This study examined the association between after-school settings and cognitive outcomes among elementary school children with different household incomes. Based on Bloom’s model of learning theory, we hypothesized that after-school programs (ASPs) would be more positively associated than informal settings with the cognitive outcomes of children from lower-income households. We used the 5th wave (9 years old) of the U.S. Fragile Family and Child Wellbeing Study. With a sample size of 1,674, we employed ordinary least square regression analysis to examine the association between after- school arrangements and children’s verbal, symbolic learning, and math skills. Our analysis found that, in contrast to our hypothesis, children in adult care showed a more positive association with verbal and math skills than children in ASPs in lower- and middle-income households. Additionally, children in parental and non-adult care reported higher math skills than children in ASPs in higher-income households. Our study highlights the need to construct well-designed program components for low-income families. School social workers and educators must also work to provide high-quality ASPs for children in poor communities.
Low student learning outcomes encourage the need to create learning that can overcome these problems. One way is to use the CLIS learning model. The CLIS model aims to encourage students to develop ideas or ideas of a particular learning problem and to reconstruct those ideas or ideas based on the results of observations and experiments. The type of experiment used in this study is Quasi Experimental Design. Learning outcomes were collected using multiple choice test instruments, then pilot tests were carried out. as well as statistical hypothesis data analysis. The results of this study, using the Children Learning In Science learning model are higher than using conventional learning models. There is an influence of the Children Learning In Sciencelearning model on student learning outcomes in the Ecosystem material in grade X of SMA Kartika 1-4 Pematang Siantar for the 2023/2024 academic year.
Learning Arabic at Cendikia Batu Muslim Elementary School uses textbooks interestingly enough, the books used belong to the foundation itself. This matter It is proven that the books used make children enthusiastic about learning and grades they exceed the minimum completeness criteria, so this research aims to determine the effect of using Arabic language learning modules on results students studying at Cendikia Batu Muslim Elementary School. This research uses quantitative research with a correlation method Simple Random Sampling technique. Sample In this study there were 29 fifth grade students at Cendikia Muslim Elementary School. With research instruments are questionnaires and documentation. Based on the results of data analysis using the product moment correlation test with significance level of 5% which shows that the rcount value is 0.379 > rtable 0.344 with the level of correlation is weak and there is no negative sign (-) in the rcount with calculations the coefficient of determination is 14.4%. Thus, Ha is accepted and Ho is rejected. So it can be concluded that there is a positive and significant relationship with variable use of Arabic language learning modules on class student learning outcomes V SD Muslim Cendikia Batu.
Syifa Shofura, Siti Safira Al-latifatuzzahra, Jessica Noer Amalia et al.
Introduction: The link between sensory integration (SI) dysfunction and learning differences is well-established, highlighting its influence on academic abilities. However, limited research has investigated SI dysfunction patterns in South African children. Aim: This study investigated which patterns of SI dysfunction children attending a short-term remedial school in Kwa-Zulu Natal exhibited. Method: A retrospective chart review was conducted on 35 children’s files, which included data from the Evaluation of Ayres Sensory Integration® (EASI), Sensory Processing Measure (SPM), and Family Life Impact Questionnaire (FLIQ). Descriptive statistics (frequencies, means, and standard deviations) were used to identify sensory integration patterns. Results: Findings indicated that 71,4% of children presented with bilateral integration and sequencing difficulty, while 42.9% of children exhibited somatodyspraxia. Tactile and vestibular perception problems were present in 42.9% of the sample. This population of children displayed increased auditory, tactile and visual sensitivities, praxis difficulties, and postural control challenges in the classroom. At home, difficulties included planning, reactivity to auditory and olfactory input, with daily living, social participation, and community engagement being influenced. Conclusion: These findings contribute to understanding SI in children with learning differences and support intervention planning, classroom adaptations, and caregiver–teacher collaboration. Implications for practice · * A comprehensive Sensory Integration (SI) assessment is crucial for effective intervention planning, including assessing the child’s sensory perception, praxis, sensory reactivity and impact on family life. · * An informed understanding of the patterns of SI dysfunction enables therapists to move beyond generic approaches, allowing for the development of targeted, functionally relevant intervention strategies. · * Targeted intervention planning enhances therapeutic efficacy and supports improved outcomes in daily occupational performance. · * A detailed understanding of the child’s reactivity to sensory input in both classroom and home environments is essential for tailoring appropriate intervention approaches. · * Including daily occupations as a focus within a child’s intervention plan is essential for promoting functional skills. · * Understanding the patterns of SI dysfunction allows for collaboration with educators and caregivers regarding the functional impact of these challenges. It assists in incorporating adjustments such as environmental modifications and regulatory strategies. · * The knowledge gained supports the design of group-based or classroom-level interventions that address commonly observed sensory challenges, therefore extending the reach of occupational therapy services and encouraging equitable support.
