Academic policies in higher education address institutional academic standards and student requirements including academic underachievement. Academic probation is one academic policy designed to alert students they are not meeting the minimum academic standards of the institution. Institutions offer a variety of student services to support institutional retention efforts and student persistence to graduation; however, there is little research that addresses academic policies and their role in the success of the college student (Brawner, Frillman, & Ohland, 2010). This qualitative case study was an exploration of the perceptions of undergraduate students and the administration by examining the policy of academic probation at one 4-year, private, small liberal arts college in southwest Virginia. The study explored what the institution intended the purpose of academic probation to serve and the perception of the policy by students who were placed on academic probation. Interviews were conducted with 1 undergraduate student who was currently on academic probation and 2 administrators of the institution who were familiar with the policy of academic probation. Survey questions were administered to 5 additional students on academic probation. A document review of the policy of academic probation was conducted. The findings of this study demonstrated that 3 students and both administrators viewed the policy as a way to alert students to refocusing their attention on academics in order to raise their GPA and meet the academic requirements needed for graduation. The study also revealed that students who were placed on academic probation did not feel they had sufficient knowledge of the policy before they were placed on probation.

This thesis aims to understand the prevalence and impacts of structural barriers and teachers’ low expectations in the academic underachievement of Black Caribbean children in the United Kingdom. In doing so, this thesis has utilized the following two theories: systemic racism and self-efficacy. Systemic racism has helped uncover the structural and subtle yet discriminatory barriers within UK schools’ institutions while self-efficacy illustrated the ways in which teachers’ low expectations can hinder Black Caribbean children’s self-esteem and motivation and in turn their academic achievement. The chosen method has been qualitative content analysis which has provided this thesis with the common themes, patterns, and problem areas within the literature. This research process has revealed that systemic racism and teachers’ low expectations have negative impacts on the academic achievement of these children. Combining the elements of structural barriers and teachers’ low expectations has also revealed that Black Caribbean children’s right to education is being undermined.

Young men of Portuguese heritage in Toronto continue to demonstrate lower levels of educational attainment. American and Canadian research increasingly points to gender and masculinity to address boys’ academic underachievement, yet studies have not focused a gender lens on Portuguese male youth in Toronto to interrogate educational achievement. This qualitative exploratory study explores gender through constructions of masculinity to better understand young Portuguese-Canadian men and their choices concerning education. Through their narratives, participants revealed that masculinity does inform their attitudes and choices concerning education and school. Bourdieu’s concepts of habitus and field are used to explore how masculinity and educational mobility generate considerable struggle and tension in participants’ lived experiences. This study ultimately surfaced more questions surrounding resistance to help-related educational resources, effects of educational mobility on ethnic identity and cultural cohesiveness, and how and when young men of Portuguese ancestry arrive at decisions to de-select education.

Young men of Portuguese heritage in Toronto continue to demonstrate lower levels of educational attainment. American and Canadian research increasingly points to gender and masculinity to address boys’ academic underachievement, yet studies have not focused a gender lens on Portuguese male youth in Toronto to interrogate educational achievement. This qualitative exploratory study explores gender through constructions of masculinity to better understand young Portuguese-Canadian men and their choices concerning education. Through their narratives, participants revealed that masculinity does inform their attitudes and choices concerning education and school. Bourdieu’s concepts of habitus and field are used to explore how masculinity and educational mobility generate considerable struggle and tension in participants’ lived experiences. This study ultimately surfaced more questions surrounding resistance to help-related educational resources, effects of educational mobility on ethnic identity and cultural cohesiveness, and how and when young men of Portuguese ancestry arrive at decisions to de-select education.

