Conference Agenda

SUN-CHAT is a study funded by Swansea University’s Morgan Advanced Studies Institute (MASI), that engages with children, parents/carers, and primary school educators to scope current tanning perceptions and the perceived effect tanning has on health. The study addresses some of these challenges with a vision of enabling children’s voice and listening to their views (Shier 2001). This paper is focused on an area of activity of this research, that is, the work with children to understand their perceptions and experiences. We make the connection between a healthy environment (school) and better health and wellbeing for all generations in Wales, by exploring perceptions of tanning and how healthier attitudes and behaviours can be encouraged and adopted from a young age to build a resilient and hopeful future. This project addresses a health public issue with ongoing education strengths in Wales by building on the holistic education process proposed in Curriculum for Wales (Welsh Government 2023). We take the known problem of skin cancer and address it by engaging with children through co-constructed activities, to facilitate and prioritise their participation (Dadlani and Orlow 2008; Blaisdell et al. 2018).

Skin cancer, including melanoma and non-melanoma (keratinocyte) now comprises half of all cancers in England and Wales (GIRFT 2021; Public Health Wales 2023). Yet 86% of melanomas can be prevented with safer sun exposure and scientists agree there is no such thing as a ‘safe tan’. As over exposure as a child greatly increases future skin cancer risk, childhood is a critical time for promoting health behaviours such as sun protection. However, both parents (Thoonen et al. 2021) and children (McAvoy et al. 2020) generally have positive perceptions of tanned skin and work is urgently needed to understand and address the misconceptions of the perceived health benefits of tanning. SUN-CHAT aligns with the agenda of the Welsh Government set out in ‘A Healthier Wales’ (Welsh Government 2018) by prioritising prevention and helping people remain healthier. The project is also aligned with the focus of Well-being of Future Generations (WFG) Act (Welsh Government 2015) which aims to ensure that everyone understands how their health behaviours (such as managing their desire for a tan in a healthy way) can benefit their future health. The Curriculum for Wales (Welsh Government 2023) with its designated area for Health and Well-being and autonomy for schools in designing curriculum content, presents an ideal way to facilitate this exploration. One way in which this is being undertaken is via child-led ‘healthy schools’ clubs. Focusing on understanding how different health dimensions, e.g., physical, emotional, and social well-being play a role in children’s lives.

Aims:

• Gather data regarding perceptions towards tanning to explore the perceived effects of a tan on health.
• Inform the development and testing of a pilot toolkit for integration within the Curriculum for Wales to encourage positive health behaviours and attitudes of school children towards tanning and sun exposure.

Study Objectives:

• To understand perceptions, attitudes and behaviours of school-aged children (5-8 years of age) in primary schools in Wales, specifically in relation to sun tanning and sun exposure.

• To gather viewpoints on best ways of engaging with school-aged children (5-8 years of age) and their parents/carers about health.

• To understand perceptions, attitudes and behaviours of parents/carers of primary school children in Wales regarding tanning, both for themselves and their children.

• To explore challenges that primary school educators face in engaging with the school community around the Health and Well-being Area of Learning and Experience in Curriculum for Wales, specifically about healthy attitudes to tanning.

• Consolidate evidence to support the development of an educational toolkit for integration within the Curriculum for Wales.

There is substantial empirical evidence linking social-emotional learning (SEL) to improved well-being, positive teacher-child relationships, and greater academic success (Denham & Brown, 2010; Stefan et al., 2022). According to a sociocultural conception of narrative, children engage in various domains of SEL while elaborating their experiences in the form of stories (Bruner, 2004). Thus, storytelling activities provide natural opportunities for social-emotional learning in the classroom.

Recent studies have specifically explored the connection between digital storytelling and SEL. Some emphasize how collaborative digital storytelling creates a conducive environment for SEL (del Moral Pérez et al., 2016; Del-Moral-Pérez et al., 2018; Uslu & Uslu, 2021). Children exercise peer support, adapt to different situations and develop cognitive flexibility and adaptivity as fundamental social abilities (del Moral Pérez et al., 2016, p. 34).

