Developing a Healthy Learning Environment

Introduction: Adolescence is a crucial phase marked by rapid growth and development in physical, psychological, emotional, and social aspects. At this stage, preparedness to face emergency situations becomes important to ensure a safe and supportive learning environment. Emergencies such as cardiac arrest, choking, or loss of consciousness may occur unexpectedly, requiring immediate and appropriate response. However, the readiness of high school students in providing Basic Life Support (BLS) is still limited. Therefore, community service activities aimed at equipping adolescents with life-saving skills are essential to strengthen school-based emergency preparedness. Objective:The purpose of this community service program was to improve the preparedness of students at SMA 1 Cihaurbeuti through practical training in Basic Life Support (BLS). Methods: The methods used in this activity were participatory training consisting of lectures, demonstrations, and hands-on practice using manikins. Students were introduced to basic emergency management and trained to perform essential BLS procedures, including chest compressions and rescue breathing. Pre-test and post-test evaluations were conducted to measure the improvement in knowledge and skills. Results: The evaluation showed a significant improvement in students’ knowledge as indicated by the difference between the initial and final assessments. In addition, students demonstrated the ability to perform chest compressions and artificial respiration according to standard procedures. These outcomes indicate that the training effectively enhanced students’ skills and readiness in handling emergency situations. Conclusion: This community service activity was successfully implemented and resulted in increased preparedness among students at SMA 1 Cihaurbeuti in facing emergencies. The improvement in knowledge and practical skills in BLS contributes to strengthening school readiness in creating a safe and healthy learning environment.

Este artigo é decorrente de uma pesquisa de cunho documental que focaliza o direito à educação de qualidade e seus modos de efetivação em diferentes contextos. Neste texto, faz-se necessário um recorte dos indicativos da educação de qualidade presentes nos documentos difundidos pela UNESCO (Declaração Mundial sobre Educação para Todos – EPT: satisfazendo as necessidades básicas de aprendizagem; o Marco de Ação de Dakar – Educação para todos: assumindo nossos compromissos coletivos; e a Declaração e o Marco de Ação de Incheon: Rumo a uma educação de qualidade inclusiva e equitativa e à educação ao longo da vida de todos) e naqueles específicos do cenário brasileiro (Plano Nacional de Educação em Direitos Humanos, Diretrizes Nacionais para a Educação em Direitos Humanos, Diretrizes Curriculares Nacionais da Educação Básica e o Plano Nacional de Educação 2014-2024), analisando as decorrências desses indicativos para a gestão escolar. Os documentos foram analisados por meio da Técnica de Análise de Conteúdo. Dentre os desafios que se colocam à gestão escolar para a oferta de educação de qualidade, destacam-se: a gestão democrática; o desenvolvimento da cultura dos direitos humanos; a estruturação de ambientes de aprendizagem seguros e saudáveis; a existência de um projeto político-pedagógico alicerçado em valores humanistas; a articulação entre o educar e o cuidar; uma prática pedagógica pautada pelos princípios da liberdade, da igualdade, da equidade e da diversidade; o desenvolvimento de competências; a promoção da aprendizagem; a avaliação da qualidade educacional; a formação, a qualificação profissional e a valorização dos profissionais da educação.

Classroom management is one of the most important factors behind a successful learning experience. This article argues that classroom management is more complex than disciplinary problems and that both teachers and students should be engaged to improve the quality of the teaching/learning process. This article, thus, aims at investigating both teachers and students perspectives of classroom management in Moroccan public high schools. This study has sought to use interviews and observations to shed light on the details of an effective classroom management. This article uses chiefly qualitative methods to address the major methods teachers use to achieve an affective classroom management and the perspectives of students’ on what it means to study in an (un-)healthy learning environment. The results of fieldwork and interviews reveal that Moroccan public high schools’ teachers and students are in dire need of the improvement of communicative skills and planning, the renovation of the curricula, and the involvement students in the learning process. According to teachers and students, these are the key factors that would ensure an effective classroom management in Moroccan public high schools.