Nicola van Ravenswaay, Gina Rencken, Pragashnie Govender
This article highlights the critical role of teacher competence, particularly pedagogical competence, in educating children with special needs to help them optimize their potential. Pedagogical competence enables teachers to effectively manage and develop the learning process, thereby enhancing learning outcomes. However, in practice, many Islamic Religious Education teachers fall short of these competency standards, which adversely affects the learning outcomes of students with special needs. This study is based on field research employing qualitative methods at the Junior High School for Children with Special Needs (SMPLB) in Lumajang. The findings indicate that improving learning outcomes requires active collaboration between teachers and students, particularly students with special needs, and demands teachers who possess strong pedagogical competence.
Ahmad Ihwanul Muttaqin, Nurilia Safira, Ahmad Hafidz Lubis Lubis
According to the latest report published in 2018 in Pisa every sixth pupil in Italian schools nowadays is a migrant. Statistic data show the skyrocketed increase of migrant children in schools since 2003. According to the Italian Edition of «La Verità», referring to the OCSE (L'Organizzazione per la cooperazione e lo sviluppo economico report (OCSE)-organisation for economic cooperation and development), "children with immigration experiences tend to be less successful at school than their peers. If 69 percent of Italian children achieve required by the OCSE outcomes in reading, mathematics and science, only 51% of the first generation of migrant children can match them. «This figure is even lower and falls to 36% if we take into account children who arrived to Italy and were enrolled to comprehensive schools at the age of 12 years and older. What is the main problem of migrant children at school in the new socio-cultural context? First of all, it is language. And language snowballs other problems. The traumatic experience of relocation, the difference of cultures and conflict of families with new reality, all this has an impact on the way the child feels in the new world and the way s/he experiences difficulties. Among migrant adolescents one can note a more intensive experience of internal conflicts, they face a wrenching sense of loneliness, don't feel understood and accepted. In this article, we will discuss the main learning difficulties which are most common among children of migrants, as well as the issues of professional readiness of teachers of Italian secondary schools to the difficulties of this kind
Background Schools are an important setting for physical-activity promotion, but limited curriculum time can constrain the implementation of exercise programmes. High-intensity interval training (HIIT) may offer a brief format for increasing vigorous activity during physical education (PE), classroom activity breaks, or other school-day opportunities. This review examined school-based HIIT delivery models, physical and cardiovascular outcomes, cognition and other school-relevant outcomes, and implementation, feasibility, and safety reporting. Methods Five electronic databases were searched for English-language studies published from January 2010 to May 9, 2026. Two reviewers independently screened records, assessed full texts, extracted data, and appraised risk of bias, with disagreements resolved by consensus. Eligible controlled studies evaluated a clearly defined HIIT intervention delivered in a school setting to children aged approximately 5–12 years and reported at least one physical, cardiovascular, cognitive, school-relevant, or implementation outcome. Owing to substantial heterogeneity in interventions and outcomes, findings were synthesised narratively in accordance with the Synthesis Without Meta-analysis (SWiM) reporting guideline. Results The searches identified 3,508 records; 1,370 duplicates were removed, 2,138 records were screened, 94 full-text reports were assessed, and six studies were included. Analysed sample sizes ranged from 18 to 67 participants. Interventions ranged from 6-minute classroom micro-sessions to 20-minute PE-based programmes delivered for 4–12 weeks. Some studies reported between-group or group-by-time findings favouring HIIT for selected functional-strength, aerobic-fitness, arterial-stiffness, and heart-rate-variability outcomes; other findings were limited to within-group change, and effects were not consistent across protocols. One study assessed inhibitory control and reported improvements after both HIIT and moderate-intensity continuous training, providing no evidence of a HIIT-specific cognitive advantage. No included study directly assessed mental health, academic attainment, attendance, or classroom engagement. Three studies were judged to have a high overall risk of bias and three raised some concerns. Conclusions School-based HIIT may be a brief adjunct to, rather than a replacement for, comprehensive PE. Preliminary findings suggest possible benefits for selected fitness and cardiovascular outcomes, while evidence for cognitive, mental-health, and academic benefits remains limited or absent. Given the small evidence base and risk-of-bias concerns, these findings should be interpreted cautiously. The current findings apply to the primary-school-aged samples represented and should not be extrapolated to adolescents. Larger, adequately powered school trials with stronger implementation and outcome reporting are required.
