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The purpose of this paper is to review and synthesise research evidence and propose a theoretical model suggesting that school-based yoga programs may be an effective way to promote social-emotional learning (SEL) and positive student outcomes.

This paper is a literature review focusing on: the current state of research on school-based yoga interventions; a preliminary theoretical model outlining the potential mechanisms and effects of school-based yoga; similarities, differences and possibilities for integrating school-based SEL, yoga and meditation; practical implications for researching and implementing yoga in schools.

Research suggests that providing yoga within the school curriculum may be an effective way to help students develop self-regulation, mind-body awareness and physical fitness, which may, in turn, foster additional SEL competencies and positive student outcomes such as improved behaviours, mental state, health and performance.

Given that research on school-based yoga is in its infancy, most existing studies are preliminary and are of low to moderate methodological quality. It will be important for future research to employ more rigorous study designs.

It is possible, pending additional high-quality research, that yoga could become a well-accepted component of school curricula. It will be particularly important for future research to examine possibilities around integrating school-based yoga and meditation with SEL programs at the individual, group and school-wide levels.

This paper is the first to describe a theoretical model specifically focused on school-based yoga interventions, as well as a discussion of the similarities and differences between school-based yoga, SEL and meditation.

The purpose of this paper is to consider the utility of school-based research for studying gangs and gang members. Police–researcher collaborations have led to considerable advancements in the understanding of gang involvement and its consequences. But the current social environment should encourage scholars to take stock of alternative methodologies to examine gang-related questions.

In this paper, the authors reflect on the advantages of school-based research designs for studying gang affiliated youth, primarily contrasting the data derived from school-based designs to official data from police.

xSpecifically, the authors discuss the key advantages of school-based survey research, identify concerns that can arise from such designs and offer recommendations as to how to mitigate such concerns.

This paper provides a discussion on the utility of gang-related research and guidance on addressing potential limitations.

The purpose of this paper is to map and discuss the overall characteristics of international research on school-based sexuality education, published in academic journals, with a particular focus on the framing of non-conservative approaches including sexuality education research targeting young pupils 6-12 years of age.

The paper draws upon the methodology of systematic research mapping and presents a broad overview of research on sexuality education in a school setting for pupils aged 6-16. The authors searched the leading bibliographic databases in the field, i.e., ERIC, PsycINFO, PubMed, Scopus, Australian Education Index, British Education Index and Education Research Complete, using the search terms “sexuality education” and “school” and “children” or “adolescents.” The mapping focused on articles published in peer-reviewed journals in English, German, Danish, Swedish or Norwegian, in the period 2000-2016.

Out of 3,769 papers identified in the search process, a total of 576 papers were found to meet the inclusion criteria of the mapping. The mapping portrays a research landscape that is diverse and nuanced in terms of contextual, theoretical and methodological approaches, but also characterized by limitations. The findings point to the clear dominance of research on schools in English-speaking countries, conceptual research is scarce, and school-based sexuality education aimed at the youngest children seems to be neglected. The mapping identifies gaps in the literature that justify a call for more research from diverse sociocultural, political and geographical contexts, more conceptual research using social theory, and more research focusing on the potentials and challenges linked to sexuality education for younger pupils.

This paper offers a rare, if not the first, comprehensive overview of research on school-based sexuality education including a focus on younger school children 6-12 years of age.

This narrative review explored the efficacy of school-based child sexual abuse prevention programmes between 1990 and 2002. There were 22 efficacy studies that met clear inclusion criteria. Results covered both methodological design and the range of outcome measures. Methodology was analysed through four dimensions (target population, prevention programme implementation, evaluation methodology and cost-effectiveness). Outcomes for children covered nine categories (knowledge, skills, emotion, perception of risk, touch discrimination, reported response to actual threat/abuse, disclosure, negative effects and maintenance of gains). The studies had many methodological limitations. Prevention programmes had a measure of effectiveness in increasing children ' s awareness of child sexual abuse as well as self-protective skills. Beyond minimal disclosure rates, there was no evidence to demonstrate that programmes protected children from intra-familial sexual abuse. For a small number of children prevention programmes produced minimal negative emotional effects. Recommendations for future research, policy and practice, include realistic outcomes for child participants and locating programmes within wider abuse prevention measures.

