Stressful Experiences, Connection, and Depressive Symptoms Among Taiwanese Han and Indigenous Youth

This study examined Taiwanese Han and indigenous (Tayal) youth’s experiences of stressful life events, the association between stressful experiences and depressive symptomology, and also the indirect and interactive effects of connection on the relationship between stressful experiences and depressive symptomology. Taiwanese Han (97%) is the majority group, whereas indigenous people make up 2.3% of Taiwan’s population. Taiwanese indigenous people have experienced disparities across socio-historical, educational, and economic aspects of their lives. This study included 291 eighth-grade participants (40% from the Tayal tribe, 48.8% female, and Mage = 13.44). The Han sample in this study all lived in cities, and the Tayal sample all lived in the tribal areas of the Northern Taiwan mountain regions. Person-centered (latent class analyses) and cumulative (sum of items) approaches were used to investigate family and school stressful events, respectively. Hierarchical regression analyses were conducted separately for the Han and Tayal participants to examine the role of family and school connection in relation to family and school stressors and depressive symptomology. Our results showed that stressful experiences are clearly linked to depressive symptomology and family connection was important to both Tayal and Han youth in supporting their coping with depressive symptoms. However, Tayal youth might be particularly vulnerable to family stressful events because family stressors disrupted their connection with their parents and thereby minimized the protective function of family relationships. To decrease the likely onset of depression during early adolescence, our results suggest that it is important for parents and other family members to monitor adolescents’ daily experiences of stress and provide support when needed. Furthermore, mental health interventions need to be tailored specifically for youth in specific racial, social, and economic contexts. Tayal youth mental health might benefit particularly from increasing school connection and decreasing stresses experienced in family contexts. Implications, limitations, and recommendations for future research are discussed.

Cultivating Student Belonging and School Connectedness

The effect on students from the COVID-19 pandemic, violence related to racism, and loss of customary school routines may cause loss of both school connection and a sense of belonging. School nurses can positively influence student belonging and school connection as they encounter students throughout in-person school and virtual school environments. School nurses build connections with students whom they know and outreach to students whom they identify as vulnerable in the areas of belonging and school connectedness. With a mind-set of the Framework for 21st Century School Nursing Practice and in collaboration with a school team implementing a multitiered system of support, school nurses intentionally outreach and cultural sensitivity to grow positive school climate that benefits students.

Development of a Model of Academic Buoyancy based on with School Connection, Family’s Emotional Atmoshphere, Motivation, Self-efficacy and Academic Engagement of Students

Aim: The aim of this study was to develop a model of academic buoyancy based on school connection, family emotional atmosphere, motivation, self-efficacy, and academic engagement of students. Methods: This research was of descriptive-correlational. The statistical population of the study included all first and second grade high school students in Isfahan in 2018-2019. From among them, a sample of 375 people were selected by multi-stage cluster random sampling. The tools for data collection included the following questionnaires: Dehghanizadeh and Hosseini Chari Academic Buoyancy Scales (2013), Panaghi et. al School Connection Questionnaire (2011), Razavieh Vesamani Family Emotional Atmosphere (2000), Patrick, Hicks and Ryan (1997) Academic Self-Efficacy Scale, Reeve, Agentic Engagement Scale (2013), and The Harter Academic Motivation Scale (1981). Results: The results showed that at 95% confidence level, the direct effect of school connection on academic buoyancy was confirmed with an impact factor of 0.207. Also, academic engagement has an effect on academic buoyancy, with an impact factor of 0.356, and self-efficacy has an impact on academic buoyancy with an impact factor of 0.202. Conclusion: Findings showed that the indirect effect of school relationship on academic buoyancy mediating academic engagement is confirmed, so that the intensity of the indirect effect is equal to 0.206, the indirect effect of family emotional atmosphere on academic buoyancy mediated academic engagement was also confirmed, and that the indirect effect is equal to 0.055. Furthermore, the indirect effect of academic motivation on academic buoyancy is mediated by self-efficacy, the intensity of the indirect effect is equal to 0.084 (p <0.05).

Developing a Strong Home–School Connection to Better Identify and Serve Culturally, Linguistically, and Economically Diverse Gifted and Talented Students

Scholars and practitioners of gifted education have made strides in recognizing the need for equitable identification practices, as well as acknowledging the importance of culturally relevant teaching practices, so that students from traditionally underrepresented student populations (i.e., culturally, linguistically, and economically diverse [CLED] students, rural students) have the opportunity to develop their unique gifts and talents. However, little attention has been paid to the vital roles that parent/family and community have in shaping a gifted and talented child’s future. The relationship between students’ families, communities, and their school is often an overlooked variable, but one that has the potential to make significant improvements in gifted education for traditionally underrepresented students in gifted education. This article identifies potential barriers to forming strong home–school connections and outlines specific strategies for overcoming these stumbling blocks. We discuss ways in which teachers and administrators can utilize specific engagement strategies, rethink structures within the school environment, and employ responsive attitudes and behaviors to cultivate strong, healthy home–school connections.