Managing the transition from school to university: a challenging or stressful experience?

Times of transition are stressful for most people. In this study, the aim was to investigate the stress reported by students as they commenced university, and to investigate whether stress levels, use of coping strategies, the availability of social support, and mood and anxiety differed among students who had moved house to commence university and those who had not. Results from 551 students indicate that 88% of them rated the level of commencing stress above the mid-point on a 5-pt Likert scale but there was no difference between students living at home and those not so, neither did these groups differ on their perceptions of available social support nor their use of coping strategies to deal with commencing university. There were however, gender differences on the use of appraisal of the stressor with females utilizing appraisal more so than males. Students who changed residence to study reported higher levels of depressive symptoms but not of anxiety symptoms. The strain of moving house and a deterioration in living conditions predicted scores on the stress of commencing university. These results are discussed in tenns of student welfare.

Erasure, exclusion by inclusion, and the absence of intersectionality: introducing bisexuality in education

Even though many schools and educational systems, from elementary to tertiary, state that they endorse antihomophobic policies, pedagogies, and programs, there appears to be an absence of education about, and affirmation of, bisexuality, and minimal specific attention to bi-phobia in curriculum, policy, and student welfare. Bisexuality continues to fall into the gap between the binary of heterosexuality and homosexuality across all educational sectors. These absences and erasures leave bisexual students, family members, and educators feeling silenced and invisibilized within school communities. Indeed, these absences and erasures have been considered a major factor in bisexual young people, family members, and educators in school communities experiencing worse mental, emotional, sexual, and social health than their homosexual or heterosexual counterparts. Also of interest is the persistence of bisexual erasure in adult-developed resources and programs, even though there is increasing evidence of sexual identities and practices in youth subcultures that are adopting shifting discursive and societal constructs of sexuality, characterized by notions of fluidity, ambisexuality, and a reluctance to label their sexuality according to the heterosexual/homosexual binary. The articles in this issue profoundly engage with and problematize the three impediments to education systems when those systems engage with sexual diversity instead of sexual duality, namely, erasure, exclusion by inclusion into gay and lesbian categories, and the absence of intersectionality (wherein other facets of identity and experience that interweave with sexuality are not taken into account, such as class, gender, Indigeneity/Aboriginality, ethnicity, geographical location, and religion). 

Bisexuality in education: erasure, exclusion and the absence of intersectionality

Although many schools and educational systems, from elementary to tertiary level, state that they endorse anti-homophobic policies, pedagogies and programs, there appears to be an absence of education about, and affirmation of, bisexuality and minimal specific attention paid to bi-phobia. Bisexuality appears to be falling into the gap between the binary of heterosexuality and homosexuality that informs anti-homophobic policies, programs, and practices in schools initiatives such as health education, sexuality education, and student welfare. These erasures and exclusions leave bisexual students, family members and educators feeling silenced and invisibilized within school communities. Also absent is attention to intersectionality, or how indigeneity, gender, class, ethnicity, rurality and age interweave with bisexuality. Indeed, as much research has shown, erasure, exclusion, and the absence of intersectionality have been considered major factors in bisexual young people, family members and educators in school communities experiencing worse mental, emotional, sexual and social health than their homosexual or heterosexual counterparts.This book is the first of its kind, providing an international collection of empirical research, theory and critical analysis of existing educational resources relating to bisexuality in education. Each chapter addresses three significant issues in relation to bisexuality and schooling: erasure, exclusion, and the absence of intersectionality. From indigenous to rural schools, from tertiary campuses to elementary schools, from films to picture books as curriculum resources, from educational theory to the health and wellbeing of bisexual students, this book's contributors share their experiences, expertise and ongoing questions.

Creating readiness for adopting a health promoting schools framework.

Belinda’s research examined the adoption of a Health Promoting School (HPS) framework in an International School. The development of a carefully constructed and executed change message, and simultaneously using top-down and bottom-up approaches were critical to initiating change. Alternative strategies for establishing HPS in the international school context were identified.

Social justice across Indonesian schooling.

Implementation of social justice teaching in the regency of Probolinggo, East Java, Indonesia, is still problematic, particularly in view of observed classroom teaching, which was centred on traditional didactic and teacher-directed modes of delivery.

An integrated student support framework for a Malaysian university

This thesis reports on an investigation at the University Tun Abdul Razak (UNITAR), Malaysia focused on students’ needs for student support services. The research addressed a new problem in distance education concerning institutional practices and strategies for providing student support within blended learning contexts, such as at UNITAR. The thesis addresses important matters related to the use of forms of education to address Malaysia’s social, political and economic development.

The study had two main research purposes. The first purpose was to investigate what barriers UNITAR’s students had to completing their study successfully. The second was to investigate students’ support services needs. The latter was divided into six subsidiary purposes. The first subsidiary purpose was to identify and compare the students’ needs intensity for the four categories of support services: administrative, academic, welfare and post-study services. The second subsidiary purpose was to investigate whether there is any correlation between students’ attributes of age, gender, marital status, number of children, enrollment status, distance from learning centre, academic abilities, course satisfaction and academic achievement, with their support needs. The other subsidiary purposes were to compare needs intensity for the four categories of services between men and women, younger and mature-age students, and lower and higher academic achievers.

The research design employed mixed methods, involving both qualitative and quantitative techniques. A series of interviews was conducted with UNITAR staff members during an inventory study of the University. Then, the students were surveyed through a questionnaire that contained closed-ended and openended questions. After analysing and compiling the results of the survey, another cycle of surveys was conducted with selected staff members through email, to validate the findings and obtain their feedback to the students’ views and their suggestions for future improvement. The quantitative survey data were analysed using SPSS, whereas the qualitative data from interview, survey and email were analysed by using content analysis techniques.

The findings of the study demonstrated that UNITAR’s students have problems in their study, which are related to their demographic and institutional attributes, and these affect their needs for four categories of support services. Generally, students attached the highest priority to academic services, followed by post-study services, administrative services and, lastly, welfare services. Four patterns of associations between students’ attributes and support services needs were identified. In particular, support services needs differences were identified between men and women, younger and mature-age students, and lower achieving and higher achieving students.

Drawing the findings of this study, relevant past studies, contemporary practices and constructive views of scholars from the relevant literature, the thesis concludes by proposing an integrated student support framework for UNITAR and suggest how this may be considered and applied more broadly in similar blended learning contexts in Malaysia and beyond.