Background: Nursing students encounter substantial academic, practical, and personal challenges during their educational journey. When they fail to cope effectively with these challenges, this may negatively impact their psychological well-being and lead them to adopt unhealthy lifestyles. Purpose: This research aimed to assess resilience levels and identify its associated predictors in a sample of nursing students. Methods: A crosssectional descriptive correlational design was used to test resilience levels and linked predictors among nursing students in Jordan. Data was collected from a convenient sample of active nursing students. The students completed the study questionnaire using Google Forms. Results: Two hundred nursing students completed the study questionnaire. The sample mostly consisted of female students (56.5%) in their third and fourth academic levels (51.5% and 38.5%, respectively). Seventy-one students reported low resilience scores (35.5%), while only 33 students (16.5%) reported exceptional resilience scores. Predictors of total resilience and personal resilience were the number of courses currently enrolled in and cumulative grade point average. Multiple linear regression analysis demonstrated an inverse relationship between the number of courses currently enrolled in and both total resilience and personal resilience scores. Conclusion: Academic nursing programs are strongly encouraged to establish and implement resilience intervention programs to provide support to students. Implications for Nursing: The study's findings help identify students who may be less resilient and support the creation of focused resilience intervention programs in nursing education. The results also support calls for policies that strike a balance between academic demands and healthy learning environments. Keywords: Nursing students, Resilience, Coping, Well-being, Jordan.

A non-discriminatory response to disability related problem behaviour at Australian universities

After the Great East Japan Earthquake, Japan received international assistance. In the education sector, major international children’s support organizations helped the Japanese schoolchildren to return to schools as early as possible and to secure their safe and healthy learning environment. Though they have been actively involved in many educational recovery operations in post-disaster countries, it was the first time in almost 50 years that disaster recovery operations by these organizations were conducted in Japan. This chapter found that those international child-support organizations played supplemental roles to respect the Japanese educational structure and ownership of the Japanese school. At the same time, they introduced internationally experienced “child-centered” approaches in the Japanese education sector. These supports were realized through abundant global financial contributions, which they independently decided to use, along with building a capable and trustful team among the internationally experienced and locally familiarized Japanese staff. The involvement of international child-support organizations had the potential to strengthen the governance and resilience of the Japanese education sector by encouraging the educational authorities to collaborate with external organizations. Challenges include how to support local civic organizations to continue to work on the ground to maintain working relationships with schools after their support programs have ended.

There is a change in Face of education through new technologies and teaching and learning process. Also we expect change in education system through technological innovations in daily education activities. Learning platforms, software tools and various monitoring techniques are being developed to support the different stages of education. We face the challenge of monitoring changes in technologies and ways to deliver it to the learners. Educators should keep abreast of technological advancements that support innovations and improvements in instructional design and delivery. Atharva college of Engineering at Mumbai is committed to the mission of creating awareness among students and providing them with a unique opportunity to learn various techniques in formulating IT strategy, helping them keep abreast of the latest technologies in various avenues. Atharva college want to yield education in new and unconventional way and through innovation so we can meet the challenges of improved efficiency, lower costs, increasing accessibility and greater success in achieving development goals. It constantly strives and provide comprehensive technological education in a healthy learning environment, nurturing technocrat leaders for the competitive world. Our college believes in entrepreneurship which need the qualities like capacity and willingness to develop, organize and manage a business venture along with any of its risks in order to make a profit. The college has tried many innovative projects to improve teaching - learning process and develop curiosity in the mind of students. Some of the projects are Satellite Ground station, IEDC, IUCEE - SPEED, Techithon, IEEE, CSI, Paradigm of Life, etc. An opinion survey with sample of students about sense of satisfaction was carried out and presented in the paper with statistical analysis. The findings are useful to take new direction for working at our college along with providing inputs for interested colleges.