However, there is limited research on how digitally enhanced storytelling activities can be specifically crafted to foster specific dimensions of social-emotional learning, such as self-awareness, self-management, social awareness, relationship skills, and responsible decision-making (Denham & Brown, 2010; Hecht & Shin, 2015; Payton et al., 2000). Here, SEL encompasses "knowledge, skills, and attitudes necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions” (Weissberg, 2019).

This research investigates how a guided storytelling tool, which has been developed as part of a wider design-based research project (McKenney & Reeves, 2018), can be adapted and applied for the specific goal of advancing SEL through storytelling. In specific, the aim of the study was to develop a set of guidelines on how to prepare and scaffold collaborative storytelling activities in which children engage with social emotional learning.

The importance of peers for academic motivation is a crucial issue in educational psychology. According to the General Motivation Model (Heckhausen & Rheinberg, 1980), motivation affects concentration, enjoyment, and subjective experience during learning. The model emphasizes that motivation is influenced by personal characteristics, such as general motivation and interests, but also by situational and variable factors, such as the level of demands or the learning environment with its social norms. This leads to the conclusion that academic motivation is, on the one hand, highly variable and context-dependent (e.g., Pekrun & Marsh, 2022) and, on the other hand, highly sensitive to the social context (e.g., Deci & Ryan, 2012), which is strongly determined by peers. Peer relationships provide children with companionship and entertainment, help with problem solving, personal and emotional support, and a foundation for identity development throughout childhood and adolescence.

Self-determination theory also highlights the importance of a sense of belonging as a basic psychological need, alongside the need for autonomy and the experience of competence (Ryan & Deci, 2000). According to this theory, students perceive themselves as more self-determined and motivated in their actions when they feel that they belong to, and are accepted and supported by, their peer group. Empirical evidence supports the importance of peers for emotional experiences, that are closely related to students’ motivational and behavioural outcomes: Students are more motivated and engaged when working with peers (high positive activation), but also less stressed or nervous (low negative activation) than in individual situations (e.g., Knickenberg et al., 2020; Zurbriggen & Venetz, 2016). Although the relevance of peers for academic motivation is well established, individuals’ perceptions of peer support, e.g. in terms of social classroom climate, have (still) received little attention in current research. Social classroom climate can be characterized by mutual respect or a willingness to cooperate. Such a climate makes it easier for young people to establish and maintain positive contacts with each other. There is little evidence of a differentiated relationship between a more prosocial classroom climate and an increase in individual students’ social skills (Hoglund & Leadbeater, 2004). Another study showed that the social and emotional behavioural norms within a classroom community can serve as a reference norm for emotional experience and behaviour at the individual level, to which students can orient themselves (Barth et al., 2004). Specifically in relation to academic motivation, research suggests that student motivation can be enhanced by a positive social classroom climate (e.g., Wang et al., 2020), particularly the perception of supportive peers and teachers (e.g., Raufelder et al., 2013).

Against this theoretical and empirical background, we aim to examine the relationships between aspects of current motivation and peer-related predictors at both the situational (L1) and person levels (L2), in order to gain a deeper understanding of the impact of peer dynamics.

The social gradient in self-reported mental health challenges, poor lifestyle, academic performance, and risk of school dropout among adolescents is profound (Directorate of Health, 2023; Marmot, 2015). Due to the reach of diverse subgroups in the youth population, school has been identified by e.g., the World Health Organization (WHO) and the OECD as an important arena for health-promoting initiatives targeted to this age group (WHO, 2018). It has been suggested that in order to be successful, it is necessary to co-create the initiatives with core stakeholders such as the students, the teachers, and the school administration. Moreover, it is necessary to integrate perspectives of health with perspectives of learning (Daly-Smith et al., 2020).

