Journal articles: 'Studenti vulnerabili'

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Muscarà, Marinella, and Alessandro Romano. "Le poliferie educative come modello organizzativo a sostegno del processo d'inclusione." EDUCATIONAL REFLECTIVE PRACTICES, no. 2 (December 2021): 24–36. http://dx.doi.org/10.3280/erp2-special-2021oa12913.

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Il contributo propone una riflessione sugli aspetti del processo d'inclusione come azione sistemica e suggerisce il modello delle poliferie educative - intese come "comunità locali di apprendimento" - per promuovere e supportare sinergicamente gli interventi educativi. L'esperienza della pandemia di Covid-19 ha confermato che il contrasto all'isolamento e all'esclusione dei soggetti più vulnerabili, come gli studenti con BES, possa avvenire con la collaborazione attiva di tutti stakeholders del territorio, di cui fanno parte anche le università e i centri di ricerca. Il contributo individua nell'azione di partecipazione, riflessione e trasformazione un'opportunità di altissimo valore per elaborare efficaci schemi interpretativi e di intervento a sostegno del lavoro degli insegnanti e di tutta la comunità educante.

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Sherry, Mark, Peter Thomas, and Wing Hong Chui. "International students: a vulnerable student population." Higher Education 60, no. 1 (November 3, 2009): 33–46. http://dx.doi.org/10.1007/s10734-009-9284-z.

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et al., Tammouch. "Centroid competitive learning approach for clustering and mapping the social vulnerability in Morocco." International Journal of ADVANCED AND APPLIED SCIENCES 9, no. 9 (September 2022): 70–77. http://dx.doi.org/10.21833/ijaas.2022.09.009.

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Over the last three decades, growing inequalities in countries have compounded the issues faced by society's most vulnerable populations. Students are facing the brunt of the effects in particular. A student's social vulnerability emerges as a result of the interaction of a variety of individual and environmental factors that accumulate over time. Poverty, material deprivation, and a lack of parental education can all have an impact on student assessment in school. Previous research has focused on the impact of psychological, cognitive, and physical functioning on children's education, ignoring students’ social vulnerability and its impact on educational achievements in developing countries. This paper aims to identify vulnerable regions that need attention and intervention by clustering Moroccan students based on their social vulnerability using an unsupervised competitive learning approach “Centroid neural network,” subsequently displaying the results in a choropleth map to visualize the results. For this purpose, we used the PISA dataset which contains the full set of responses from individual students focusing on specific information such as their parent’s backgrounds, socioeconomic position, and school conditions. Based on our current findings, we concluded that social vulnerability has a detrimental impact on students’ cognitive development. Moreover, the choropleth map shows that 'Beni Mellal-Khenifra' has the highest level of social vulnerability among all regions, besides "Marrakech-Safi" "Eddakhla-Oued Eddahab" and "Guelmim-Oued Noun" all of which have a high level of social vulnerability as well, urging academicians to incorporate resilience building into the design of policies in these regions in order to improve student’s educational outcomes.

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Waiton, Stuart. "Examining the Idea of the ‘Vulnerable Student’ to Assess the Implications for Academic Freedom." Societies 11, no. 3 (July 31, 2021): 88. http://dx.doi.org/10.3390/soc11030088.

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This paper analyses the concept of vulnerability as it is applied to university students, and also staff, to assess the extent to which it has become a new norm that transforms the understanding of the individual—from being more robust, towards a more fragile sense of personhood. We examine the changing use of the term ‘vulnerable’ over time and with reference to the institutionalisation of the ‘vulnerable subject’. The paper relates this to the theoretical discussion about postmodernism and the ‘end of truth’ within academia, with the subsequent emergence of safe spaces as a mechanism for protecting the vulnerable student. Using snowball sampling, a pilot ethnographic study of academics who have experienced, or claim to have experienced, limits on their academic freedom is developed. One conclusion is that limits to academic freedom stem from within the academy itself. This conclusion is related to the growing understanding that student ‘wellbeing’ necessitates the regulation and ‘policing’ of knowledge and ideas that are deemed to be offensive to the vulnerable student.

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Jydebjerg, Camilla Sabroe, Karin Brantbjerg Madsen, and Michael Christensen. "Educating Resilient Social Work Professionals." Outlines. Critical Practice Studies 22, no. 1 (December 23, 2021): 65–102. http://dx.doi.org/10.7146/ocps.v22i1.120086.

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This article deals with the concept of vulnerability in social work and how social work students understand the concept of professionalism. The article is based on an empirical study of social worker students and on analysis of the literature used in the education. Theoretically, the article rests upon vulnerability theory as elaborated by Martha Fineman. The analysis suggests that the social worker students share an understanding of the client as vulnerable, and of the social worker as not vulnerable. This entails a view that the social worker is objective and somewhat distanced from his/her clients. The article argues that this understanding runs the risk of producing non-reflexive social work practitioners that are not aware of their own vulnerable position. In conclusion, we state that an understanding of professionalism centred on a shared vulnerability of all beings could bridge the often-used dichotomous understanding of the social worker as either “helper” or “authoritative bureaucrat” and thus lead to a more resilient concept of professionalism.

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Ruiz Echeverry, Piedad. "Vulnerabilidad de los estudiantes de comunicación social. Un estudio de caso." Correspondencias & Análisis, no. 9 (April 30, 2019): 171–89. http://dx.doi.org/10.24265/cian.2019.n9.09.

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Forbes-Mewett, Helen. "Vulnerability and Resilience in a Mobile World." Journal of International Students 10, no. 3 (August 15, 2020): ix—xi. http://dx.doi.org/10.32674/jis.v10i3.2002.