BackgroundSafe and healthy learning environment in pre-schools has received increased attention in promoting the well-being of pre-school children. However, pediatric injuries have remained one of the leading causes of childhood morbidity and mortality around the globe. Empowering pre-school teachers with first aid competencies have been identified as being of potential strategy against pediatric health burdens of problem. This study tested the effect of established pediatric first aid training on pre-school teachers’ knowledge, attitude, and intention to practice first aid management to pre-school children in Zanzibar. MethodsUncontrolled quasi-experimental design with a quantitative research approach was conducted in Teachers’ Resource Centers among 120 preschool teachers at Pemba Island, Zanzibar. First aid training was facilitated based on the prescribed guidelines and standards of materials adapted from the American Academy of Pediatrics and implemented. The intervention was preceded by a baseline assessment using structured questionnaires adopted from previous studies that served as the main data collection tool.ResultsParticipants’ mean age was 32 years ± 6.2 with 84.2% of the sample being females. Given the training, post-test findings demonstrated a significant increase (p < 0.01) in participants’ first aid management scores with mean differences of M = 15.08 ± 5.34 (Knowledge), M = 26.99 ± 6.587 (Attitude), and (M = 4.76 ± 0.648 (Intentional practice).ConclusionThe established pediatric first aid training can enhance the spectrum of managing pediatric injuries among preschool teachers in Zanzibar. Ongoing public health services opportunities should be structured within teachers’ continuous learning against pediatric injuries in Zanzibar-Tanzania.

Background: The transition from hospital to home is a critical period for families of children with cancer, requiring adaptation and new knowledge acquisition to manage treatment at home. Lack of adequate preparation can generate insecurity and negatively impact the quality of home care.Objective: To describe the educational and care demands of family members of children with cancer during the hospital–home transition. By addressing these needs, this study seeks to contribute to health education practices which facilitate a safer and less stressful transition for families.Methods: This is a qualitative and descriptive study developed through semistructured interviews from July to October 2023, with 20 family members of children with cancer undergoing chemotherapy treatment in a public pediatric hospital located in Brazil. The data were processed in Iramuteq software, organized by descending hierarchical classification for lexical analysis and interpreted in light of Afaf Meleis' transitions theory.Findings: Two thematic blocks were structured related to the guidance required by family members and strategies for home care, as well as guidance shared by nurses for the hospital-to-home transition. The educational-care demands included the need for guidance.Conclusion: The study demonstrated the need for nursing actions related to guidance for families on the care to be developed after discharge, with the aim of helping them deal with stressful situations, challenges, and difficulties associated with the hospital-to-home transition process. Nurses should be attentive to the educational-care demands of families, recognizing their particular difficulties and promoting collaborative, welcoming, and healthy learning environments.

Creating a safe environment within educational institutions has become a necessity in an era defined by rapid technological innovations and shifting standards of society, particularly among the students. Today, the idea of a "safe space" for stakeholders in every university has been one of the most challenging reforms, as well as making significant progress on one of the myriad missions of higher education institutions (HEIs). This web and mobile application allows students to report gender-based sexual harassment occurrences while maintaining anonymity and compliance with the Safe Spaces Act at Cavite State University-Main. This is a descriptive research method and the developmental research design. This is a web and mobile applications focuses on descriptive and prescriptive harassment incident data analysis using a K-means clustering machine algorithm. It will be built with the programming language JavaScript and the database MySQL, as well as Python-based machine learning frameworks and libraries for data analysis. The use of ISO/IEC 25010 software product quality standards assess and indicate whether the target user satisfied with the functionality and all of the required requirements. As CvSU is committed to delivering an enabling, gender-balanced, safe, inclusive, and healthy learning and working environment, any type of gender-based sexual harassment is regarded inappropriate and unacceptable. Applying an algorithm can prescribe which areas are more prone to such incidents, provide new insight for the areas that require attention or further investigation of CvSU administrator to keep stakeholders safe, and provide a clear path to a decision by recommending avoiding particular locations or taking precautions while visiting specific areas where incidents are more likely to occur.

