The role of GSA participation,victimization based on sexual orientation,and race on psychosocial well-being among LGBTQ secondary school students

Gay-Straight Alliances or Gender and Sexuality Alliances (GSAs) are school clubs that address LGBTQ issues. Although little is known about potential benefits of participation in GSAs, there is some evidence that they may generally benefit LGBTQ student well-being and academic achievement. However, some literature suggests GSAs may not meet the needs of LGBTQ students of color. The current study explores whether GSA participation is related to psychosocial well-being, whether GSA participation moderates the relationship between victimization based on sexual orientation and well-being, and whether these relationships differ by race/ethnicity. The sample included 11,164 LGBTQ secondary school students who have a GSA at their school, and who reported on GSA participation, verbal harassment based on sexual orientation, and psychosocial indicators (depression, self-esteem, and school belonging). Participation in GSAs was related to greater school belonging, but was not related to self-esteem and depression. The associations between GSA participation and verbal harassment based on sexual orientation on psychosocial well-being did not differ by race/ethnicity. The findings provide an important first step in re-thinking and re-examining how GSA participation may be helpful for LGBTQ students. Implications for school policy and practices are discussed.     

Safety,celebration, and risk: educator responses to LGBTQ professional development

Research has explored multicultural teacher education from multiple, sometimes divergent perspectives; yet, these studies agree that what passes for multicultural education fails to address issues of educational inequity. This paper is part of a larger evaluation study of Reduction of Stigma in Schools (RSIS) – a professional development program aiming to empower educators to create affirming environments for Lesbian, Gay, Bisexual, Transgender, Queer and Questioning (LGBTQ) youth. Interview data indicate that though workshops utilized a critical approach, what teachers embraced was a call to understand and “protect” LGBTQ students through the “safety” discourse – a form of understanding and valuing the “cultural other” – and investment in one time “visibility” or “celebration” events as symbols of improved school climate. Further, educators framed LGBTQ issues as “risk” issues rather than as equity issues, which continue to mark LGBTQ students as “victims” or “problems” in need of saving or solving. We posit that responses to RSIS content reflect educators’ understanding of their obligation to “diversity” as presented during their teacher preparation programs and that workshop content which resonated with them was that which they could easily fit into these familiar frameworks.     

小康体育旅游开发动力机制的形成及其主要特征

从小康社会旅游发展的趋势出发,阐述了小康体育旅游开发动力机制的形成因素,针对小康社会、经济条件等的变化,分析了小康体育旅游的主要特征.     

家长对子女体育意识和行为影响的研究

采用问卷调查法，对宁德第一中学、宁德高级中学和宁德第五中学学生的家长对子女在体育认识、体育情感和行为等方面的影响进行了调查和分析，旨在为家长有益的引导子女的体育意识和行为提供参考和依据．     

Influencing the psychological well-being of beginning teachers across three years of teaching: self-efficacy,stress causes,job tension and job discontent

In this study, the path of influence of support programmes for beginning teachers (BTs) is examined. Longitudinal relationships between self-efficacy and stress causes experienced by BTs and their job tension and discontent are investigated. Differential effects are explored in the relationships between the perceived psychological variables for induction and non-induction groups, after a period of three years. A total of 62 secondary schools and 338 BTs, in the Netherlands, were randomly selected to two context conditions. In the experimental condition, an induction arrangement was provided to the BTs. The remaining schools and BTs followed their regular (induction) arrangements. Results show that school and class efficacy are negatively related to job tension and job discontent. Stress causes were positively related to job tension and discontent. The link between classroom self-efficacy and stress outcomes is much stronger in the induction group. For school self-efficacy, however, the link is weaker in the induction groups. Implications of the findings for practice and theory are discussed.     

Examining the role of attachment in the relationship between childhood adversity,psychological distress and subjective well-being

Childhood adversity is associated with a wide range of detrimental psychological consequences. This study examined the mediating role of relationship-specific attachment (avoidance and anxiety) in the associations between childhood adversity and both psychological distress and subjective well-being. University students (N = 190) across the Republic of Ireland completed self-report measures including the Adverse Childhood Experiences scale, Experiences in Close Relationships − Relationship Structures scale, Depression Anxiety and Stress scales and measures of subjective well-being. One hundred and twenty-eight participants (67.4%) reported experiencing at least one adverse childhood experience. Childhood adversity was associated with symptoms of psychological distress and subjective well-being. All such associations were mediated by certain relationship-specific attachment dimensions. Of these, attachment anxiety in general relationships was the most prominent mediator for both psychological distress and subjective well-being. Attachment to one’s father and to one’s romantic partner did not mediate any association. These findings indicate that attachment, in particular relationships, is an important factor in the associations between childhood adversity and both psychological distress and subjective well-being as an adult. One’s attachment anxiety in general relationships is particularly important in these associations. Therapeutic interventions addressing these attachment domains may offset the detrimental effects of childhood adversity. Future research is required using a longitudinal design.     