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Diverse groups of people experience vulnerability in an increasingly mobile world. Populations relocate to other countries for many and varied reasons including economic, environmental, personal safety and/or educational considerations - generally for a better life.International students form a large and important component of this phenomenon. For international students, education is key to their success. International students are currently facing new challenges, particularly those from China who have been impacted by the Coronavirus situation and the resulting travel restrictions, study implications, visa concerns, and general community ignorance giving rise to xenophobia – all contributing further stresses. These challenges are in addition to long-held pressures including being away from traditional family supports, adapting to a different culture, study pressures and loneliness. For more than 16 years my work has focussed on the safety and security needs of international students. While the vulnerability of international students has been consistently brought to the fore in my research, so too has their resilience. The vulnerability experienced by international students relates to risk and opportunity (Forbes-Mewett, 2020). These dimensions are factored into the decision to leave one’s home country and the security of family and traditional support networks for the opportunity of an international education. Such decisions demonstrate an undeniable aspect of bravery. In a 2015 study, I interviewed 150 key informers including international student support staff and international students across the US, the UK and Australia in relation to the issue of safety from crime (Forbes-Mewett et al., 2015). Importantly, the study acknowledges that most international students do not become victims of crime (Forbes-Mewett et al., 2015, p. 1). The interviewees paint a vivid and nuanced picture of international student vulnerability among many examples of resilience. Their poignant narratives help our understanding of how challenges are overcome and why international education is a crucial part of the contemporary mobile world. More recent work explored international students’ vulnerability in relation to food security, housing and campus security in Australia, the US and the UK (Forbes-Mewett, 2019). Once again, it was shown the difficulties international students face and how they navigate and develop coping mechanisms that present examples of great resilience. In relation to food security, the 2019 study presents a case of a student who communicated regularly with her mother at meal times via mobile phone text message to ask and receive cooking instructions. For this student, who had no experience in preparing her own meals, not only did the strategy provide cooking instruction and ways to enjoy culturally appropriate food but it also ensured comforting communication with a close family member at mealtime. The above dimensions, among others, continue to contribute to international student vulnerability and at the same time present challenges to be faced and overcome – in many cases they are. Of recent times, the long existing issue of the psychological well-being/mental health of international students is gaining traction (Forbes-Mewett 2019). This attention is long overdue and crucial for helping international students manage their mental health to enable the successful completion of their studies. The mental health of Singaporean students was explored to find that this group, over a period of time, shifted from perceiving mental health issues as a taboo subject to a level of acceptance that they are a part of everyday life for many people (Gan and Forbes-Mewett, 2019a). Further, the practice of seeking help was found to be desirable, notwithstanding acknowledgement that the help on offer seemed to mismatch what was expected (Gan and Forbes-Mewett, 2019a). This work was extended to show that intercultural adjustment tends to be a stressful process for international studentsand as a consequence it was contributing to a higher risk of vulnerable mental and emotional states (Gan and Forbes-Mewett, 2019b). In summary, the vulnerability of international students is a topic of ongoing concern with many and varied contributing factors such as outlined above. However, the resilience of international students in the face of such vulnerability is to be applauded. Given nations benefit so greatly from international education we all must take responsibility to address the vulnerability of international students and ensure that they are well-supported in their educational pursuits and desires for a better life. To this end, my work relating to international students continues unabated.

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Batchelor, Denise Claire. "Vulnerable Voices: An examination of the concept of vulnerability in relation to student voice." Educational Philosophy and Theory 38, no. 6 (January 2006): 787–800. http://dx.doi.org/10.1111/j.1469-5812.2006.00231.x.

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Simionescu, Mihaela, Elena-Nicoleta Bordea, and Angelo Pellegrini. "How did the COVID-19 pandemic impact the stress vulnerability of employed and non-employed nursing students in Romania?" PLOS ONE 17, no. 3 (March 4, 2022): e0264920. http://dx.doi.org/10.1371/journal.pone.0264920.

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In the light of the current COVID-19 pandemic, being considered a present challenge for public health, the main purpose of this work is to analyze the vulnerability to stress of a sample of nursing students in Romania considering their status on labour market (employed students in the medical system and non-employed students) before and during the COVID-19 pandemic. Employed students were more vulnerable to stress comparing to non-employed ones during the pandemic. In addition to this, the nursing students working in the medical system experienced medium vulnerability to stress during the pandemic comparing to those working before the pandemic who experienced a low vulnerability to stress. Excepting the non-employed students before the pandemic, the females were more vulnerable to stress comparing to the males in the sample and the students living in the country experienced a higher level of stress comparing to those living in the urban area. During the pandemic, most of the employed nursing students expressed their fear of getting infected with COVID-19, this representing the most stressful factor for them, while most of them mentioned the self-control as being the most proper strategy for them to cope with stress. These empirical findings have practical implications for stress control among present and future nurses, for management of medical units and for higher education nursing.

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Smith, Alexis, Erica Barnett, and Beth Frates. "WholeheartedMD: Medical Students Embracing Vulnerability and Finding Fulfillment." American Journal of Lifestyle Medicine 16, no. 1 (January 2022): 51–56. http://dx.doi.org/10.1177/15598276211042822.

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Introduction. Medical Students experience high levels of stress throughout their four years. When the COVID-19 pandemic exacerbated this, there was a need for programming and this created an opportunity to provide a whole person, lifestyle medicine approach to enhance medical student wellbeing. Methods. Two student leaders and one faculty member created a 12-week program that addressed the 6 pillars of lifestyle medicine as well as positive psychology. The program was offered to all first year students, and within 12 hours the roster was full with 15 students. The program was held weekly by Zoom for 1-2 hours. Results. Attendance was high each week with full participation from everyone present. In the post program evaluation form, conducted one year after completion of the program, 100% of respondents reported they would recommend this group to another medical student, 71% reported they used tools learned from the group at least weekly. Participants noted that growth mindset, gratitude, mindfulness, priorities, and relationship building were the most used well-being strategies learned in the program. Conclusion. An intervention that is based on the 6 pillars of lifestyle medicine and positive psychology and presented by Zoom is feasible in medical school and well accepted by medical students.

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Sujarwo, Noorhamdani, and Mukhamad Fathoni. "Disaster Risk Reduction in Schools: The Relationship of Knowledge and Attitudes Towards Preparedness from Elementary School Students in School-Based Disaster Preparedness in the Mentawai Islands, Indonesia." Prehospital and Disaster Medicine 33, no. 6 (September 21, 2018): 581–86. http://dx.doi.org/10.1017/s1049023x18000778.

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AbstractIntroductionLocated in the Sunda Megathrust zone, Mentawai Island is known as the epicenter of an active earthquake that has the potential to cause a tsunami. Students would be one of the most vulnerable groups during the disaster.ProblemThe low-level of School-Based Disaster Preparedness/Sekolah Siaga Bencana (SSB) of students’ preparedness in disaster risk reduction (DRR) can lead to increased vulnerability of students in facing disaster threats, especially a tsunami.MethodsThe study employed observational, correlative analytics with a cross-sectional approach. The sample includes 109 students from fifth and sixth grade in three elementary schools in Sipora, Mentawai Island district.ResultsThere was a significant influence between knowledge and attitude towards the preparedness of SSB students in DRR in Sipora, Mentawai Islands district.Conclusions:Knowledge and attitudes are key factors that must be taken into account in efforts to increase student preparedness to reduce the risk of a tsunami disaster.Sujarwo, Noorhamdani, Fathoni M. Disaster risk reduction in schools: the relationship of knowledge and attitudes towards preparedness from elementary school students in school-based disaster preparedness in the Mentawai Islands, Indonesia. Prehosp Disaster Med. 2018;33(6):581–586.