The “Active and Healthy Kids” program from Norway is a whole-school model for health promotion initially developed for primary and secondary school (Bratland-Sanda et al., 2020). This model reached interest among school leaders and teachers at high school level, and thus the aim of this pilot study was to further develop and evaluate the adaptation of the model to a upper secondary school setting. Our research questions were as follows: 1) To what extent did the program reach the students as intended?, 2) How did the students experience the program?, and 3) What were perceived facilitating factors and barriers for the development and implementation of the program in upper secondary school?

Theoretical framework

We frame this project within the theories of the socioecological model of health (SEM) (Sallis & Owen, 2015), and the theory of children’s participation (Hart, 1992). Inspired by Bronfenbrenner’s ecological system theory, SEM is a model which describes the complexity and hierarchy of levels influencing health outcomes in individuals, these levels are divided into individual, interpersonal, community and social/environmental levels (Sallis & Owen, 2015). By acknowledging these multiple levels, the SEM model emphasizes that health behavior and outcomes are not only the result of individual choices, but also the political and structural premises within the society. A study on health promotion programs over the last 30 years showed that although most of the programs acknowledged the importance of multifactor and multilevel approaches, only a few of the programs adhered to this acknowledgement (Wold & Mittelmark, 2018). Most programs targeted one level and one variable, for instance physical activity on the individual level. The “Active and Healthy Kids” program target several lifestyle factors (i.e., physical activity, diet, and sleep) in addition to the outcomes wellbeing and quality of life, and targets both individual (i.e., students), interpersonal (i.e., classes), organizational (i.e., school), society (i.e., collaboration between school and others in public, private and/or civil sector), and political (i.e., policy makers in the municipalities and counties) levels. Hart’s (1992) Ladder of Children’s Participation is based on the postulation that young people have the right to be treated with respect and should be involved in matters concerning themselves. Secondly, it is argued that development of services and arenas for young people requires their participation to make them relevant and suitable to their needs. It is argued that participation of young people in these matters contributes to more sustainable solutions. In this project, we have used Hart’s (1992) description of different levels of youth participation as a point of departure for the study design, however, we argue that youth participation should be considered as a dynamic process rather than static levels of participation (Krane et al., 2021).

The manner in which health promotion (HP) practice unfolds in various schools is contingent on the policies regulating it and school professionals’ understanding and enactment of said policies (Elsayed et al., 2023; Simovska et al., 2016). However, policies are often general prescriptions and professional understandings of them are not always aligned (Gherardi, 2019; Guvå & Hylander, 2012). Moreover, the interpretation of policies can be influenced by how school actors navigate the institutional complexity resulting from the (co)existence of multiple potentially conflicting institutional logics (understood as socially constructed value systems) that permeate school organizations (Ackesjö, 2022; Thornton et al., 2012).

School professionals often need to navigate complex institutional landscapes to accomplish HP work (Bennett et al., 2016). This is particularly salient in decentralized school systems (e.g., Swedish) where HP is enacted within multiple organizational frames (Hjörne, 2018). Institutional complexity may challenge school HP work (Ekornes, 2015) but may also facilitate some practices related to HP such as teaching (Gullberg & Svensson, 2020). While the effects of institutional complexity on organizational structures and responses have been extensively explored in literature, fewer studies have focused on the relation between this complexity and professional practices (Schatzki, 2023; Wu et al., 2023). This study explores how HP practices are understood by school professionals with respect to the institutional context in which they are deployed. The research questions are (i) how do school professionals understand HP as an institutionally regulated practice? and which institutional logics foreground professionals’ understandings of HP in schools?

