Continuity in Education最新文献

{"title":"Integrating Robotics in Hospital and Home Education: A Systematic Review of Innovative Teaching Practices.","authors":"Federica Pelizzari, Simone Rocco, Simona Ferrari","doi":"10.5334/cie.156","DOIUrl":"10.5334/cie.156","url":null,"abstract":"<p><p>This paper presents a systematic literature review (SLR) on integration of robotics in hospitals and home-based educational settings. These schools provide essential educational environments that uphold children's right to education during prolonged illness. The review explores flexible didactic design, time adaptation, and personalized teaching approaches that are crucial in these contexts. It also examines how digital technologies-specifically coding and educational robotics-enhance pediatric educational experiences, reduce isolation, and improve psychological and social well-being. Coding promotes computational thinking and soft skills, while robotics fosters creativity and leadership, making hospital learning empowering and engaging. A comprehensive search, following the PRISMA framework, was conducted across Scopus, Web of Science, JSTOR, ERIC, and Google Scholar, to identify peer-reviewed studies published between 2010 and 2023. Inclusion criteria targeted studies on robotics in hospital or home education. Grey literature, non-peer-reviewed studies, and research unrelated to non-standard schooling contexts were excluded. Out of 1,500 articles, 30 met the inclusion criteria and were analyzed across four domains: research types and sample profiles, teaching methodologies, technological tools, and skill development. Findings showed that robotics supports educational continuity, fosters engagement, and develops critical skills such as problem-solving, creativity, and leadership. It also reduces social isolation and enhances emotional well-being through interactive, personalized learning. Despite promising results, however, gaps remain, particularly regarding adolescent needs and long-term impacts. This study offers a foundational synthesis for future research and practical applications, emphasizing robotics' transformative potential in inclusive, future-oriented learning for children in non-conventional settings. It deepens understanding of how robotics addresses educational challenges and provides a base for continued research.</p>","PeriodicalId":34069,"journal":{"name":"Continuity in Education","volume":"6 1","pages":"135-161"},"PeriodicalIF":0.0,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12412443/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145016361","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"When School Walls Meet Emotional Hurdles: A Cross-Sectional Study on Alexithymia and School Refusal in High Schools.","authors":"Mohammad Jahanaray, Ali Jahanaray, Atena Pasha","doi":"10.5334/cie.169","DOIUrl":"10.5334/cie.169","url":null,"abstract":"<p><p>Alexithymia, the difficulty in recognizing and expressing emotions, can create significant challenges for students, contributing to anxiety and stress that predict school-refusal behaviors. This study explored how alexithymia and school refusal behaviors impact high school students' academic performance (grade point average; GPA), considering how gender, school type, and academic major play a role. Utilizing snowball sampling, 265 students with a mean age of 16.41(<i>SD</i> = 1.7) participated in the study online, completing the Perth Alexithymia Questionnaire (PAQ) and the School Refusal Assessment Scale-Revised (SRAS-R). Through statistical analyses, including path analysis, quasi-Bayesian mediation, and Hayes moderation, we found that alexithymia and GPA were associated. Also, school refusal behaviors, like avoiding social interactions or seeking tangible rewards, did not mediate this relationship but school refusal due to avoiding negative emotions positively predicted GPA. Students in STEM (science, technology, engineering, math) fields, known for their rigorous and less emotive curricula, showed higher levels of alexithymia. In contrast, public school students were more likely to skip school for external rewards. Female students had lower alexithymia scores and higher GPAs than males. Path analysis, in turn, revealed that studying in gifted school and F2 (escaping evaluative situations) showed the largest effect sizes. School refusal findings highlight the importance of tailored interventions: public schools' high F4 needs mentorship, peer support, and extracurriculars to counter socioeconomic refusal drivers. Also, embedding emotional literacy workshops into the curriculum, offering flexible attendance options, and fostering supportive environments with peer mentoring or teacher check-ins can counteract emotional isolation and distress, proactively addressing alexithymia's roots and refusal triggers before they escalate.