LGBTQ student experiences in schools from 2009–2019: A systematic review of study characteristics and recommendations for prevention and intervention in school psychology journals

The present systematic review analyzes ways in which empirical studies in the field of school psychology have studied the experiences of lesbian, gay, bisexual, transgender, and queer (LGBTQ) students in the past decade (2009–2019). Results from 23 studies revealed an over-representation of quantitative studies conducted mostly in the United States and an over-representation of majority White, cisgender, and high school participants across studies. Results also showed that studies in the last decade have: (a) focused on exploring negative attitudes and behaviors toward LGBTQ students and the outcomes of these attitudes and behaviors, (b) provided direction on how to support LGBTQ students in schools, and (c) analyzed the effects of bystanders and perpetrators on the well-being of LGBTQ students. In addition, this review revealed ways in which studies in school psychology journals present prevention and intervention practices for creating a safe environment for LGBTQ students, including: (a) policies that focus on the inclusion and protection of LGBTQ students, (b) training for faculty and other school staff to promote LGBTQ students' safety, and (c) curriculum and extracurricular activities that address LGBTQ issues. We provide recommendations for improving the experiences of LGBTQ students in schools such as involving community stakeholders in drafting affirming policies.     

对株洲市城区中学生参与体育活动的态度和动机的调查与分析

利用综合的研究方法对株洲市城区中学生参与体育活动的态度、动机等现状进行了调查与分析。结果表明：中学生对体育活动的态度是比较积极的，具有较强的体育运动倾向，男生对体育活动的态度明显好于女生；在参与体育活动的频度与意识上男生明显高于女生。中学生对参与体育活动的兴趣比较高，对现有的运动项目（如篮球，排球，足球，长跑，羽毛球，舞蹈，乒乓球，体操，武术等）的兴趣比较集中，并且女生兴趣的稳定性要高于男生；保持身体健康和增强体质仍是中学生参与体育活动最主要的目的。     

河南省中小学生参与民间体育活动的现状调查与思考

采用问卷调查法和访谈法,对河南省中小学生参与民间体育活动的现状进行调查研究。结果发现:河南省中小学生参与民间体育活动态度积极,民间体育活动对中小学生有很强的吸引力,但是民间体育活动参与空间和项目受限。并从我国民间体育发展的历程、现状及其与学校体育的关系等方面,追溯民间体育活动在河南省中小学中开展不力的社会根源,据此提出河南省中小学开展民间体育活动的建议。     

The development of school well-being in secondary school: High academic buoyancy and supportive class- and school climate as buffers

Students experience increasing pressure to perform well and worry about their academic performance before critical school transitions. These challenges may compromise students' school well-being. Drawing on the Model of Personality and Affect for Education (Matthews et al., 2005) as well as on the Conservation of Resources Theory (Hobfoll, 1989), we investigated the buffering role of high academic buoyancy and supportive class- and school climate against decreases in school well-being (i.e., school-related stress, anti-school attitude, and satisfaction with school) among Finnish lower secondary school students (N = 1024) from grades seven to nine. Controlling for gender, fluid intelligence, and parental education, the results of latent structural equation models indicate that academic buoyancy contributed to school satisfaction, while class- and school climate buffered against the increase of anti-school attitude. The study underlines the importance of both personal and contextual factors, contributing differently to students’ school well-being.     

The mental health and psychological well-being of refugee children and young people: an exploration of risk,resilience and protective factors

This research investigates the perceptions of refugee children, refugee parents and school staff regarding the positive adaptation of refugee children in a new social context and the effects on mental health and psychological well-being. This included an exploration of resilience and the role of risk and protective factors. Few studies have focused on views from a resilience perspective, and these have tended to use quantitative rather than qualitative measures. This mixed methods piece of “real world” research adopted a “what’s working well” perspective and explored the important voices of these children, parents and school staff. Staff, parent and child responses were triangulated to provide a rich picture of the potential protective factors operating within the school and family environment. Implications for practice are discussed.     