The study is based on empirical data produced from nineteen semi-structured interviews with school professionals in Sweden. Data analysis is informed by practice theory (Gherardi, 2019; Schatzki, 2019) and the metatheoretical framework of institutional logics (Thornton et al., 2012). Practice theory contends that practices are the unit of analysis of the social. Practices are accomplished in bundles and organized via rules and sets of practitioners’ understandings (Schatzki, 2019). In institutional practices, rules can be seen as decontextualized formulations and may be further negotiated by practitioners (Gherardi, 2019). Professional understandings, (co)shaped by the prevailing institutional logics in a given organization (e.g., school), can influence how institutional rules are interpreted and enacted (Schatzki, 2023). Thornton et al. (2012) described several generic institutional logics (e.g., professional, corporate) that can guide (not circumscribe) analyses.

The findings indicate that policy formulations represent the infrastructure of HP practice which is governed locally at the municipal and school levels. Participants had to navigate the complex and heterogenous (national, municipal, school) policy landscape. Some policies were perceived as ambiguous or unrealistic (e.g., imposing demands on schools which were not feasible within the available resources) motivating professionals to negotiate and occasionally contest them. School professionals perceived leadership as a key link between institutional directives and professional practices but they problematized dual leadership (municipality and school) as a potential source of interprofessional conflicts that can undermine the practice.

Professionals invoked various institutional logics in their attempts to reconcile their professional values with the institutionally imposed practice rules (including written policies and governance systems). They invoked a bureaucratic logic to indicate compliance with institutional regulations, and three different instantiations of a professional logic (competence, pragmatic and entrepreneurial) by way of committing to professional values and maximizing efficiency. There were occasional tensions between the bureaucratic logic on one side and one or more of the professional logic instantiations on the other. These tensions were addressed in different ways, including disrupting the bureaucratic logic, attempting to reconcile it with one or more instantiations of the professional one, or occasionally using it as a resource to structure professional practices.

Open schooling is an educational model that promotes active engagement between schools and the broader community, fostering collaborative efforts to address local challenges and promote community development and well-being. Projects and initiatives on Open Schooling take advantage of the knowledge, practices, visions, attitudes, resources, and values of all involved agents, empowering them to collectively transform society from a reflective and critical standpoint that focuses on sustainability, equity, social justice, and inclusion. Within this cooperative educational framework, students and parents play key roles as engaged participants (European Commission, 2015; 2022; Li et al, 2020).

This study explores parents’ and lower secondary school students’ views and perspectives on an open schooling model within the context of public health education through the implementation of specially designed educational scenarios based on an open schooling model for inquiry-based learning in the context of public health socio-scientific issues. A survey was conducted on 607 lower secondary school students and 60 parents who actively participate in open school educational activities as part of the Partnerships for Science Education (PAFSE) European project.

Partnerships for Science Education (PAFSE) project is a science education project that addresses the challenges of public health. Specifically, PAFSE explores science education as a vehicle to provide citizens with knowledge, tools, and skills to make informed decisions on public health challenges. In addition, the project promotes community preparedness, by focusing on risk factors for the health condition of individuals, but also on the pre-emptive and protective behaviours from a personal and population perspective, contributing to more literate communities on healthy lifestyles, injury prevention, as well as detection, prevention, and response to infectious diseases (http://www.pafse.eu/). Within the context of the PAFSE project's open schooling model, various stakeholders employed an inquiry and project-based learning approach to negotiate open-ended, ill-structured public health challenges. These challenges, often characterized by conflicting perspectives and multiple potential solutions, align with the characteristics of socio-scientific issues (Zeidler, 2014), as identified by Ratcliffe and Grace (2003). We used inquiry and project-based learning, because is a student-centered, constructivist pedagogical approach, which promotes active student engagement in the learning process, fostering conceptual understanding, higher-order thinking skills, such as critical and creative thinking (Pedaste et al., 2015; Sandoval, 2005), modeling and argumentation skills, communication, and cooperation skills (Minner et al., 2010; Author1, 2020). The teacher acts as a facilitator and guide, challenging students to think beyond their current understanding by providing guided questions, opportunities for reflection, and scaffolding (Anderson, 2002).