</p>","PeriodicalId":34069,"journal":{"name":"Continuity in Education","volume":"6 1","pages":"121-134"},"PeriodicalIF":0.0,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12315678/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144776368","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Short-Term Effects of Hospital Schooling on the Resilience of Hospitalised Children.","authors":"Ana Padillo-Andicoberry, Francisco de Asís Díaz-Beato, Encarnación Sánchez-Lissen, Clara Romero-Pérez","doi":"10.5334/cie.172","DOIUrl":"10.5334/cie.172","url":null,"abstract":"<p><p>Stresses related to illness, hospitalisation, and the disruption of educational activities and daily routines often have a negative impact on children, with panic situations or anxiety states being the most frequent manifestations. This study explores whether participation in routine hospital school activities is associated with short-term changes in children's resilience during hospitalisation. The present study aimed to examine the resilience dimensions upon entering and leaving the hospital school and to analyse whether the curriculum-based activities and other parameters related to disease and hospitalisation could influence children's resilience evolution. A prospective study was conducted with 52 children (31 girls and 21 boys) aged nine to 14 years, who attended the hospital school. The average attendance was one week. The School Resilience Scale for children, which includes five dimensions, was used at admission to the hospital school and before hospital discharge. An adapted visual Likert scale was repeatedly applied after school provision to assess children's satisfaction with the curriculum-based activities. Upon admission, the resilience percentile was 50.19, improving to 63.40 before discharge (<i>p</i> = 0.022). This improvement was higher in children who attended more than three days of school (<i>p</i> = 0.014). Enjoyment of activities (<i>p</i> = 0.029) and the perception that school lessons helped the children not to worry about illness (<i>p =</i> 0.045) were the only variables associated with the SRS improvement. The observed results suggest that educational activities provided in the hospital school during the evaluated period can positively enhance resilience in hospitalised children.</p>","PeriodicalId":34069,"journal":{"name":"Continuity in Education","volume":"6 1","pages":"104-120"},"PeriodicalIF":0.0,"publicationDate":"2025-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12273691/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144675945","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Strengthening Professional Collaboration and Expertise: Implementing and Sustaining a Hospital School Community of Practice.","authors":"Miranda Field, Heather Lewis","doi":"10.5334/cie.165","DOIUrl":"10.5334/cie.165","url":null,"abstract":"<p><p>This practice-based intervention paper describes the design and implementation of a Community of Practice (CoP) intervention for hospital school professionals across three hospital sites in Saskatchewan, Canada. The intervention consisted of four structured sessions per academic year, two mandatory and two optional, offered during school division professional development days. Each session included facilitated dialogue, guest speakers, collaborative planning, and resource sharing tailored to the realities of hospital-based and inclusive education. Structured using Wenger's theory of social learning and reported following the GREET (Guideline for Reporting Evidence-based practice educational interventions and Teaching) framework, the CoP was conducted from September 2016 through June 2021. It involved elementary and secondary teachers from hospital schools, complex needs programs, mainstream schools, and student teachers, totaling between 7 and 11 participants annually. The intervention aimed to address the unique professional development needs of hospital teachers, mitigate professional isolation, enhance interdisciplinary collaboration, and support evidence-informed practices tailored to students aged 5-17 with complex medical and mental health needs. Data were collected through attendance records, facilitator notes, participant feedback, and reflective forms. Analysis employed a thematic approach using deductive alignment with predefined learning objectives and inductive methods to identify themes. Results indicated the CoP effectively fostered relational trust, professional renewal, adaptable resource co-creation, and sustained engagement despite systemic and bureaucratic constraints. Knowledge translation efforts included podcast interviews, conference presentations, and field trips to showcase and disseminate the CoP model. Recommendations include integrating robust evaluation frameworks at the intervention outset. This intervention provides valuable insights for replicating CoP models, the intervention, within similar interdisciplinary education-healthcare contexts.</p>","PeriodicalId":34069,"journal":{"name":"Continuity in Education","volume":"6 1","pages":"91-103"},"PeriodicalIF":0.0,"publicationDate":"2025-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12247828/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144627315","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Comparative Analysis of the Protection of the Rights of Childhood Cancer Survivors to Education Under Special Education Law.","authors":"Margaret Flood, Lisa Carey","doi":"10.5334/cie.137","DOIUrl":"https://doi.org/10.5334/cie.137","url":null,"abstract":"<p><p>Access to equitable education for children treated for cancer is of growing international concern across education, medicine, and related fields. Neurocognitive late effects of childhood cancer and treatment are well established. This impact on cognition results in difficulties with thinking, learning, peer-relationships, and quality of life. Formalized In-School Supports (ISS) can ameliorate the negative impacts of neurocognitive late effects, yet the literature suggests that children treated for cancer often have difficulty accessing these services. This paper reviews the ISS legislation of eight countries regarding protections offered to children treated for cancer and evidence of access to ISS within the literature. The purpose of this review was to look for common barriers for children treated with cancer accessing educational support through ISS. This review identifies gaps between ISS student-focused disability legislation, and practice to inform positive policy change.