The purpose of this paper is to examine the current school‐based management (SBM) policy reform in Indonesia, with an emphasis on the impacts of shifting authority and responsibility to school level, as well as challenges confronted by the school council members, followed by remedial measures to minimize the problems.

The paper employed a mixed‐method research design comprising an extensive empirical survey followed by semi‐structured and focused group interviews and examination of relevant documents. The data reported here are on the basis of an empirical survey involving 504 school council members from Ngada‐Flores, followed by 42 interviews and focus group discussion (FGD) with all relevant stakeholders.

The research findings demonstrate how devolution of power and authority to school level can create partnership in participatory school decision making in terms of setting a school mission, shared‐vision, annual programs, school budget, school textbooks, school buildings, school‐based curriculum and even students’ discipline policies. In turn, devolving power and authority to school level has created several changes in schools, including in‐school culture changes, and increased participation of school communities. These factors have led to the improvements in teaching‐learning environments and student achievements.

The findings of this study are specific to the context of Ngada‐Flores, Indonesia. The possibility for the general applicability of the findings is limited by the scope, the sample, and the cultural context of this study. Accordingly, even though there could be common features, the findings may not have general applicability to other systems.

The paper suggests that capacity building in school level is required for the effective implementation of SBM policies and programs, including in‐service training, regular professional development sessions and workshops on effective school leadership and management, as well as school development planning.

This paper could be significant because of the absence of similar studies in the Indonesian context. The findings could be helpful in informing practitioners, the local and national authorities and all those interested in school education on how SBM with devolution of power and authority to school‐level decision makers assists in‐school improvements and student achievements, as well as problems and challenges confronted by school leaders in the implementation of SBM.

Mindfulness-based interventions – which train capacities for attention, awareness, compassion, and self-regulation of thoughts and emotions – may offer unique benefits for urban youth exposed to chronic stress and adversity. Urban schools are promising settings in which to integrate mindfulness-based interventions; however, they pose complex challenges for intervention implementation and evaluation.

The paper reflects on the experiences of our community-academic partnership conducting two school-based randomised trials on a mindfulness and yoga programme. The programme was developed by the Holistic Life Foundation and was delivered to middle school students in public schools serving disadvantaged urban communities.

This paper discusses barriers and facilitating factors related to effective intervention delivery and evaluation, presents recommendations for future work and reflects on the potential benefits of mindfulness-based practices for students, teachers and schools.

The paper offers a detailed account of challenges and opportunities associated with implementing mindfulness-based practices in urban school settings.

The study aims to explore the experiences of new school-based mentors in Norway of an online teacher professional development (OTPD) programme in mentoring. The focus was on how the OTPD programme worked out as a boundary artefact to strengthen the coherence between a university and partner schools.

Constant comparative analysis was used to examine 21 school-based mentors' experiences and how the programme worked out as an artefact to strengthen the coherence between the teacher and education arenas. The findings were interpreted considering the literature and OTPD and boundary-crossing theories.

The findings revealed that the OTPD programme served as a boundary artefact. By participating, the new school-based mentors felt part of a community, identifying as teacher educators. Thus, the programme mediated their understanding of their new role as a teacher educator. Two main tensions were found: first, resistance towards online collaboration with school-based mentors across schools and participants that preferred to work locally with their own colleagues and, second, different technologies at the schools and the university disrupting the participants' experiences. Overall, this study emphasised the value of a facilitator from the university supporting the participants' development in the OTPD programme.

This study provides an understanding of teachers' OTPD when at the boundary of becoming school-based mentors and may contribute to enhancing universities' quality of teacher education. This study also highlights the importance of stronger connections between school-based mentors and their university campuses.

Highlights the fact that the call for educational reform in the USA remains a persistent concern for educators. Suggests that one avenue receiving considerable attention to meet the reform agenda is school‐based management through shared decision making. Shared decision making is based on the practices of successful organizations in the private sector, where decisions are made collectively by front‐line personnel, as well as by supervisors and corporate department heads. Argues that this practice allows for decisions to be made as close as possible to the actual locus of implementation. Staff members involved in such decision making generally exhibit a high level of job satisfaction. This decentralized decision making is characteristic of schools identified in the literature as being effective.