En esta tesis, se utilizan t ecnicas matem atico-epidemiol ogicas para modelar el rendimiento acad emico en Espa~na (prestando especial atenci on en el fracaso escolar) para comprender mejor los mecanismos detr as de esta importante cuesti on, as como para predecir c omo evolucionar an los resultados acad emicos en el Bachillerato espa~nol en los pr oximos a~nos. El nivel educativo de Bachillerato en Espa~na est a formado por los dos ultimos cursos antes de acceder a la universidad o al mercado de trabajo y corresponde a los estudiantes de 16 18 a~nos. Este nivel educativo es muy importante para la formaci on de los estudiantes ya que representa un periodo en el que deber an tomar importantes decisiones sobre el futuro acad emico y profesional. En primer lugar, en el Cap tulo 2, se presenta un modelo determinista donde se analiza el rendimiento acad emico asumiendo que la actitud negativa de los alumnos de Bachillerato puede ser debida a su comportamiento aut onomo y la in uencia de compa~neros con malos resultados acad emicos. Luego, en el Cap tulo 3, se mejora el modelo basado en la idea de que no s olo los malos h abitos acad emicos se transmiten socialmente sino tambi en los buenos h abitos de estudio. Adem as, descomponemos los par ametros de transmisi on de h abitos acad emicos con el n de analizar con m as detalle qu e grupos de estudiantes son m as susceptibles a ser in uenciados por compa~neros con buenos o malos h abitos acad emicos. El abandono escolar tambi en han sido incluido en este modelo. El enfoque adoptado permite proporcionar predicciones deterministas y con intervalos de con anza de la evoluci on del rendimiento escolar (incluyendo las tasas de abandono) en Bachillerato en Espa~na en los pr oximos a~nos. Este enfoque, adem as, nos permite modelar el rendimiento acad emico en otros niveles educativos del sistema acad emico espa~nol o de fuera de Espa~na tal y como se muestra en el Cap tulo 4, donde el modelo se aplica satisfactoriamente al sistema acad emico actual de la regi on alemana de Renania del Norte-Westfalia. Para concluir esta tesis, proporcionamos una estimaci on de los costes relacionados con el rendimiento acad emico espa~nol basado en nuestras predicciones. Esta estimaci on representa la inversi on en Bachillerato por parte del Gobierno espa~nol y las familias en los pr oximos a~nos, con especial atenci on en los grupos de estudiantes que no promocionan y abandonan en los diferentes cursos acad emicos. / In this dissertation, we use epidemiologic-mathematical techniques to model the academic performance in Spain (paying special attention on the academic underachievement) to understand better the mechanisms behind this important issue as well as to predict how academic results will evolve in the Spanish Bachillerato over the next few years. The Spanish Bachillerato educational level is made up of the last courses before accessing to the university or to the work market and corresponds to students of 16¿18 years old. This educational level is a milestone in the career training of students because it represents a period to make important decisions about academic and professional future. In a rst step, in the Chapter 2 we will present a deterministic model where academic performance is analyzed assuming the negative attitude of Bachillerato students may be due to their autonomous behavior and the in uence of classmates with bad academic results. Then, in the Chapter 3, the model is improved based on the idea that not only the bad academic habits are socially transmitted but also the good study habits. Besides, we decompose the transmission academic habits into good and bad academic habits, in order to analyze with more detail which group of students are more susceptible to be in uenced by good or bad academic students. The consideration of quantifying the abandon rates is also a new issue dealt with in it. The adopted approach allow to provide both punctual and con dence intervals predictions to the evolution of academic performance (including the abandon rates) in Bachillerato in Spain over the next few years. The adopted approach allows us to model academic performance in academic levels other than Bachillerato and/or beyond the Spanish academic system. This issue is assessed in Chapter 4, where the model is satisfactorily applied to the current academic system of the German region of North Rhine-Westphalia. To conclude this dissertation, we provide an estimation of the cost related to the Spanish academic underachievement based on our predictions. This estimation represents the investment in the Spanish Bachillerato from the Spanish Government and families over the next few years, paying special attention on the groups of students who do not promote and abandon during their corresponding academic year. / Sánchez Sánchez, A. (2013). Modelling the evolution dynamics of the academic performance in high school in Spain. Probabilistic predictions of future trends and their economical consequences [Tesis doctoral no publicada]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/32280 / TESIS

The number of children living in a conflict zone in 2021 reached a staggering 449 million, which represents more than one out of every six children (Save the Children, 2022). When children are exposed to armed conflict the experiences can impair cognitive and social and emotional function. These functions can in return challenge and impair the child's learning processes. Through a comparative multiple-case study, using the lens of the Ecological Systems Theory, two humanitarian interventions; BLP in Gaza by NRC and HCT in Lebanon by IRC, the research aims at shining light on the opportunities and challenges with PSS educational interventions targeting children's trauma recovery and academic achievement. The research questions seek to create an understanding about how the interventions are designed and implemented and which strategies are the most impactful and less impactful, and lastly, what recommendations can be derived from the findings to guide similar NGOs in their design and implementation process. The main results showed that both BTP and HCT interventions effectively reduced traumatic stress and improved academic achievement among the beneficiaries. BLP demonstrated strengths in its multi-leveled design, parent involvement, and comprehensive materials for teachers. HCT demonstrated strengths in creating a supportive environment and structured teacher training but had low parent involvement. The findings emphasize the importance of a multi-leveled approach to enrich the child's social ecosystem.