</p>","PeriodicalId":34069,"journal":{"name":"Continuity in Education","volume":"6 1","pages":"74-90"},"PeriodicalIF":0.0,"publicationDate":"2025-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12047622/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144037595","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Growing Up with Haemophilia: Quality of Life and School Functioning of a Group of Mexican Adolescents.","authors":"Maricela Osorio-Guzmán, Carlos Prado-Romero, Santa Parrello","doi":"10.5334/cie.148","DOIUrl":"10.5334/cie.148","url":null,"abstract":"<p><p>Haemophilia, like many other chronic rare diseases, causes limitations to daily activities, stunting the growth and impairing the quality of life as well as the psychosocial functioning and education of those affected. However, these consequences are distributed differently among those affected depending on the available contextual resources. The aim of this study was to analyse the variables associated with the academic functioning and quality of life of a group of 57 Mexican adolescents ( <math> <mrow><mover><mi>x</mi> <mo>¯</mo></mover> </mrow> </math> = 14,16 years old; <i>SD</i> = 1,91) suffering from haemophilia, in order to identify specific protective factors. Two tools were employed, an ad hoc questionnaire to collect general data and the Paediatric Quality of Life Questionnaire (PedsQL). The participants reported repercussions such as pain (75.4%), having difficulties walking (19.3%) and building relationships with other adolescents (17.5%), missed school days (78.9%), and/or having trouble keeping up with academic activities (38.6%). Adolescents with Type A Haemophilia displayed higher levels on the scales investigating social relations (<i>t</i> = 2,356; <i>p</i> < 0,05; δ = 1,44), academic functioning (<i>t</i> = 3,713; <i>p</i> < 0,01; δ = 2,27), psychosocial health (<i>t</i> = 2,561; <i>p</i> < 0,05; δ = 1,56), and total health-related quality of life (HRQoL) (<i>t</i> = 2,467; <i>p</i> < 0,05; δ = 1,49) than their peers with Type B. The results indicate that haemophilia has an impact on the adolescents' global development and their academic performance; however, this impact is reduced by the presence of some of contextual variables/resources.</p>","PeriodicalId":34069,"journal":{"name":"Continuity in Education","volume":"6 1","pages":"58-73"},"PeriodicalIF":0.0,"publicationDate":"2025-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11927679/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143693605","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Pathways to School Reentry for Children and Young People with a Medical or Mental Health Condition: An International Delphi Study.","authors":"Michele Capurso, Valentina Moracci, Simone Borsci","doi":"10.5334/cie.159","DOIUrl":"10.5334/cie.159","url":null,"abstract":"<p><p>Prolonged school absences among children and young people hospitalized due to medical or mental health conditions can significantly disrupt their social and academic development. This study addresses the critical process of reintegrating these learners into their school environments and develops a comprehensive, consensus-based model to facilitate successful school reentry. Utilizing the Delphi method, the research collected insights from 56 experts across 18 countries, representing education, healthcare, and academia, over three rounds of consultation between 2022 and 2024. The findings identify key temporal phases and actions crucial for planning and executing reentry strategies. The resulting models (one for physical health conditions and another for mental health conditions) offer structured guidance, emphasizing multidisciplinary collaboration, context-specific adaptations, and the active participation of the students in the process. The study underscores the need for tailored interventions that address the unique challenges faced by each learner, emphasizing the importance of integrating educational, healthcare, and social support systems with the local culture and values of children and their families to foster resilience and successful reintegration.</p>","PeriodicalId":34069,"journal":{"name":"Continuity in Education","volume":"6 1","pages":"38-57"},"PeriodicalIF":0.0,"publicationDate":"2025-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11887473/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143587425","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Negotiating Access to Health and Wellbeing Support in Schools for Young People with Chronic Health Conditions in English Secondary Schools: A Qualitative Multi-Informant Study.","authors":"Lauren Herlitz, Matthew Jay, Claire Powell, Ruth Gilbert, Ruth Blackburn","doi":"10.5334/cie.149","DOIUrl":"10.5334/cie.149","url":null,"abstract":"<p><strong>Background: </strong>Schools have a statutory duty to support pupils with medical conditions in England, but limited evidence exists on how support is managed in practice. This study explores young people's, caregivers', and school staff's experiences of access to health and wellbeing support in state secondary schools for pupils with chronic health conditions.</p><p><strong>Method: </strong>We used an online qualitative survey design: one for young people or caregivers, and one for staff. Data was analysed using framework analysis, applying candidacy theory.