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Fulham, Lindsay, Angela S. Book, Julie Blais, Mary B. Ritchie, Nathalie Y. Gauthier, and Kimberly Costello. "The Effect of Hypervigilance on the Relationship Between Sexual Victimization and Gait." Journal of Interpersonal Violence 35, no. 19-20 (June 14, 2017): 4061–82. http://dx.doi.org/10.1177/0886260517713714.

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Two studies investigated the relationship between hypervigilance, vulnerable gait cues, and a history of sexual victimization. In Study 1 ( N = 130), gait was coded for traits relating to vulnerability where half of the sample was unaware of being videotaped (Unaware condition) and the other half was aware (Aware condition) to induce hypervigilance (between-subjects design). Gait was associated with a history of victimization, but only in the Unaware condition. A mediation analysis found that perceived impact of victimization mediated the association between victimization and vulnerable gait. In Study 2, female university students ( N = 62) were measured on their victimization history and hypervigilance. Walking styles of participants were coded for the presence of vulnerability cues in both an Unaware and Aware condition (within-subjects design). A regression analysis revealed an association between hypervigilance and a reduced change in walking style between the two conditions. More notably, hypervigilance was found to moderate the relationship between sexual victimization and vulnerable gait but not violent victimization and vulnerable gait. These results suggest that hypervigilance may be an adaptive response that reduces perceived vulnerability in sexually victimized women.

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ROMÁN, MARCELA, and MARCELA PERTICARÁ. "Student mobility in low quality schools: Segmentation among the most vulnerable students." Estudios de economía 39, no. 2 (December 2012): 159–77. http://dx.doi.org/10.4067/s0718-52862012000200004.

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Barbosa, Emerson Soares, Maria do Carmo Meirelles Toledo Cruz, and Vanda Mendes Ribeiro. "Educational equity in vulnerable territories." Revista Tempos e Espaços em Educação 15, no. 34 (June 23, 2022): e16958. http://dx.doi.org/10.20952/revtee.v15i34.16958.

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This present article aimed to analyze the educational equity among state schools located in vulnerable territories in the city of Guarulhos. The analysis involves the final year of elementary and high school. The database used was formed by data from the School Performance Assessment System of the State of São Paulo (Saresp) and the São Paulo Social Vulnerability Index (IPVS). A quantitative approach was used, and the data set was examined using descriptive and variance analysis, with social vulnerability in the territories and the color/race of students as independent variables and the average of the Basic Education Development Index of the State of São Paulo (Idesp), performance level in Portuguese, Mathematics and school flow as dependent variables. The results in the analyzed teaching stages demonstrate the existence of variations and distances between the learning of students enrolled in schools with different levels of social vulnerability, interfering with the advancement of educational equity, with prejudice to students from schools with greater vulnerability.

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Wilby, Mary L. "Integrating Care of the Most Vulnerable Into a Nurse Practitioner Curriculum: A Transpersonal Caring Perspective." International Journal for Human Caring 23, no. 3 (September 1, 2019): 200–204. http://dx.doi.org/10.20467/1091-5710.23.3.200.

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Nurse practitioner students may have limited opportunities to care for marginalized, vulnerable persons during their programs of study. Faculty members who coordinate La Salle University's nurse practitioner tracks reflected on this challenge, the university's mission, and programmatic student learning outcomes. They modified curricular content, consistent with national standards, and also placed students in sites that promoted such access. Students recorded reflections in journals to describe their insights. Faculty established relationships with facilities open to nurse practitioner students; placements were sustained, thus providing opportunities for student learning to provide primary care for vulnerable persons.

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Díaz-Barriga Arceo, Frida, Verónica Isabel Vázquez-Negrete, and Adolfo Díaz-David. "Sentido de la experiencia escolar en estudiantes de secundaria en situación de vulnerabilidad." Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud 17, no. 1 (December 15, 2018): 237–52. http://dx.doi.org/10.11600/1692715x.17114.

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(analítico): se reporta una investigación cualitativa biográfico-narrativa, que recupera la voz de los y las estudiantes de secundaria respecto a la manera en que viven la institución escolar. Con el propósito de explorar la identidad narrativa autobiográfica de adolescentes en situación de vulnerabilidad académica y social, se solicitó a un grupo de 33 estudiantes mexicanos de tercer grado de secundaria en riesgo de abandono y rezago escolar, que generaran y digitalizaran un relato digital sobre sus vivencias escolares. Se buscó comprender los factores asociados al desvanecimiento progresivo del sentido de la educación y del aprendizaje escolar. Las narrativas de los estudiantes desvelaron la vida socioemocional de los adolescentes, la crítica a la normativa escolar y a la autoridad, la aceptación entre pares, el acoso escolar, las carencias en las instalaciones y servicios educativos.

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Pastorino, Roberta, Leonardo Villani, Marco Mariani, Walter Ricciardi, Guendalina Graffigna, and Stefania Boccia. "Impact of COVID-19 Pandemic on Flu and COVID-19 Vaccination Intentions among University Students." Vaccines 9, no. 2 (January 20, 2021): 70. http://dx.doi.org/10.3390/vaccines9020070.

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Flu vaccination for the general population, and specifically for vulnerable subgroups, brings the potential to reduce the impact of the COVID-19 pandemic in terms of mobility, mortality, and hospitalizations. In Italy, flu vaccination is recommended to all ≥6 months of age, even if it is only free of charge for specific categories. We investigated the intentions towards flu and COVID-19 vaccinations from a sample of 436 Italian university students. Results of a web-based survey show that 77.52% of them were willing to get the flu vaccine and 94.73% were willing to be vaccinated against COVID-19 when available. We identified positive predictive factors to undertake flu vaccination as being a medical student, having undertaken a previous vaccination against flu, and having a high level of concern and perceived vulnerability to the COVID-19 pandemic. Reinforced public health activities might consider engaging university students a as possible “positive influencer” towards flu and COVID-19 vaccination programs.

