This study is a systematic literature review over 12 peer reviewed articles regarding the topiccyberbullying. The purpose of this study is to summarise and critically discuss different interventions and preventions used to tackle cyberbullying in school environments.Interventions and preventions will be analysed from a relational perspective. The articles are sorted and discussed in four relevant categories. These are: Netiquette, building relationships, Learning through role models, antibullying programs. The study found that the foundation of most successful interventions against cyberbullying is healthy relationships between students and school staff. The result showed that based on meaningful relationships, successful interventions and preventions can be formed and used in school. It is important to acknowledge that not a single intervention can solve a complex problem like cyberbullying, but instead there is a need for a combination of different interventions and more knowledge about the phenomena cyberbullying.

This study investigated a Response to Intervention (RtI) practice at the middle school level using a randomly assigned Tier 2 vocabulary intervention. Although RtI research has documented improvement in the academic performance of elementary-aged students, RtI research in support of improved student performance in secondary schools is not prevalent. This study randomly assigned 86 sixth, seventh, and eighth graders into either the treatment or control condition. The purpose was to investigate whether middle school vocabulary instruction impacted vocabulary and/or comprehension growth for identified at-risk students. The experimental condition showed significant results for vocabulary (p=.011) but not comprehension (p=.657) on easyCBM outcome measures. Results are discussed in relation to teaching vocabulary independent of teaching comprehension directly.

Adolescents with Attention-Deficit/Hyperactivity Disorder (ADHD) experience significant academic impairment and multiple interventions have been developed to address common academic problems, such as difficulties with homework, organization, and planning skills. Given cost and resource constraints, research is needed on factors that mental health providers can use to select the most appropriate interventions. To date, there has been minimal research evaluating moderators of response to ADHD interventions. Further, many of the variables that have been studied do not have strong theoretical ties to the mechanisms of change invoked by the interventions. This study examined potential moderators of treatment response to two academic interventions for adolescents with ADHD: an organizational skills training intervention (HOPS) and a homework completion support intervention (CHIEF). Specifically, the study evaluated whether the cognitive skills known as executive functions (EF) moderate differential treatment response between the interventions. Results indicated that EF abilities were not consistently associated with differential treatment outcomes. Further, significant associations presented conflicting interpretations regarding which profiles of EF abilities were more responsive to HOPS in comparison to CHIEF.

Childhood obesity is a serious concern that requires the attention of the behavioral community. The U.S. Department of Health and Human Services (2007) recommends that children engage in physical activity for 60 minutes per day. Children spend the majority of their day in school, making school an ideal environment to increase the opportunity for physical activity. Simple, straightforward interventions that can be applied in the school setting, which take into consideration the environment and focus on maintenance by making the process of engaging in physical activity reinforcing, are greatly needed. Video games have been noted in the literature as a contributor to childhood obesity; however, newer video gaming technology, called exergaming, has been designed to capitalize on the reinforcing effects of video games to increase physical activity in children. This study evaluated the effects of exergaming on physical activity among four inactive children in a physical education classroom. Results showed that the exergaming condition produced substantially more minutes of physical activity than the PE condition. In addition, the exergaming condition was socially acceptable to both the students and the PE teacher. Exergaming appears to hold promise as a method for increasing physical activity among inactive children and might be a possible intervention for childhood obesity.

Child abuse and neglect affect children's mental health and well-being negatively. Despite their significance, these topics are often not discussed or addressed in school interventions and academic achievement. This systematic review aims to explore and describe different school interventions focusing on trauma to improve academic achievement and create safe environments for abused children. Three databases were searched, and four articles were selected for school-aged children who have experienced abuse or are in foster care. The selected articles were analyzed to identify the different interventions employed by schools to support these children. The review results indicate that trauma-informed school interventions are among the most effective approaches for achieving academic goals with abused children. These interventions often involve creating safe and supportive learning environments prioritizing the child's well-being and mental health. Nevertheless, it is essential to highlight the need for future research to evaluate the interventions mentioned and how they might be effective in different contexts and cultures.

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As school divisions across the country toil with closing achievement gaps and work towards finding a comprehensive approach to meeting the needs of all learners, many have turned to the implementation of multi-tiered response to intervention (RTI) models. While RTI initially surfaced as an alternative to the IQ discrepancy model used to identify students with specific learning disabilities, it is now being used by school divisions as a systemic framework for responding to the needs of all students. The difficulty, however, for many school divisions as they move forward with the implementation of such a model is the conceptualization of what RTI should look like, especially at the middle school level. The purpose of this study is to assess and compare the perceptions of faculty and staff (teachers, counselors, school psychologists, and social workers), and administrators at two middle schools in the same school division regarding the fidelity of implementation of key RTI components in their schools. The study utilized school administrator interviews and teacher focus group interviews to make comparisons and draw conclusions about similar challenges and successes. The researcher used a combination of descriptive and inferential procedures to determine the perceptions of fidelity of RTI implementation in two middle schools within a school division in southeastern Virginia. The two overarching research questions for the study were: How does the integrity tool survey completed by faculty and staff reflect the concerns and successes perceived when interviewing faculty and staff? What, if any, similarities and differences were identified in the implementation of RTI between two middle schools in a school division in southeastern Virginia? In addition to the interviews, an integrity survey was utilized as a method to identify levels of fidelity to the key features of the RTI program. Implementation profiles were developed for each participating school, and comparisons were made through the surveys and interviews to determine if strategies, barriers and infidelity features could be identified as a means to direct overall school feedback, growth and facilitate RTI implementation at the middle school level. The findings from the study indicated that both middle schools are implementing the various components of an RTI framework, although at relatively low levels of implementation fidelity. Because of the complexity of such a system and lack of empirical evidence regarding systems change for RTI implementation, schools are still struggling with attaining higher levels of fidelity of implementation with all RTI components. / Ed. D.

Magister Educationis - MEd / In this study I researched the effectiveness of a ‘Thinking Schools’ initiative at a local primary school between April 2010 and September 2011. I looked at how the school began the journey, what has changed in the school, the contextual factors that have influenced the process and what has sustained the school’s progress. As background to the study I discuss the importance and relevance of learned intelligence as explained by Vygotsky, thinking skills and cognitive education, and the whole school approach as opposed to individual teacher initiatives, as introduced by Burden in the United Kingdom. A local adaptation of Lipman’s ‘Philosophy for Children’ was the focus of this study, as it was chosen by the school as the starting point on their road to becoming a Thinking School. A qualitative research approach was used, using a constructivist paradigm and case study methodology, following the guidelines established by Stake (1995) and Yin (2003). The participants included the principal, together with selected teachers and learners and a curriculum advisor. Data collection took the form of interviews and a rating scale. The study found positive changes in teacher and learner thinking, supported by the ethos and stability of the school environment. The major challenge was that not all stakeholders were involved.