</p><p><strong>Results: </strong>Twelve young people, 33 caregivers, and 18 secondary school staff responded to the survey. Participants described highly varied offers of health and wellbeing support, with caregivers and young people often unaware of what support schools could feasibly provide. Participants highlighted communication gaps and a lack of collaborative work between primary or secondary healthcare and schools. Many caregivers and young people reported that staff had insufficient understanding of their condition(s), had not trusted or believed them when they had explained their health needs, or had left them out of conversations about support. School staff also noted communication difficulties with caregivers. Many caregivers and staff described aspects of the secondary school setting that prohibited inclusivity including insufficient staff time, high pupil numbers, a focus on national attainment measures, and attendance targets.</p><p><strong>Conclusion: </strong>The support options that young people with chronic conditions can feasibly be offered should be clarified in government guidance. Further research is needed on the prevalence/utility of individual healthcare plans and on procedures to ensure that pupils with medical conditions are justly supported.</p>","PeriodicalId":34069,"journal":{"name":"Continuity in Education","volume":"6 1","pages":"22-37"},"PeriodicalIF":0.0,"publicationDate":"2025-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11843927/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143484192","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Influencing Factors In-Hospital School Education: Exploring the Context From the Teacher's Perspective.","authors":"Francisca Jiliberto, Nair Zárate Alva","doi":"10.5334/cie.126","DOIUrl":"10.5334/cie.126","url":null,"abstract":"<p><p>Hospital teachers face unique challenges and require specific skills to cope with the demands of teaching within a hospital setting effectively. Additionally, the quality of education in hospital schools (HS) may be affected by factors such as resource availability and coordination with other professionals. This initial study examined the factors influencing education in HSs for hospitalised children with physical health conditions. Teachers from the eight HSs in Catalonia (<i>N</i> = 16) responded to an online questionnaire developed based on a scoping literature review that identified factors reported to influence education in HSs. Employing a mixed-method convergent parallel design, quantitative data from closed-ended questions and qualitative data from comments were analysed in parallel. Results showed that hospital teachers face challenges such as adapting to diverse educational stages and subjects, selecting teaching methods tailored to students' individual needs, and coordinating with various professionals on a case-by-case basis. They often lack sufficient budgets, consistent access to resources, and opportunities for professional training. Participants' views on the skills required by hospital teachers align closely with literature findings, as does their perception of the emotional impact of working in a HS. Understanding the unique context of HSs is crucial for stakeholders and policymakers to ensure inclusive and equitable quality education for all.</p>","PeriodicalId":34069,"journal":{"name":"Continuity in Education","volume":"6 1","pages":"1-21"},"PeriodicalIF":0.0,"publicationDate":"2025-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11784520/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143081277","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teacher Perceptions of a School-Based Support Program for Children with Cancer.","authors":"Emily D Irwin, Rachael Jewell, Jessika C Boles, Tisha Coggin Clay","doi":"10.5334/cie.140","DOIUrl":"10.5334/cie.140","url":null,"abstract":"<p><p>Innovations in medicine have allowed children with cancer to attend school more frequently by increasing survival rates and improving access to outpatient therapies. Children with cancer still miss a significant proportion of school attendance and participation during treatment, thereby disrupting their educational experiences. \"Monkey in My Chair\" is a program in the United States that connects ill children with their schoolmates during illness-related absences to support their social relationships and eventual school re-entry into the school environment. However, little is known about how this program is perceived and experienced by participating schoolteachers. Therefore, the purpose of this study was to understand teacher perceptions of the Monkey in My Chair program. One hundred and one teachers who participated in the program between 2012 and 2022 completed an electronic survey about their experiences. Overall, participants reported satisfaction with the program and indicated they would recommend it to other teachers. Most preferred and utilized components were the stuffed animal monkey and the perceived sense of connection it created among students. Participants suggested several areas in which the program can be improved, such as requesting more digital program components, expanding beyond the scope of oncology diagnoses, creating more developmentally appropriate materials, and including an instructional video. Future research is needed to understand all stakeholder experiences, including those of children with cancer and their classmates, to continue to evaluate and improve the Monkey in My Chair program.</p>","PeriodicalId":34069,"journal":{"name":"Continuity in Education","volume":"5 1","pages":"142-152"},"PeriodicalIF":0.0,"publicationDate":"2024-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11583630/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142711159","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}