In this article we describe the Learning Environments and Well-Being Research Project, a collaborative initiative between a research institute and a health promotion unit at a leading Canadian university. The purposes of this project are, first, to conduct research about how classroom environments within higher education settings can be harnessed for the enhancement of student well-being, engaged learning, and civic engagement and, second, to build on current health and counseling initiatives that aim to foster well-being in the classroom. We then explain in detail one outcome of our collaborative research program, which was the development and validation of a robust learning environments instrument. This instrument is titled the Healthy Environments and Learning Practices Survey (HELPS), and it was validated using a sample of 988 postsecondary students across disciplines.

Primary education lays the foundation for students' social, family and academic environments, creating key moments in the development of a child's personality. Primary education also promotes positive morals and develops students' skills. They quickly develop developmental traits, needs and functions. Activities that support learning in primary schools include creating a healthy learning environment. Teachers who have extensive subject matter knowledge to see and understand students should contribute to creating a healthy learning environment. The teacher in question is also called a guidance and counseling teacher, or school counselor. School counselors and mentors are essential as they help students grow throughout their lives.

Background and Objectives: A healthy school environment focuses on providing a suitable setting for learning and healthy behaviors because the school environment represents an important setting for many children’s social habits and behaviors that are learned at school. The purpose of this study was to assess the high school teachers in Erbil City's public and private schools' knowledge of a healthy learning environment. Method: An across-sectional survey was conducted to determine teachers' knowledge regarding a healthful school environment. The study included 360 teachers in Erbil city, 260 from public schools and 100 from private schools. A questionnaire was constructed for the purpose of data gathering. Results: more than half (64.6%) of teachers of the public schools were aged 38-50 compared with 21% of teachers of the private schools; 51.2% of the teachers of the public schools were male compared with 64% of the private teachers; 81.9% of the teachers in the public schools were married compared with 69% of the private school teachers; and the majority (86%) of the private teachers had Bachelor degrees compared with 95.8% of teachers of the public schools. The highest percentage (74.6%) of the public teachers had a fair level of knowledge compared with 56% of teachers of the private schools. Conclusion: Based on the study findings of the present study, it was concluded that the highest percentage of the teachers had a fair level of knowledge regarding school health policies.

Education is an important factor in health equity, but many students still do not complete high school. A focus on the school context rather than on individual problems might help to create a supportive environment for health and learning. In this study we explored factors that promote health and learning from the perspective of vocational and low-achieving high school students in Sweden. We used grounded theory with a constructivist orientation, informed and sensitized by the concept of salutogenesis. Students from a school in a mid-sized municipality in Sweden participated, and we collected data using the photovoice method and interviews. Students identified general factors as significant to their well-being and success in school. The main theme, "promoting driving forces for health and learning," emerged from the categories "longing to be seen by teachers," "longing for support," and "longing for recuperation."

Book Title - Learning to Teach Business in the Secondary School A Companion to School Experience 1st Edition Chapter Author – Shane Lonergen Chapter Number &amp; Title – chapter 4 Developing and maintaining an effective learning environment Cultivating a ‘Behaviour for Learning’ classroom is one of the biggest challenges a beginning teacher in the UK faces when entering the classroom for the first time. It has been argued that behaviour management does not live in a vacuum but must be combined with appropriate teaching and learning techniques to cultivate positive behaviour for learning. This chapter aids the beginning teacher in identifying the classroom behaviour characteristics of the Behaviour for Learning classroom and proceeds to arm the teacher with the necessary tools and techniques to foster a healthy learning environment. This chapter draws on the experience and literature of behaviour specialists such as Bill Rogers, Sam Ellis, Janet Tod and John Hattie with anecdotal evidence of the author's own experiences with these tools throughout his career.