High nursing student attrition rates at a community college in a southwestern state were noted as a significant problem by nursing faculty and college administration because of a nursing shortage and subsequent health care issues in the surrounding community. The purpose of this project study was to explore the perceptions of nursing graduates regarding the influences that led to or impeded their success in completion of the associate degree nursing program. Additionally, perspectives of the usefulness of remediation sessions provided for students failing a course were investigated. This qualitative case study, guided by transformative learning theory, included a sample of 10 nursing program graduates of the community college from 2012-2015, 4 male and 6 female, 3 of which had failed at least one course and participated in remediation during their programs of study. Participants were interviewed and data were coded and analyzed for common themes. Themes included perceptions of being over stressed, awareness of the negativity of peers, the need for self-motivation, making needed changes to increase their own success, and using available resources such as the remediation program even though it was perceived by some as punitive. A professional development workshop for nursing faculty was developed as a project based on these findings to increase faculty knowledge of factors that contribute to nursing student success or failure, assist faculty in identifying and implementing supportive resources that contribute to student success, and introduce them to practices to reduce student stress such as teaching life skills and coping methods. Social change may occur from programmatic changes that enhance nursing students' success resulting in more nursing graduates to facilitate quality health care in the local community.

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The present study explored student perceptions of instructor support in remote learning environments during the COVID-19 pandemic to better understand inequities in their learning experiences. Participants self-reported perceptions of instructor support, online learning experiences, mental health symptoms, and wellbeing. Bivariate correlation testing and linear regression modeling were used to analyze the data. Results indicate that students' student-instructor rapport is associated with higher perception of instructor support. Further, higher perceptions of instructor support were associated with significantly lower symptoms of depression, anxiety, and academic-related stress. Higher degrees of students' self-regulated learning behaviors were associated with lower perceived instructor support. There were no gender differences or differences based on first-generation student status in comfort asking instructors for academic support. These findings highlight the importance of developing teaching practices that promote comfort in course engagement, especially in those who report being not feeling comfortable enough to seek instructor support. While the COVID-19 pandemic is unlikely to continue disrupting our classrooms for much longer, we can use this time to better understand student experiences in remote learning environments to better suit their needs as this mode of teaching continues to be utilized in the future.

This study investigates students’ beliefs and thoughts on homework for English. Two focus group interviews were conducted at the senior level of a compulsory school in the south of Sweden. From the interviews, we see that the students see an increasing vocabulary as the main purpose for homework in the English classroom, and that homework as such is never discussed in class. All students feel stressed because of homework, but a solution to this would be to have extra time in school for doing their homework. Moreover, the home context is an important factor in a student’s engagement in homework. In addition, the results show that vocabulary learning is the most frequent homework task for English, and that this is also the most preferable task. Finally, it seems that homework tasks are not individualised in the English classroom. To conclude, it is suggested that homework should be discussed more widely, and that the different assignments for English are varied and based upon different learner strategies.

The goal of this mixed methods study was to examine educator and student perceptions of the implementation of social-emotional learning (SEL) and the RULER (i.e., recognizing, understanding, labeling, expressing, and regulating) approach in a Catholic school. The study investigated the perceptions of teachers, staff, and students about the implementation of SEL and RULER across elementary and middle school grade levels. The RULER approach is a K–12 SEL initiative designed to build the emotional intelligence and social-emotional competencies of all members of a school community. Data were gathered over a 4-month period through interviews with teachers and students, an educator survey, document analysis, and classroom and campus walkthroughs. The study produced findings around SEL and RULER implementation. The findings suggested SEL and RULER was valued by educators but there are challenges to implementation that may be obviated if the implementation team has a thorough understanding of the process of implementation of an initiative. Recommendations are provided to public and Catholic elementary and middle school leaders and SEL and RULER developers.

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