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Ménard, Kim S., and Aaron L. Pincus. "Child Maltreatment, Personality Pathology, and Stalking Victimization Among Male and Female College Students." Violence and Victims 29, no. 2 (2014): 300–316. http://dx.doi.org/10.1891/0886-6708.vv-d-12-00098r1.

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Self-report college student surveys on childhood maltreatment, and borderline and narcissistic personality features are examined to determine their influence on stalking victimization vulnerability. Stalking victimization was measured using Spitzberg and Cupach’s (2008) Obsessive Relational Intrusion scale. Ordinary least squares (OLS) regression models were run separately for men (N = 677) and women (N = 1,017). Results indicated childhood sexual maltreatment and borderline traits were associated with stalking victimization among both men and women. These were the only significant relationships for men (R2 = .10). For women, stalking victimization was also associated with narcissistic grandiosity and vulnerability and with a child sexual abuse by borderline features interaction (R2 = .13), demonstrating women reporting prior sexual abuse and borderline personality pathology are especially vulnerable. Methodological and policy implications are discussed.

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Pedersen, Birgith, and Kerstin Sivonen. "The impact of clinical encounters on student nurses’ ethical caring." Nursing Ethics 19, no. 6 (June 15, 2012): 838–48. http://dx.doi.org/10.1177/0969733012447017.

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The aim of this study was to get a deeper understanding of student nurses’ experiences of personal caring ethics by reflection on caring encounters with patients in clinical practice, ethical caring ideals, ethical problems, and sources for inner strength that give courage to practice good caring. In all, 24 Scandinavian student nurses participated voluntarily in an interview study. The interviews were analyzed within a phenomenological–hermeneutical approach and revealed three themes. The students found themselves in two different states of vulnerability: one in which they were overwhelmed by their vulnerability and began to suffer themselves and the other where their vulnerability became a source of development with focus on the patient. The students’ ethical caring ideals served as fixed reference points in their ethical development, but their ideals were at risk of decline. The students reflected on the barriers for performing ethical care and nurtured their ethical ideals by providing ethical care in secret. Caring in secret occurred also when student nurses did not experience a shared ethos.

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Whitehead, Graham. "Developing institutional strategies to support failing/failed part-time students in higher education." Journal of Practice Teaching and Learning 11, no. 2 (March 4, 2013): 27–46. http://dx.doi.org/10.1921/jpts.v11i2.265.

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This study considers the significance of institutional strategy in supporting failing/failed part-time students in higher education, particularly at a time of such significant changes to funding ideologies in western cultures, and offers recommendations to improve student retention. Building on previous studies by Simpson (2003), Callender et al (2006) the tracking of three cohorts of part-time students on a counselling programme highlights ‘vulnerable’ candidates and explores specific strategies to respond to the failing/failed student. Employing a mixed-methodological approach consisting of an initial online questionnaire, semi-structured interviews for selected participants and the tracking the academic results of failing/failed students, ethical consideration is given to the nature of the programme (counselling), gender-ratios and the timing of the enquiry (post-completion or termination of studies). The enquiry highlights the challenges for practice educators and field instructors in supporting such students. In order to increase the retention of part-time students, the study also examines possible factors likely to minimise part-time student attrition. For the purposes of this study the term ‘vulnerable’ is defined as a student who is likely to leave the course before completion i.e. a failing/failed student.

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Tolulope, OJO Odunayo. "STUDENTS’ PREDISPOSITION TO BEING A VICTIM OF INTERNET CRIME IN TERTIARY INSTITUTIONS OF NIGERIA." Cultural Communication and Socialization Journal 3, no. 2 (2022): 44–48. http://dx.doi.org/10.26480/ccsj.02.2022.44.48.

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The intensive and pervasive use of the use of the internet among the youth is an incontrovertible fact. Electronic or cybercrime among the youth has figuratively become endemic beating most security preventive networks and putting online users at the risk of becoming unsuspecting victims. This paper examines students’ Students’ Predisposition to Being a Victim of Internet Crime in Tertiary Institutions of Nigeria. The study employs quantitative research methods, 150 students were selected using multistage sampling procedure. Data were gathered on User’s purpose of using Internet and predisposition to internet Victimization; and Student Socio-economic status and Victimization Experience. Data were analyzed using frequency counts, percentage and correlation analysis. information from the respondents revealed that, students who engaged in online banking had been victimized at least in which their accounts was debited by unknown person without their knowledge/ consent and also, those who engaged in chatting and performing e-business transaction with high social economic status are more susceptible to e-victimization experience, more so, users’ motives of surfing internet are directly related to their vulnerability to victimization experience. Finally, from the study, it was observed that there is positive relationship between individual socio-economic status and their victimization experienced. The study concludes that students who engaged in online banking transaction, both via app, point of sales POS or e-transfer is exposed to fraudsters and more vulnerable to internet fraud experiences therefore recommended that student should try as much as possible not to display wealth or any of their socio-economic information on social media.

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Ferris, Graham. "Law-students wellbeing and vulnerability." Law Teacher 56, no. 1 (December 2, 2021): 5–19. http://dx.doi.org/10.1080/03069400.2021.2005347.

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Liu, Hongyan, Yaojiang Shi, Emma Auden, and Scott Rozelle. "Anxiety in Rural Chinese Children and Adolescents: Comparisons across Provinces and among Subgroups." International Journal of Environmental Research and Public Health 15, no. 10 (September 22, 2018): 2087. http://dx.doi.org/10.3390/ijerph15102087.

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China’s competitive education system has produced notably high learning outcomes, but they may be costly. One potential cost is high levels of anxiety. China has launched several initiatives aimed at improving student mental health. However, little is known about how effective these programs and policies are. The goal of this paper was to examine anxiety levels among children and adolescents in rural China, and to identify which subpopulations were particularly vulnerable to anxiety. Data were aggregated from 10 different school-level surveys conducted in rural areas of five provinces between 2008 and 2015. In total, 50,361 students were evaluated using the 100-item, nine-subcategory Mental Health Test (a variation of the Children’s Manifest Anxiety Scale). Seven percent of students were at risk for overall anxiety. However, over half of students were at risk for at least one subcategory of anxiety. Students at higher risk for anxiety included students from poorer counties and families, female students, secondary school students, and students with lower levels of academic performance. Many students in rural China are at risk for anxiety, and certain student subpopulations are particularly vulnerable. We suggest that China’s government review and update student mental health programs and policies.

