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This paper aims to survey the status quo of the student pressure and the relationship between their daily time management and their learning outcomes in three different types of higher secondary schools at Shenyang, the capital city of Liaoning Province in mainland China.

An investigation was carried out in 14 higher secondary schools (HSS) located in five districts of Shenyang. Both qualitative and quantitative approaches were used, such as interviews and questionnaires.

The important findings include: the students pressure sources in three different types of higher secondary schools, the strongest pressure felt by the HSS students in China was the pressure from national college entrance examinations (NCEE), the rank orders of other pressures were pressures from parents, from society, from others, from schools, from teachers. The findings also include the relationship between student time management (time for sleep, time for getting up, time spent at schools, time for doing homework) and the students learning, the tests frequency in different types of HSS, the relationship between the tests frequency and student learning outcomes, etc.

To survey the HSS students' pressure causes, to explore the relationship between their time management and learning outcomes, to find out the effective learning factors and strategies will benefit students, teachers and schools worldwide.

The article describes research into the impact of business and community mentoring in schools on students’ attainment. The research, which was conducted in seven schools during the 1996/97 academic year, was funded by the Department for Education and Employment and three Training and Enterprise Councils. An overview of mentoring schemes and models is followed by analysis of objectives for mentoring from various perspectives. Value‐added analysis was used to measure the impact of mentoring on a sample of mentored students, compared with a similar group of non‐mentored students acting as a control group. The research found a mixed picture in the seven schools involved with girls out‐performing boys across all schools and a small, but positive, impact on the attainment of mentored students. Finally, the researchers offer some recommendations to schools and scheme organisers on how to increase the impact of mentoring upon GCSE attainment.

The purpose of this paper is to highlight the potential of digital tools to address the significant challenge of increasing access to college and outline challenges and opportunities in effectively implementing a digital intervention across an entire school.

The study encompasses a randomized control trial and comparative case studies. This paper highlights qualitative data focused on implementation.

Findings illustrate impediments and strategies for implementing a school-wide digital intervention.

Research focused on one particular intervention and is thus limited in scope.

The study has the potential to assist practitioners in better serving students from low-income and minoritized communities through digital tools.

The study has implications for increasing the number of first-generation and minoritized youth who apply to and enroll in college. The study highlights digital equity issues often overlooked in ed-tech sectors.

Few studies exist that examine the implementation of digital interventions at the school level. Focusing on digital equity in the college access space (academic and practice) is novel.

This study aims to construct a mental health service system for middle school students in the post-COVID-19 era with the framework of Six Sigma DMAIC (define, measure, analyze, improve and control) and analyze the influencing factors of the mental health service system to study the implementation strategies of quality-oriented mental health services in middle schools.

This study was conducted in Tianjin, China, from September to November 2022, and 350 middle school students from Tianjin Public Middle School were selected as subjects. A questionnaire survey was used to collect data. In this study, the Six Sigma DMAIC method, sensitivity analysis method, exploratory factor analysis and principal component analysis were used to analyze the mental health services provided to middle school students.

Based on the Six Sigma DMAIC framework, this study indicates that the contribution rate of the mental health service process factor is the largest in the post-COVID-19 era. The mental health cultivation factor ranks second in terms of its contribution. Mental health quality and policy factors are also important in the construction of middle school students’ mental health service system. In addition, the study highlights the importance of parental involvement and social support in student mental health services during the post-COVID-19 era.

To the best of the authors’ knowledge, a study on middle school students’ mental health in the post-Covid-19 era has not yet been conducted. This study developed a quality-oriented mental health system and analyzed the influencing factors of mental health for middle school students based on data analysis and the Six Sigma DMAIC method.

This study analyzes the impacts of trust in the confessional institution of primary education on a students’ spirituality and performance and the moderating effect of the families' religion on the relationship between trust in the school and the student's spirituality as perceived by parents and guardians.

This study takes the form of a survey with 346 parents and guardians from a Brazilian Adventist education network. The authors used partial least squares structural equation modeling by SmarPLS 4 to analyze the data.

The results reveal that parents' and guardians' trust in the confessional institution of primary education positively influences their perception of students' spirituality, which, in turn, has a positive impact on their performance. In addition, the families’ religion does not strengthen the relationship between school trust and students’ spirituality. It does not matter to which religious group the family belongs – as their overall spiritual development that favors the students’ academic performance.

The research contributes to the literature on school management, individual spirituality and relationship marketing – particularly customer relationship management in schools, involving parents, guardians and students.

To meet the needs of under-resourced, rural schools where teacher attrition is high, this case study examined how a school–university partnership strengthened teacher and leader abilities to support deeper learning for students.

This research focused on a 17-year collaborative partnership between one rural school district and a university research and outreach organization to develop deeper learning experiences for students through shared and supportive leadership and learning of teachers and leaders. The researchers utilized documents, field notes and interviews with administrators to validate the data.

The study’s findings suggest that participation in authentic, researched-based professional development through the partnership improved the skills of leaders and teachers to support deeper learning for students. This partnership heightened teacher and leader capacity to promote and support continued change and sustainability.

This case study explored how one university center collaboratively engaged with a district by sharing research and strategies to support the development of leaders and teachers to create deeper learning for students. Through these experiences, the district evolved its deeper learning system and improved its organizational effectiveness, leadership development and learning for all.