Excessive daytime sleepiness is a frequent condition among children and adolescents that may lead to several and significant daytime consequences, including impaired neurocognitive skills and scholastic performance. Here, we evaluated in one hundred and ninety-one unselected primary school children, the relationship between sleepiness and a wide range of cognitive and academic skills through a standardized neuropsychological test battery. In order to assess the statistical relationship, we performed a partial least squares path modelling, a non-parametrical approach which combined a model of paths between latent variables and the coefficients between indicators and dimensions. Results were validated through the bootstrap approach and suggest that sleepiness is not associated with all cognitive and scholastic abilities, but only with those relying on verbal abilities and complex cognitive functions (i.e., reading comprehension, oral/syntactic comprehension, spelling, and mathematic skills). Our data suggest the idea that sleepiness in children is associated mostly with "higher" (mainly verbal) cognitive function(s), while the visuospatial domain was not affected.
Luigi Macchitella, Chiara Valeria Marinelli, Fulvio Signore et al.
Attention deficit/hyperactivity disorder-predominantly inattentive presentation (ADHD-I) and specific learning disorder (SLD) are commonly co-occurring conditions. Despite the considerable diagnostic overlap, the effect of SLD comorbidity on outcomes of behavioral interventions for ADHD-I remains critically understudied. The current study examines the effect of reading or math SLD comorbidity in 35 children with comorbid ADHD-I+SLD and 39 children with ADHD-I only following a behavioral treatment integrated across home and school (Child Life and Attention Skills [CLAS]). Pre- and posttreatment outcome measures included teacher-rated inattention, organizational deficits, and study skills and parent-rated inattention, organizational deficits, and homework problems. A similar pattern emerged across all teacher-rated measures: Children with ADHD-I and comorbid ADHD-I+SLD did not differ significantly at baseline, but between-group differences were evident following the CLAS intervention. Specifically, children with ADHD-I and comorbid ADHD-I+SLD improved on teacher-rated measures following the CLAS intervention, but children with ADHD-I only experienced greater improvement relative to those with a comorbid SLD. No significant interactions were observed on parent-rated measures-all children improved following the CLAS intervention on parent-rated measures, regardless of SLD status. The current results reveal that children with ADHD-I+SLD comorbidity benefit significantly from multimodal behavioral interventions, although improvements in the school setting are attenuated significantly. A treatment-resistant fraction of inattention was identified only in the SLD group, implying that this fraction is related to SLD and becomes apparent only when behavioral intervention for ADHD is administered.
Lauren M. Friedman, Keith McBurnett, Melissa R. Dvorsky et al.
Developmental domains like physical, verbal, cognitive, and social-emotional skills are crucial for monitoring a child’s growth. However, identifying neurodevelopmental deficiencies can be challenging due to the high level of variability and overlap. Early detection is essential, and digital procedures can assist in the process. This study leverages the current advances in artificial intelligence to address the prediction of neurodevelopmental disorders through a comprehensive machine learning approach. A novel and recently developed serious game dataset, collecting various data on children’s speech and linguistic responses, was used. The initial dataset comprised 520 instances, reduced to 473 participants after rigorous data preprocessing. Cluster analysis revealed distinct patterns and structures in the data, while reliability analysis ensured measurement consistency. A robust prediction model was developed using logistic regression. Applied to a subset of 184 participants with an average age of 7 years, the model demonstrated high accuracy, precision, recall, and F1-score, effectively distinguishing between instances with and without neurodevelopmental disorders. In conclusion, this research highlights the effectiveness of the machine learning approach in diagnosing neurodevelopmental disorders based on cognitive features, and offers new opportunities for decision making, classification, and clinical assessment, paving the way for early and personalized interventions for at-risk individuals.
Eugenia I. Toki, Ioannis G. Tsoulos, Vito Santamato et al.