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Bleiberg, Joshua. "Does the Common Core Have a Common Effect? An Exploration of Effects on Academically Vulnerable Students." AERA Open 7 (January 2021): 233285842110107. http://dx.doi.org/10.1177/23328584211010727.

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Policymakers have long sought to raise expectations for students through standards-based reform. I examine the extent to which the Common Core State Content Standards (CC) affected student achievement and the size of achievement gaps. I merge together data on preparation for and implementation of the CC with the National Assessment of Educational Progress student-level data. To identify the effect of CC on student outcomes, I compare early implementors of the CC to late implementors of the CC in a difference-in-differences framework. I find the initial effect of the CC on math scores was positive. The CC had a large positive initial effect on economically advantaged students but no detectable initial effect on economically disadvantaged students. Raising state expectations without addressing the structural issues burdening economically disadvantaged students may result in unintended consequences.

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Felizardo, Miguel Gonçalves, and Luiz Miguel Santiago. "Qualidade de Vida e Vulnerabilidade ao Stress nos alunos do 6º Ano do MIM da FCS da UBI." Revista ADSO 7, no. 9 (February 26, 2019): 16–26. http://dx.doi.org/10.35323/revadso.79201981.

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Sánchez-Almeida, Tarquino, David Naranjo, Raquel Gilar-Corbi, and Jessica Reina. "Effects of Socio-Academic Intervention on Student Performance in Vulnerable Groups." Sustainability 13, no. 14 (July 9, 2021): 7673. http://dx.doi.org/10.3390/su13147673.

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In Ecuador, affirmative action policies enable students from vulnerable groups to preferentially enter universities. However, these policies are limited to admission and do not include academic or socio-economic support mechanisms that, according to the literature, promote student insertion in the higher education system. In this study, the effects of socio-academic intervention on the academic performance of vulnerable students are presented. For this, 41 students were selected among 164 vulnerable students entering the Escuela Politécnica Nacional in the second term of 2019. The 41 students attended a socio-academic intervention course for one term, while the remaining 123 attended the Escuela Politécnica Nacional levelling course directly. Once both groups of students finished the levelling course, their performance in each of the course subjects was compared. The results showed that the academic performance of the students in the intervention was significantly higher in mathematics and geometry compared to the students who had no intervention. These results show that the socio-academic intervention promotes the real insertion of vulnerable students in the university system.

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Kajander, Ann, Matt Valley, Kelly Sedor, and Taylor Murie. "Curriculum for Resiliency: Supporting a Diverse Range of Students’ Needs in Grade 9 Mathematics." Canadian Journal of Action Research 22, no. 1 (October 5, 2021): 69–86. http://dx.doi.org/10.33524/cjar.v22i1.547.

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This study describes the work of one high school team in designing, developing, supporting, and field-testing a new course to support numeracy and general learning skills for a particularly diverse population of students. The rationale, curriculum design, and pilot implementation of the course are situated in existing curriculum structures and recent research around best practices in mathematics teaching and learning, particularly with respect to vulnerable students. The study sought to explore the role and responsibilities of the course designer and teacher, as well as her perception of the challenges and benefits of a custom-designed course for this group of students. The results suggested that the crucial role of the classroom teacher in supporting students emotionally when implementing the intended curriculum for vulnerable students cannot be underscored enough. For such students, teacher-student relationships appeared to be the most important factor in student success, far eclipsing other factors.

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Udah, Hyacinth, and Abraham Francis. "Vulnerability and Well-Being: International Students’ Experience in North Queensland, Australia." Journal of Comparative & International Higher Education 14, no. 5 (December 9, 2022): 171–96. http://dx.doi.org/10.32674/jcihe.v14i5.3942.

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In this article, we examined the impact of COVID-19 on international students’ experience and highlighted the importance of supporting this student group. We drew on findings from a mixed methods study in North Queensland, Australia. First, we discussed mental well-being and analysed how the COVID-19 pandemic has impacted individuals’ mental health and well-being. We linked our analysis to international students’ vulnerability and well-being, looking specifically at the impact of financial and emotional distress. The findings of our study provided knowledge regarding the challenges international students face in North Queensland. In order to better meet the needs of international students, we argue that higher education institutions must provide tailored programs and services, including nurturing, supportive, responsive, and needs-orientated environments, to address the challenges international students face, and the mental health needs posed by the pandemic and beyond.

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Constable, Robert T. "To Work with Vulnerable Students." Children & Schools 9, no. 3 (1987): 142–43. http://dx.doi.org/10.1093/cs/9.3.142.

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Sutter-Barrett, Rebecca E., Caroline J. Sutter-Dalrymple, and Lea M. Skurpski. "Operationalizing the Bridge Care Model—Advocating for At-Risk Students." Creative Nursing 25, no. 1 (February 1, 2019): 25–31. http://dx.doi.org/10.1891/1078-4535.25.1.25.

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The inability to meet local, state, and federal health requirements for school entry can delay enrollment for uninsured, registering students. For at-risk, vulnerable students and families, limited access to health care providers, funding, and transportation, as well as inflexible work schedules, can create barriers to their ability to access required health services in a timely manner, thus delaying immediate student enrollment. This article focuses on the implementation of the Bridge Care Model through an innovative and unique partnership between an academic nurse-mananaged clinic network and a local school system. Through collaboration, data analysis, and process planning, these partners established a Memorandum of Agreement allowing each to address their programmatic missions, visions, and goals to meet the needs of at-risk, uninsured, vulnerable students and to remove barriers to school entry. Through this mutually beneficial approach, direct health services were provided at an on-site, central student registration location through a cost-effective, sustainable partnership. This article highlights how implementation of the Bridge Care model at a central student registration site allowed a local school system to reduce barriers to school entry for vulnerable at-risk students; provide access to medical navigation support for uninsured families; and create a streamlined communication system to allow school-based staff to support students with significant physical and behavioral health needs following enrollment.

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Millward, Christine V. "Student complainants – vexatious or vulnerable?" Perspectives: Policy and Practice in Higher Education 20, no. 4 (February 2016): 137–42. http://dx.doi.org/10.1080/13603108.2015.1125396.