Higher levels of participation in school are linked to greater academic performance, better health and well-being and positive long-term outcomes for young people. Evidence shows that for students with emotional and behavioural difficulties (EBD), participation in school-based occupations is often restricted in comparison to their peers. Given the recent advancements towards introducing a new model of school-based occupational therapy in Ireland, this paper aims to discuss how occupational therapy can support students with EBD to increase their participation within the post-primary school context. The opinions in this paper are derived from the authors’ experience in the development of this practice in the Republic of Ireland.

The authors reviewed current literature and reflected on current practice to describe the unique role of occupational therapy in supporting students with EBD in the school environment.

Occupational therapists have potential to play a key role in school-based support for students with EBD. The authors describe how occupational therapists can promote whole school understanding of EBD and enable skill development, self-regulation, participation and school belonging, among youths with EBD. There is a significant lack of literature guiding practice in this area. Further research is required to explore professional issues and identify best practice.

This paper aims to provoke consideration of how school-based occupational therapists can play a crucial role in supporting students with EBD who are otherwise at risk of occupational injustice.

The purpose of this study was to examine the relationships among collective teacher efficacy (CTE), organizational citizenship behavior (OCB), and student achievement in Turkey.

Multilevel analysis was conducted to investigate how school-level variables, including collective teacher efficacy, organizational citizenship behavior, and school socioeconomic status, affect student achievement. Data were collected from 674 teachers and 7,173 students embedded in 57 schools.

Results showed significant variation in mean student achievement between schools, with approximately 20% of the variance in mean achievement occurring between-schools. After controlling for school Socioeconomic status (SES), CTE and OCB significantly predicted school mean achievement scores and explained approximately 45% of the between-schools variance in achievement.

The results of the study verified that CTE and OCB are important school-level variables that contribute to the achievement of students. It reemphasizes the significance of these constructs in creating the conditions to foster student achievement even in low-SES schools.

This was the first attempt to examine the relationships between CTE, OCB and student achievement in Turkey. The findings of this study may contribute to the international knowledge base by investigating the relationship between CTE, OCB, and student achievement in a collectivist cultural context.

The main purpose of this study was to determine school leaders' ability to manage underprivileged students' needs, the level of achievement of these students and the relationship between the two variables.

A quantitative methodology comprising a questionnaire instrument was utilized to collect data from 239 underprivileged students attending schools in Kelantan, Malaysia. Descriptive statistics comprising mean values and standard deviations were calculated to determine school leaders' ability to manage underprivileged students' needs and the level of achievement of these students. Inferential statistics comprising a Pearson correlation was calculated to determine the relationship between the two variables.

School leaders' ability to manage underprivileged students' needs was high, whereas the achievement of underprivileged students was moderate. A weak positive relationship was observed between the two variables.

The sample was limited to 15–16-year-old students in one state in Malaysia. Further research is therefore needed on samples from across Malaysia. This paper enhances knowledge of the relationship between school leaders' ability to manage underprivileged students' needs and the level of achievement of these students. This study also has implications for Maslow's human needs theory.

The implications of the findings for school management practices are that an ability to manage underprivileged students' needs can increase the level of achievement of these students. The findings also indicate that adhering to Sustainable Development Goals, the Malaysian Education Blueprint and the Eleventh Malaysian Plan to ensure quality education for underprivileged students is relevant and should be continued. The findings can also be used as input in training school leaders.

The findings suggest that the community needs to take more responsibility for underprivileged students, especially in managing their needs, in order to increase the achievement. The findings can usefully be employed to reduce the social gap between underprivileged and privileged groups.

This is the first study to examine the relationship between school leaders' ability to manage underprivileged students' needs and the students' achievement.

The purpose of this paper is to offer an overview of students’ and teachers’ perceptions of school libraries’ impact on academic performance in secondary education in Greece, using sociological analysis to assess the data and contextualise it in the particular case and social context of Greece after the crisis.

This paper developed structured questionnaires for the key categories of users visiting school libraries, teachers and students, trying to explore a set of questions which would give us a better image of their behaviour. The results from our empirical study, following the creation and distribution of a purpose made questionnaire in secondary schools in the area of Athens, was then evaluated in the context of sociological analysis. This paper argued that social factors may explain discrepancy in opinions regarding school libraries’ (SLs) role.

The data which the paper present elucidates, not only the frequency and ways in which pupils of an age up to 14 years use SLs but also their own and their teachers’ assumptions as to the degree in which SLs affect their performance. In this way, the data documents currently dominant perceptions of key categories of users in the Greek context but also reveals, via its critical assessment, the kinds of social factors that enhanced or hindered its impact on learning and academic performance in secondary education in Greece.

The paper consists of a study based on a limited sample of users from Greek schools in Athens; hence, its results are indicative.

The paper considers possibilities in which educational and cultural policies in relation to SLs should shift attention following the findings and their interpretation.

The paper provides policy implications regarding Greek education. The paper provides some recommendations as to ways in which SLs and research in their users may provide a fresh way of implementing strategies as to their role in Greek education in the period of recession.

This study focuses exclusively on the Greek context, taking into consideration, for the analysis of the data derived from the empirical survey undertaken in Greek schools, sociological parameters tied to the Greek context after the crisis.