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Adolescence has traditionally been considered a time of substantial turmoil in the life course, as youth struggle with establishing self-images, finding appropriate and supportive peer groups, and begin their psychological, emotional, and, in some cases, physical separation from their parents. Among the many factors that have been thought to exacerbate adolescent adjustment during this often-difficult period are residential mobility and the school changes that frequently accompany these geographic relocations. Numerous recent studies have found statistically significant and substantively important effects of residential mobility and school changes on problematic adolescent behaviors. Although the observed strength of the association varies across studies and outcomes, recent investigations have reported significant effects of residential mobility and/or school changes on poor academic performance (Ingersoll, Scamman, & Eckerling, 1989; Kerbow, 1996; Pribesh & Downey, 1999), school dropout and low educational attainment (Astone & McLanahan, 1994; Entwisle, Alexander, & Olson, 1997; Hagan, MacMillan, & Wheaton, 1996; Haveman, Wolfe, & Spaulding, 1991; McLanahan & Sandefur, 1994; Rumberger, 1995; Swanson & Schneider, 1999; Teachman, Paasch, & Carver, 1996), drug and alcohol abuse (Hoffman & Johnson, 1998), risky sexual activity, including early sexual initiation and numerous sex partners (Baumer & South, 2001; Stack, 1994), premarital childbearing (South & Baumer, 2000; Sucoff & Upchurch, 1998), and other behavioral problems (Tucker, Marx, & Long, 1998; Wood, Halfon, Scarlata, Newacheck, & Nessim, 1993).

Aggression has been introduced as one of the serious problems in public health. The purpose of this paper is to evaluate the ability of the extended theory of planned behavior (TPB) to predict the physical and verbal aggression behavior.

In this research, 462 teenagers were evaluated through the demographic questionnaire along with the main structures of the TPB as a predictor of behavior. After one month of follow-up, physical and verbal aggression was evaluated. Demographic data were analyzed descriptively by SPSS21 and predictability of the structures for intention and behavior of the physical and verbal aggression was analyzed by AMOS.

Mean and standard deviation of participants’ age were 14.70 and 1.12 years, respectively. In this research, 22.5% of the participants did not show physical aggression over the last one month and 20% of them did not show verbal aggression over the last month. Path analysis revealed that the variables of the TPB predicted 61% and 32% of variance of intention and physical aggression behavior, respectively, while these variables could describe 43% and 22% of the variance of intention and verbal aggression behavior, respectively. All of the concepts could be significant predictors of the behaviors. Subjective norms were the best predictor of the intention for physical and verbal aggression. Intention and perceived behavioral control were good predictors of physical and verbal aggression.

Given the role of subjective norms in intention and also the role of intention and perceived behavioral control of people for aggression, it can be concluded that emphasis on social and psychological education about subjective norms, peer groups and self-control can help reduce this problem.

A few studies have predicted behavior occurrence in the future. Given the lack of focus on the role of constructs that may bring about future behaviors, the current research was conducted to use the structures of the TPB to predict behavioral intention as well as perpetration of physical and verbal aggressive behaviors, independently.

Adolescent pregnancy stands as a societal challenge, compelling young individuals to prematurely discontinue their education. Conversely, an expansion of high school education can potentially diminish rates of adolescent pregnancy, given that educational attainment stands as the foremost risk factor influencing sexual initiation, the use of contraceptive methods during initial sexual encounters and fertility. The aim of this paper is to analyze the impact of the implementation of the public educational policy introducing full-time schools (FTS) for high schools in the state of Ceará, Brazil, on early pregnancy rates.

Using the difference-in-differences method with multiple time periods, we measured the average effect of this staggered treatment on the treated municipalities.

The main result indicates a reduction of 0.849 percentage points in the teenage pregnancy rate. Concerning dynamic effects, the establishment of FTS in treated municipalities results in a 1.183–1.953 percentage point decrease in teenage pregnancy rates, depending on the timing of exposure. We explored heterogeneous effects within socioeconomically vulnerable municipalities, yet discerned no impact on this group. Rigorous tests confirm the robustness of the results.