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Vik, Bjarte Frode, Jim Aage Nöttestad, Berit Schei, Kirsten Rasmussen, and Cecilie Therese Hagemann. "Psychosocial Vulnerability Among Patients Contacting a Norwegian Sexual Assault Center." Journal of Interpersonal Violence 34, no. 10 (July 22, 2016): 2138–57. http://dx.doi.org/10.1177/0886260516659657.

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In this study, the objective was to assess the occurrence of specific vulnerability factors among adult and adolescent females attending a Norwegian sexual assault center (SAC). We also explored assault characteristics and investigated whether these characteristics differed between the group of patients with vulnerability factors compared with the group without such factors. We conducted a retrospective descriptive study of 573 women ≥ 12 years of age attending the SAC at St. Olavs Hospital, Trondheim, Norway, between July 1, 2003 and December 31, 2010. A patient was considered vulnerable if at least one of the following features was present: intellectual or physical disability; history of present/former mental health problems; history of present/former alcohol/substance abuse; or former sexual assault. At least one vulnerability factor was present in 59% of the cases. More than one vulnerability factor was present in 29%. Reporting at least one vulnerability factor was associated with a higher patient age, unemployment, a higher frequency of reported light/moderate physical violence, and the documentation of minor body injury. In contrast, those without vulnerability more often were students assaulted during night time, by a casual or stranger assailant and reporting a higher intake of alcohol prior to the assault. There are obvious patterns of differences in the nature of sexual assaults reported among victims with specific vulnerability factors compared with victims without these factors. Future research should address these differences and possible solutions for better protection of especially vulnerable individuals against sexual offenses, such as those with mental health and substance abuse difficulties.

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Curtis, Katherine. "Learning the requirements for compassionate practice." Nursing Ethics 21, no. 2 (March 20, 2013): 210–23. http://dx.doi.org/10.1177/0969733013478307.

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Student nurses’ professional development arises through socialisation in nursing knowledge, values and behaviours. Students are expected to demonstrate compassion; however, compassion is a complex concept, one that creates emotional challenges. A grounded theory study was undertaken to explore student nurse socialisation in compassionate practice. In-depth interviews were undertaken with 19 students in the north of England during 2009–2010, and their concerns and concern management emerged. Students expressed several concerns, one being their emotional vulnerability and uncertainty of the emotional requirements for compassionate practice. A core category of ‘balancing future intentions’ was identified: that students managed feelings of vulnerability and uncertainty through balancing their intentions towards and away from engagement in compassionate practice, depending upon perceived impact on their emotional well-being. The findings are discussed in relation to emotional labour and moral distress, and courage, resilience and self-compassion are explored as a means to enable sustainable compassionate practice.

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Johnson, Janet L., Eric Sparks, Rita G. Lewis, Kris Niedrich, Mary Hall, and Julie Johnson. "Effective Counseling Strategies for Supporting Long-Term Suspended Students." Professional School Counseling 9, no. 3 (January 2006): 2156759X0500900. http://dx.doi.org/10.1177/2156759x0500900303.

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Long-term suspended (LTS) students are barred from the school system for lengthy periods, leaving them at risk of academic failure and vulnerable from lack of services. A program in a North Carolina public school system provided counselors to work with each LTS student. Outcome data were analyzed to determine the effectiveness of counseling services offered during student suspensions and after students reentered school. Strategies facilitating student reenrollment in school are identified.

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Bhana, Deevia, and Janet Pillay. "Negotiating femininities on campus: Sexuality, gender and risk in an HIV environment." Health Education Journal 77, no. 8 (July 12, 2018): 915–26. http://dx.doi.org/10.1177/0017896918784693.

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Objective: In South Africa, Black African women between the ages of 15 and 24 years are especially vulnerable to HIV. The heterosexual transmission of the disease is exacerbated by social and cultural conditions that perpetuate gender relations of inequality. Problematic conceptualisations of femininity increase sexual risk. The objective of this article is to examine the ways in which undergraduate university Black African female students make meaning of gender and sexuality on campus and the social processes through which femininities are produced. Design: Qualitative research study. Setting: University of KwaZulu-Natal, South Africa. Method: In total, 10 in-depth interviews and focus group discussions with 25 Black African undergraduate female students aged between 18 and 24 years old. Results: Campus life was conceived as a place of heterosexual freedom, sexual enjoyment and engagement with dating relationships. Relationships were forged based on romantic notions of love and versions of femininity based on trust lead to sexual risk and unwanted pregnancy. In the context of material inequalities, ‘sugar daddy’ relationships further limited female students’ ability to negotiate safe sex. The overall climate on campus was structured along gender power inequalities. Female students feared and were victims of verbal, physical assault and sexual coercion. The lack of campus security exacerbated female students’ vulnerability to violence on campus. Conclusion: Addressing the specific meanings expressed by Black African female students on campus can help to improve the effectiveness of campus-based health education interventions promoting safe sex, gender equality and student safety.

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Gray, DeLeon L., Elan C. Hope, and Christy M. Byrd. "Why Black Adolescents Are Vulnerable at School and How Schools Can Provide Opportunities to Belong to Fix It." Policy Insights from the Behavioral and Brain Sciences 7, no. 1 (March 2020): 3–9. http://dx.doi.org/10.1177/2372732219868744.

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This article discusses factors contributing to the belonging vulnerability of Black adolescents as well as educational policy considerations for providing Black adolescents with opportunities to belong at school. Scholarship at the intersection of educational psychology and teacher education provides cultural interpretations for why and how Black adolescents are vulnerable to issues of belonging when educators are not in their corner, and when curricula do not reflect their cultures. Policy recommendations include (a) strategic investments in principal preparation, (b) information and human resources to develop culturally relevant learning opportunities, and (c) substantive roles for students as school and community leaders who can help address structural causes of belonging vulnerability among this population.

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Evans, Ellen W., Elizabeth C. Redmond, Nisreen Alwan, and Sanja Ilic. "Awareness and Attitudes of Student Dietitians in Lebanon, UK and USA towards Food Safety." Foods 10, no. 8 (August 13, 2021): 1875. http://dx.doi.org/10.3390/foods10081875.