Contested spaces: trans-inclusive school policies and parental sovereignty in Canada

ABSTRACT

This article analyses five public consultation meetings about revisions to an LGBTQ-related school board policy on unceded Coast Salish territory in Vancouver, British Columbia, Canada. These meetings focused largely on the new provision that students in publicly funded schools be allowed to use the washroom that corresponds with their gender identity. Almost all of the objections to the policy revisions were articulated by parents of non-queer, or not openly queer students. We found that these parental concerns centred around two perennial issues in Canadian educational studies; namely, how schools regulate students’ gender identities and expressions, and the role of the state in publicly funded schooling. We conclude by drawing upon emerging literature on best practices for trans youth in schools to offer alternative visions for how these issues can be better addressed with the public, and parents in particular.     

Discussing Sexual Orientation and Gender in Classrooms: A Testimonial-Based Approach to Fighting Homophobia in Schools

Abstract

To fight homophobia in schools in Québec, many teachers rely on community organizations such as the Groupe de Recherche et d’Intervention Sociale (Research and Social Intervention Group) to address sexual diversity in class. This article documents major outcomes of these workshops as seen by students. Students identified topics related to sexuality and gender inversion as controversial, especially when involving men. The authors present how GRIS leaders decided to adapt intervention practices following such findings.     

Dimensions of hope in adolescence: Relations to academic functioning and well-being

Hope—a multidimensional positive motivational state—is particularly salient with adolescents in the school setting. Cognitive hope focuses on goal attainment cognitions whereas behavioral hope focuses on actions required for goal attainment. Studies rarely examine the contribution of each type of hope to adolescents’ academic functioning and well-being. The present study examines the contributions of cognitive and behavioral hope to academic functioning (i.e., achievement and school engagement) and well-being (i.e., stress and anxiousness) across adolescence among 5th- through 12th-grade students (n = 643). When modeled concurrently, cognitive hope significantly predicted achievement, school engagement, anxiousness, and stress (high school only); however, aspects of behavioral hope only predicted school engagement. Findings provide evidence regarding the unique contribution of both types of hope in school settings and possible areas for intervention to foster hope in developmentally appropriate ways, depending on the age of the students and outcomes of interest.     

A call to action: exploring and responding to educational developers’ workplace burnout and well-being in higher education

ABSTRACT

There is a gap in research exploring stress, burnout, and well-being within the context of educational development. The purpose of this study was to examine the concepts of burnout and workplace well-being among educational developers across the international landscape. Thematic analysis from the survey responses (n = 210) revealed characteristics around four themes that both enhanced or hindered participants’ sense of well-being: a) colleagues, b) manager/director, c) institution/senior administration, and d) workplace. Our findings highlight the need to further amplify conversations related to burnout, as well as examine and promote workplace well-being for educational developers.     

厦门市集美区中学生参与阳光体育运动情况的调查研究

本文对厦门市集美区中学生参与阳光体育运动的情况进行问卷调查,统计表明:集美区中学生参与阳光体育运动的认知程度较高,且女生高于男生;对开展阳光体育运动的态度明确,支持力度大;参加阳光体育运动的时间主要集中在体育课和课外体育活动上;所参加的运动项目主要是慢跑、篮球、羽毛球和乒乓球.同时,也指出了集美区中学在开展阳光体育运动过程中有待完善之处,旨在为集美区中学更好开展阳光体育运动提供理论上的指导     

An alternative to fortified schools: Using crime prevention through environmental design (CPTED) to balance student safety and psychological well-being

In response to tragic school shootings, heightened attention has been devoted to making schools safer through the implementation of security features. However, excessive security measures have a negative impact on school climate, student functioning, and academic achievement. Therefore, there is a critical need to design schools that are safe and secure, yet also welcoming and comfortable. As a promising approach in this regard, crime prevention through environmental design (CPTED) is an architectural philosophy that aims to deter criminal or antisocial behavior through environmental design, and it includes a focus on natural surveillance, access control, and territorial reinforcement. This review discusses pertinent effects of the school environment on student outcomes, extant research on the impact of visible security measures, the relationship between students’ perceptions of safety and academic functioning, and how using CPTED could concomitantly address the physical safety and psychological comfort of students at school.     

Problematic transitions from school to employment: freeters and NEETs in Japan and Germany

In the international debate surrounding transitions from school to employment, Japan and Germany are regularly cited as examples of success. This article draws on the Japanese concepts represented by two problematic groups – freeters and NEETs – to demonstrate that over recent years, young people in both countries have also been facing serious problems with the transition process. Interpretation of empirical data also, however, reveals a number of contrasts between them. We focus here on differences in their educational systems and on the role each system plays within its own society. The article also uses divergent recruitment practices and employment structures as vehicles for comparison and interpretation.