This paper aims to contribute to: (1) the consolidation of research on the subject, given the absence of such research in Brazil to the best of our knowledge; (2) the advancement and analysis of evidence-based public policy and (3) the utilization of novel longitudinal data and methodology to evaluate adolescent pregnancy rates.

Despite the importance of increasing engagement and minimising attrition and drop‐out in parenting interventions, there is a paucity of empirical evidence examining factors related to engagement and participation. The range of factors examined in relation to engagement is generally limited in scope and variety, focusing on variables of convenience rather than utilising a theoretically‐driven approach.The aim of this article is to review the factors related to parental engagement with interventions and to describe strategies and implications for improving engagement with parenting interventions. Several policy and practice implications are identified: (1) Poor parental engagement may threaten or compromise the capacity of parenting programmes to deliver valued outcomes. Viable engagement strategies need to be a core part of prevention and early intervention parenting programmes; (2) Agencies delivering parenting services need a proactive engagement strategy, which includes strategies to prevent drop‐out, as well as strategies to actively respond to parental disengagement; (3) Research is needed to test the efficacy and robustness of different engagement enhancement strategies. Empirical tests are needed to test the effectiveness of different engagement strategies in order to ensure that the most efficient, cost‐effective and efficacious approach is used in order to engage parents. Investment of research effort to improve parental engagement is likely to have a high yield in terms of programme efficiency, utility and cost effectiveness. We conclude that research examining how to improve engagement and decrease non‐completion is needed to strengthen the population level value of parenting programmes as preventive interventions.

This study aims to deal with the role of vocational training in developing social inclusion by analyzing the school‐to‐work transitional outcomes of early school leavers whose successful experience in vocational training was documented in previous works.

The sample comprises 126 males who enrolled in and successfully completed biennial vocational training courses soon after dropping out of school. The transitional outcomes one year after the qualification as well as the variability of these outcomes in relation to age, degree of success in vocational training, and achievement in the previous schools were analyzed. A phone interview was used to collect data, and a binary logistic regression analysis was applied. In addition, narrative materials were collected through biographical interviews and qualitatively analyzed.

Although most subjects obtained a stable job, some critical aspects emerged: at times employment seemed to be the result of a “negative compromise”; several constraints emerged in managing further personal investment in school and learning.

Results support the usefulness of studying social inclusion by adopting a transitional perspective. The main limitations concern the focus on just a few variables that only partially explain the different outcomes.

Findings suggested the need for greater flexibility among school, vocational training, and the world of work in order to promote effective social and professional inclusion through the VET system.

The paper's results indicate that developing social inclusion of early school leavers inevitably demands a transformation in the widespread beliefs about the dichotomy between learning and work.

The learning outcomes are as follows: to analyze the driving forces that lead non-government organizations (NGOs) to develop need-based programs; to evaluate the strategy adopted by NGOs in attaining the organization’s mission and creating a social impact, corporate social responsibility, inclusion, labor market, social enterprise, strategy and vocational learning; to apply social business canvas for analyzing the business model deployed by NGOs to develop market linkages; to analyze the challenges in setting and scaling NGO programs and strategies designed to address the same; and to enable students to brainstorm in creating future growth options for scaling up and replicating NGO programs.

The case describes the journey of Salaam Bombay Foundation (SBF), a national-level NGO registered in 2002 in Mumbai, India. In March 2020, SBF had an annual budget of INR 13.98 crores (US$1.84m). It addresses the challenging environments children from economically constrained families face by engaging them in continuing school education and providing vocational training. Since its inception, SBF has launched and executed many in-school and after-school programs. To successfully transit skilled adolescents and teenagers into the labor market and help them make informed career decisions, SBF launched “DreamLab,” a stipend-based “internship” model, in August 2018. Gaurav Arora, Vice President SBF, was assigned the responsibility to scale up skills@school and DreamLab internship programs. With disruptions caused by the pandemic in March 2020, Arora struggled to operationalize DreamLab as initially planned. The case is at a crucial decision point where clouds of uncertainty have made Arora and his team anxious about their future course of action.