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Allied health professionals such as dietitians can play a critical role in providing food safety advice to vulnerable consumers. To maximize food-related health and wellbeing, food needs to be safe and nutritious; consequently, food safety is referred to in international curricula for the training of dietitians. The purpose of this study was to explore the awareness and attitudes of student dietitians from three international institutions towards food safety. A total of 207 student dietitians participated in the study from Columbus, OH, USA (n = 99), Cardiff, Wales, UK (n = 78) and Beirut, Lebanon (n = 30). Completion of the study established that the students in three dietetic training programs lacked awareness of key food safety concepts. Close to half (43%) were not familiar with Campylobacter, with the USA students being significantly less knowledgeable (p < 0.001) with 58% being unaware of the pathogen. Understanding of safe handling of leftovers was the lowest for the students in all institutions; only 46% described appropriate reheating practices, with significantly lower (p < 0.001) understanding in Lebanon (28%). The students reported a good understanding of vulnerable populations and perceived food safety to be important for these groups. However, the knowledge of certain high-risk foods was lacking. For instance, 69% of students thought that fresh squeezed juices and smoothies made with raw fruits and vegetables were safe for vulnerable patients, with the UK students being the least familiar with this risk (16%). This is the first study of its kind to take an international perspective of student dietitian food safety awareness and attitudes; the findings are important to dietetic food safety educators and recommendations are made to further explore the interpretation of food safety requirements in international dietetic curricula. Future studies should extend student dietetic research to address attitudes, self-efficacy and the overall readiness to deliver food safety advice to the patients and the community.

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Costa, Maria Isabelly Fernandes da, Tamires Rebeca Forte Viana, Patrícia Neyva da Costa Pinheiro, Maria Vera Lúcia Moreira Leitão Cardoso, Lorena Pinheiro Barbosa, and Izaildo Tavares Luna. "Social determinants of health and vulnerabilities to sexually transmitted infections in adolescents." Revista Brasileira de Enfermagem 72, no. 6 (December 2019): 1595–601. http://dx.doi.org/10.1590/0034-7167-2018-0726.

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ABSTRACT Objective: To verify the association between social determinants of health and the vulnerability of adolescents to Sexually Transmitted Infections (STIs). Method: Cross-sectional study, performed with 287 students aged 11 to 17 years, in the outskirts of Fortaleza, Ceará, Brazil, from August do September 2016. Two instruments were used, one destined to social determinants of health and another to investigating the vulnerability to STIs. The magnitude of associations was expressed through odds ratio and interval of confidence, considering a 5% significance level. This research was approved by the Research Ethics Committee of the Federal University of Ceará. Results: 212 (73.9%) adolescents were considered more vulnerable, with a score ≥ 4. The intermediate social determinant “housing (home ownership)” obtained significant association with with the vulnerability to STIs (p of 0.022; CI 1.1 to 3.3; OR 1.9). Conclusion: The intermediate social determinant “type of housing” influences the vulnerability to STAs.

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Machisa, Mercilene T., Esnat D. Chirwa, Pinky Mahlangu, Yandisa Sikweyiya, Ncediswa Nunze, Elizabeth Dartnall, Managa Pillay, and Rachel Jewkes. "Factors associated with female students’ past year experience of sexual violence in South African public higher education settings: A cross-sectional study." PLOS ONE 16, no. 12 (December 2, 2021): e0260886. http://dx.doi.org/10.1371/journal.pone.0260886.

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Background Intimate partner sexual violence and non-partner rape experiences are widely reported by female students in South African higher education institutions, as they are globally. However, limited research has focused on investigating vulnerability factors, which is vital for informing interventions. Objective To describe the factors and inter-relationships associated with female students’ increased vulnerability to past year experience of partner sexual violence and non-partner rape in South African higher education settings. Methods We interviewed 1293 female students, i.e., 519 students in six Technical Vocational Education and Training (TVET) college campuses and 774 students at three university campuses. Participants were volunteers aged 18–30. The measured vulnerability factors included childhood sexual abuse, other trauma, mental ill-health, risky sexual behaviours, food insecurity, partner violence, and controlling behaviours. We used bivariate analysis, logistic regression, and structural equation modelling methods. Results Twenty percent of participants experienced past-year sexual violence (17% partner sexual violence and 7.5% non-partner rape). Childhood sexual abuse had direct effects on experiencing past year sexual violence and physical, emotional partner violence or controlling behaviours. Risky sexual behaviours mediated the relationships of childhood sexual abuse or harmful alcohol use and past-year sexual violence experience. Mental ill-health mediated the relationships between childhood sexual abuse, other traumatic exposures, food insecurity, physical, emotional partner violence or controlling behaviours, and past-year partner sexual violence or non-partner rape experience. Conclusions Risky sexual behaviours, gender inequitable relationship dynamics, mental ill-health, and food insecurity are related and amenable vulnerability factors associated with female students’ sexual violence experiences. Therefore, addressing these through comprehensive campus interventions, which are implemented when students first enrol in higher education and are most vulnerable to sexual violence, is critical. Society-wide sexual violence prevention is also imperative.

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Stewart, S. M., C. Betson, I. Marshall, C. M. Wong, P. W. H. Lee, and T. H. Lam. "Stress and vulnerability in medical students." Medical Education 29, no. 2 (March 1995): 119–27. http://dx.doi.org/10.1111/j.1365-2923.1995.tb02814.x.

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Scammell, Janet. "Raising concerns: the vulnerability of students." British Journal of Nursing 24, no. 12 (June 25, 2015): 648. http://dx.doi.org/10.12968/bjon.2015.24.12.648.

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Gion, Cody, Kent McIntosh, and Keith Smolkowski. "Examination of American Indian/Alaska Native School Discipline Disproportionality Using the Vulnerable Decision Points Approach." Behavioral Disorders 44, no. 1 (May 31, 2018): 40–52. http://dx.doi.org/10.1177/0198742918773438.

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The present study examined the extent to which racial disproportionality in office discipline referrals (ODRs) exists between American Indian/Alaska Native (AIAN) and White students in elementary ( n = 140), middle ( n = 67), and high ( n = 48) schools. A multilevel logistic regression model was applied to examine overall levels of ODR disproportionality. For school levels with significant disproportionality, patterns of ODRs were analyzed to examine disproportionality of subjectively defined ODRs within the contexts of (a) student ethnicity, (b) time of day, (c) location, (d) severity of problem behavior, and (e) student gender. Results showed a sizable difference in subjective ODRs between AIAN and White students at the high school level.

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David, Clarissa C., Sheryl Lyn C. Monterola, Antonino Paguirigan, Erika Fille T. Legara, Anjali B. Tarun, Rene C. Batac, and Jeriesa P. Osorio. "School hazard vulnerability and student learning." International Journal of Educational Research 92 (2018): 20–29. http://dx.doi.org/10.1016/j.ijer.2018.07.005.

