-kindergarten year. Parents and teachers rated children on their socio-emotional skills and behavior at both time points. Children who experienced a change in their primary caregiver from the beginning to the end of the school year (41% of the sample) showed less growth in initiative for learning and attachment/closeness with adults over time, and scored lower on most indices of school readiness compared to those that had a stable caregiver. Children who moved to a different center during the year scored lower on teacher-reported initiative and attachment. African American children who switched centers were particularly at-risk for poorer outcomes, and boys who experienced a change in primary teacher, in particular, showed slower growth in cognitive development.     

Evaluating the effectiveness of infant mental health enhanced case management for dependency populations

Children who are receiving services for abuse and neglect are likely to have reduced developmental levels and are less prepared for success in school as a result. The progress of 144 children receiving services from The Children's Home Society of Florida was tracked with half being randomly assigned to a control group and half to an experimental group receiving enhanced infant mental health oriented case management services from two social work professionals in each of two locations in Tallahassee and West Palm Beach Florida. Those receiving enhanced case management showed significantly higher results in the following areas: more visits with their parents (for those removed from the family home), more service referrals, more completed assessments for services, more services based on the assessments they received, and more success in completing goals of treatment for which they were referred. Their parents had more contact with professionals to whom they were referred and had more success in completing goals of the treatment for which they were referred. Children who received intensive case management also showed improvement in their developmental skills related to problem solving from inception to completion of services. Implications for further research are considered.     

Engaging Children in Meaningful Charity: Opening-up the Spaces within Which Children Learn to Give

This paper presents qualitative evidence from an in-depth, participative action research project with 150 children aged 4–8 years old, exploring their experiences, perceptions and preferences regarding charitable giving. Most children positively engage in charitable giving through home, school and their community; however, less than 20% are aware of the cause area they are being asked to support, and most have little decision-making in their giving. Children’s willingness to engage increases when they critically examine the cause area and are facilitated to lead on giving decisions, often resulting in increased and sustained efforts to support cause areas that matter to them.     

Helping The School Cope With Children Of Divorce

Prior to 1976, there was no systematic research reported regarding the impact of divorce on school age children- the largest group affected by divorce. It has since been established and widely accepted that school age children of divorce are considered a population at risk. The school is an excellent potential resource for these children at risk. Children of divorce may manifest problems at school while none is observable in the home setting. Parents, therefore, cannot be relied upon to always identify problems resulting from the divorce. School personnel, and especially teachers who have the most contact with the students, need to be aware of the common problems associated withdivorceseenwithin theschoolsetting and how to intervene. The effects of learning and school performance, peer relationships, relationships with teachers and other adult school personnel will be explored and literature cited to clarify the educational and social effects of divorce as seen within theschool. Intervention methods will be proposed.