The case is intended for students of undergraduate and graduate programs in Business Management, Social Entrepreneurship and Social Work programs. Executives of management development programs can also use the case to analyze the effectiveness and management of the skill development program.

Teaching notes are available for educators only.

CSS 3: Entrepreneurship.

The main purpose of this study is to identify the socioeconomic determinants of dropout from primary schools and to give policy suggestions to address the issue.

A total of 600 dropout and enrolled respondents were selected from 60 government primary schools of district Chiniot. School heads and parents of dropout children were taken as samples. The results were obtained by employing the Probit regression model.

Numbers of family members, age of the family head, exchange marriage and poverty status have positive relationship with dropout from primary schools. The findings revealed a higher rate of dropout among girls, which is a major cause of concern.

Education is regarded as a basic human right and a valuable human capital. It is included in Millennium Development Goals to achieve universal primary education and in Sustainable Development Goals as quality education. Underdeveloped countries are facing the problems of high dropout and lack of quality education, especially in Pakistan. These problems need to be addressed to keep pace with developed nations and to meet development goals.

It is recommended that government should create employment opportunities, family planning programs, legislature measures on exchange marriage and child labor. The involvement in co-curricular activities in learning and usage of audio-visual aids in the teaching process can improve the enrollment in the primary schools.

Physical victimization at school is little studied in impoverished developing country contexts. Moreover, the role of school and classroom contexts as risk factors remains poorly understood.

The aim of the study is to investigate the prevalence of physical victimization in rural Chinese middle schools as well as the individual, teacher/classroom, and school-level risk factors associated with experiencing physical victimization.

We use two waves of longitudinal, representative survey data to perform a multilevel logistic regression analysis (MLRA) of physical victimization among middle school students from 100 villages in one of China’s poorest provinces. We focus on a subset of questionnaire items that were gathered from students when the sampled children were 13–16 years old. We also utilize student data from the first wave of the survey to control for prior internalizing problems and academic achievement. Finally, we link matched data collected from principal and teacher questionnaires to examine the risk factors for physical victimization associated with students’ microclimates and the wider school environment.

A substantial proportion of middle school students (40%) reported having been beaten by classmates. Elevated risk was found among males; students with prior poor performance in language; students with past internalizing problems; students of female teachers and teachers evaluated as low performing; students in disruptive classrooms; and students in classrooms undergoing mandated reforms.

These findings suggest that efforts to reduce school violence should not only focus on the deficits of individual students, but rather should target practices to alter the within school risk factors associated with microclimates.

Research suggests social exclusion is linked to violence. To expand what is known about risk factors for violence, this study investigates links between having a parent with a history of incarceration and experiencing social exclusion. Data from waves 1 and 4 of the National Longitudinal Study of Adolescent Health were used to conduct regression analyses to assess associations between parental incarceration and social exclusion adjusting for child, parent, and family factors. Results indicate that compared to individuals whose parents had never been incarcerated, those who reported a parent had been incarcerated were at greater risk of experiencing material exclusion, incarceration, and multiple forms of exclusion. When assessing differences by parent gender, results indicate that those who reported their mother had been incarcerated compared to those who reported their father had been incarcerated had higher risk of being incarcerated themselves and experiencing multiple forms of exclusion. Since research suggests social exclusion increases violence risk, studies are needed (1) to identify mechanisms linking parental incarceration to offspring social exclusion and (2) to increase understanding around differential impact by parent gender. Such studies can inform development of interventions to promote better outcomes in this vulnerable sub-population of children.

The past quarter-century has seen research on the economic impacts of mental illness flourish. Innovations in measurement and the release of several community-based and often nationally representative data sets containing valid and reliable diagnostic information have enabled researchers to make substantial advances in understanding the myriad ways that mental illness impacts the economic lives of the ill and their families. Among the most interesting and persistent findings in this literature is that mental illness affects women and men differently. Not only do women and men have very different rates of prevalence for various diseases, but mental illness is also commonly found to have different effects in their economic lives.