Supporting the Wellbeing of Those Left Behind: The Impact of Youth Development Programmes on Children in Highly Transient Schools

IF 1 Q3 EDUCATION & EDUCATIONAL RESEARCH

NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES Pub Date : 2024-05-03 DOI:10.1007/s40841-024-00319-5

Pat Bullen, Rachel A. Williamson-Dean, Gavin T. L. Brown

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引用次数: 0

Abstract

Schools are important in nurturing social skills and behaviours. Research consistently demonstrates that movement into/out of school (transience/mobility) disrupts positive social skill development, especially for students who frequently move. The impact of attending a highly transient school on non-mobile students is not as well-known. The current study explored the impact of values and life skill-based programme, Kiwi Can, on social development and the classroom climate for non-mobile children. Researchers administered surveys to students attending 15 intervention (i.e. Kiwi Can programme; n = 763) and 9 control (n = 456) schools in Aotearoa New Zealand. We examined the impact of programme participation by school transience level (high, middle, low) and length of school participation (new, experienced). The results indicate that students attending highly transient schools struggled to build social relationships, feel connected, demonstrate care and compassion to others, and behave in prosocial ways. They also felt less safe at their schools. Students participating in Kiwi Can for more than two years (experienced schools) showed fewer negative effects of transience on social development than less experienced schools. This research highlights the plight of students who are ‘left behind.’

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支持留守儿童的福祉：青少年发展计划对高度流动学校儿童的影响

学校对于培养学生的社交技能和行为非常重要。研究一致表明，进出学校（短暂性/流动性）会扰乱积极社交技能的发展，尤其是对经常搬家的学生而言。至于在流动性强的学校就读对非流动学生的影响，则鲜为人知。本研究探讨了以价值观和生活技能为基础的 "Kiwi Can "计划对非流动儿童的社会发展和课堂氛围的影响。研究人员对新西兰奥特亚罗瓦 15 所干预学校（即 Kiwi Can 计划；n = 763）和 9 所对照学校（n = 456）的学生进行了调查。我们按学校的过渡程度（高、中、低）和参与学校的时间长短（新、有经验）研究了参与该计划的影响。结果表明，在流动性大的学校就读的学生很难建立社会关系、感受到与他人的联系、对他人表现出关爱和同情，也很难做出亲社会的行为。此外，他们在学校也不太安全。与经验较少的学校相比，参加 "奇异果计划 "两年以上的学生（经验丰富的学校）表现出的短暂性对社会发展的负面影响较小。这项研究凸显了 "留守 "学生的困境。

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来源期刊

NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.00

自引率

11.10%

发文量

期刊介绍： New Zealand Journal of Education Studies (NZJES) is the journal of the New Zealand Association for Research in Education. Since 1966, NZJES has published research of relevance to both the Aotearoa New Zealand and international education communities. NZJES publishes original research and scholarly writing that is insightful and thought provoking. NZJES seeks submissions of empirical (qualitative and quantitative) and non-empirical articles, including those that are methodologically or theoretically innovative, as well as scholarly essays and book reviews. The journal is multidisciplinary and interdisciplinary in approach, and committed to the principles and practice of biculturalism. In accordance with that commitment, NZJES welcomes submissions in either Maori or English, or the inclusion of the paper abstract in both English and Maori. NZJES also welcomes international submissions that shed light on matters of interest to its readership and that include reference to Aotearoa New Zealand authors and/or contexts. The journal also welcomes proposals for Special Themed Sections, which are groups of related papers curated by guest editors.NZJES is indexed in Scopus and ERIC. All articles have undergone rigorous double blind peer review by at least two expert reviewers, who are asked to adhere to the ‘Ethical Guidelines for Peer Reviewers’ published by the Committee on Publication Ethics (COPE).