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Francis, Leslie, and Ursula McKenna. "The Experience of Victimisation among Muslim Adolescents in the UK: The Effect of Psychological and Religious Factors." Religions 9, no. 8 (August 10, 2018): 243. http://dx.doi.org/10.3390/rel9080243.

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This study set out to explore the levels of victimisation experienced by Muslim adolescents in the UK, the extent to which victimisation is conceptualised in religious terms, and the extent to which individual differences in the experience of victimisation is related to personal factors, psychological factors and religious factors. Data provided by 335 13- to 15-year-old Muslim students from England, Northern Ireland, Scotland and Wales demonstrated that one in four Muslim students (25%) reported being bullied because of their religion. These students saw their religious identity as being a more important cause of their victimisation than their ethnicity, their colour, or their name. Male and female Muslim students were equally vulnerable to victimisation. Psychological and religious variables predicted individual differences in vulnerability to victimisation among Muslim students.

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Reutebuch, Tim G. "Graduating BSW student attitudes towards vulnerable populations and their preferences towards interventions to serve them." Advances in Social Work 7, no. 1 (April 30, 2006): 57–66. http://dx.doi.org/10.18060/120.

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A one-time cross-sectional survey was administered to 78 fourth-year social work students at the University of Wisconsin-Whitewater campus during the2000 /2001 academic year to explore graduating seniors’ attitudes towards poverty, delinquency and the elderly as well as students’ preferred interventions towards these vulnerable populations in the United States. Additional survey items included student perceptions towards individually-oriented versus socially-oriented goals of the social work profession, preferences regarding place of employment, and types of services, interventions and practices preferred. After calculating mean scores, ANOVA tests revealed statistically significant findings in student ideologies and practice preferences. The potential impact of these findings on social work education and practice will be discussed.

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Wellbery, Caroline, Pamela A. Saunders, Sarah Kureshi, and Adam Visconti. "Medical Students’ Empathy for Vulnerable Groups." Academic Medicine 92, no. 12 (December 2017): 1709–14. http://dx.doi.org/10.1097/acm.0000000000001953.

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Alam, Mohammad Ashraful, Mahmuda Akter, and Saikat Alam Santona. "Victimization of Facebook Users: An Empirical Study among Female Students in Tangail." Asian Journal of Humanity, Art and Literature 6, no. 2 (December 31, 2019): 157–68. http://dx.doi.org/10.18034/ajhal.v6i2.361.

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Social networking site is an important area of research. It is a known fact that young adults and teenagers, especially students are the most avid users of online Social networking sites which have a great impact on their lives. Yet, little is known about the sardonic experiences of students in social networking sites. With approximate 22.880 million users Facebook holds its number one popularity rank. Therefore, this paper takes Facebook as commissar of these Social Networking sites and focuses to provide an insight on the victimization of Female student and tends to explore the current nature and causes of female Facebook victimization. Female students are opted because they are more vulnerable in these sites than male. This paper reports the findings of a research work that was carried out in the higher secondary educational institutions in Tangail by using a non-probability purposive sample of 15 to 26 years aged female students. 70 samples were collected through a structured questionnaire and the gleaned data was analyzed by using SPSS. This study demonstrates, although social networking site have opened up a new way of socialization, respondents had experienced several types of cyber crime in Facebok. Such experiences create a state of insecurity, depression, fear, isolation and to a very large extent suicide. It is relatively a new phenomenon and hopefully both the effective technical strategy along with public consciousness used as a useful tool to reduce female vulnerability in Facebook from individual to national level in Babgladesh.

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Cheryan, Sapna, Sianna A. Ziegler, Victoria C. Plaut, and Andrew N. Meltzoff. "Designing Classrooms to Maximize Student Achievement." Policy Insights from the Behavioral and Brain Sciences 1, no. 1 (October 2014): 4–12. http://dx.doi.org/10.1177/2372732214548677.

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Improving student achievement is vital for our nation’s competitiveness. Scientific research shows how the physical classroom environment influences student achievement. Two findings are key: First, the building’s structural facilities profoundly influence learning. Inadequate lighting, noise, low air quality, and deficient heating in the classroom are significantly related to worse student achievement. Over half of U.S. schools have inadequate structural facilities, and students of color and lower income students are more likely to attend schools with inadequate structural facilities. Second, scientific studies reveal the unexpected importance of a classroom’s symbolic features, such as objects and wall décor, in influencing student learning and achievement in that environment. Symbols inform students whether they are valued learners and belong within the classroom, with far-reaching consequences for students’ educational choices and achievement. We outline policy implications of the scientific findings—noting relevant policy audiences—and specify critical features of classroom design that can improve student achievement, especially for the most vulnerable students.

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Bekir, Sezgin, and Ergyul Tair. "Student – Teacher Relationship Style in School Environment." Filosofiya-Philosophy 31, no. 2 (December 6, 2022): 159–72. http://dx.doi.org/10.53656/phil2022-02-05.

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The article presents results of a research of student – teacher relationship styles in the school environment, measured by the stroke economy. The sample includes 339 students between the ages of 13 to 15, of whom 198 are from vulnerable and 141 are from invulnerable groups, and 229 teachers between the ages of 24 to 65. The results present significant differences in the styles used by the three groups. Students from vulnerable groups declare preferences for the styles “Don't accept” and “Don't give yourself”, which is expressed in a tendency to devalue their own achievements and successes. Students from invulnerable groups and teachers express preferences for the styles “Don't accept” and “Don't ask”, which suggests manifestations of characteristics such as confidence and a tendency to reject compliments. The obtained results can be used as an approach to increase the efficiency of the student-teacher relationship and improve the social climate in the classroom.

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Wiederman, Michael W. "A Classroom Demonstration to Communicate Vulnerability of Contracting a Sexually Transmitted Disease." Teaching of Psychology 25, no. 4 (October 1998): 282–85. http://dx.doi.org/10.1080/00986289809709716.

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Communicating the likelihood of contracting a sexually transmitted disease (STD) is an important objective for instructors teaching particular psychology courses. This article describes a classroom demonstration for stimulating consideration of personal vulnerability for contracting an STD during one's lifetime. The demonstration utilizes class participation, holds student interest, stimulates subsequent class discussion, and has resulted in generally positive feedback from students.

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Journal articles on the topic 'Studenti vulnerabili'

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