Participants devised and implemented three educational scenarios addressing three socio-scientific public health issues: childhood obesity, smoking, and vaccinations, using inquiry-based learning. To assess parents’ and secondary school students’ views and perspectives on an open schooling model regarding public health education, we used a PAFSE open schooling questionnaire. Participants rated their level of agreement with and interest in various aspects of an open schooling model within public health education based on their open schooling experiences. Results indicated widespread support among both students and parents for open schooling model and the collaboration between schools and community stakeholders. This educational approach was widely perceived as a valuable contribution to public health education, promoting community health and well-being, and enhancing the ability to address public health challenges. Additionally, parents held statistically significantly more positive views and perspectives on the open schooling model in the context of public health education compared to students. This study can contribute to the existing body of research by examining and comprehending how students, parents, civil society actors, and the generalpublic can actively participate in the creation of an engaging open schooling model as part of the school curriculum to foster responsible citizenship and public health.

In the present contribution, two studies are introduced: (1) a longitudinal study on the effects of a training programme for teachers and other school staff, aimed at promoting their social-emotional competencies and diversity awareness (abbreviated as SEDA competencies henceforth), and (2) a policy study that examines the importance of teachers´ SEDA competencies in the Austrian pre- and in-service teacher education.

Nowadays, teachers across Europe are confronted with pressures and, at times, new challenges that require them to respond spontaneously, flexibly, and professionally. The increasing diversity in school classrooms is one example (Nishina et al., 2019). European teachers are exposed to several risks and stressors that often cause early drop-outs of the teaching profession and those who stay are exposed to an increased risk of experiencing burnout (Brouwers & Tomic, 2000). In Austria, teachers encounter challenges when entering the profession and various give up the teaching profession shortly thereafter due to a lack of support and excessive demands (Parlamentsdirektion der Republik Österreich, 2023).

The European Commission acknowledges the manifold challenges teachers face in their daily work and emphasises the importance of training programmes that consider a constantly changing and diverse setting, are conducive to the promotion of social-emotional competencies, foster collaboration among teachers, and particularly focus on the well-being of teachers to ensure support in their career planning, preventing burnout and premature departure from the profession (European Commission, 2021).

In the Erasmus+ project "HAND: Empowering Teachers" (03/2021 to 02/2024), an onsite training programme for teachers and other school staff was developed in response to the above-mentioned issues. The programme aimed to promote and enhance teachers´ SEDA competencies, employing a mindfulness-based approach. With this approach, the participants’ self-care and well-being were also intended to be positively influenced (Ellerbrock et al., 2016; Emerson et al., 2017; Zarate et al., 2019). Implemented as the "HAND:ET system" with accompanying online support, the programme was carried out in the schoolyear 2022/2023 in Austria, Croatia, Portugal, Slovenia, and Sweden. A longitudinal study was conducted to examine pre-and post-effects.

Since the historical, political and educational backgrounds differ between the participating countries, we wanted to dig deeper and frame the results considering the country specific characteristics to interpretate them embedded in a broader view to better understand the complex influencing factors that affect respective national outcomes and elucidate differences that become visible in international comparison. Therefore, within the framework of the HAND:ET project, policy research was conducted through document analyses to determine the extent to which the promotion of SEDA competencies is addressed in several countries of the European Union. Based on this document analysis and a review of all current Austrian curricula for pre-service teacher education and catalogues for in-service teacher education on the primary and lower secondary level, we report on (1) the support of SEDA competencies of Austrian teachers in pre- and in-service education as well as through other policy measures, (2) the assessment of teachers’ SEDA competencies, (3) other initiatives or projects addressing these, and (4) current political debates or reforms in this field.

Immigration continues to be a key, and divisive issue in Europe. With increased levels of migration, the provision of an inclusive education to children with a migrant background will increasingly be a key policy issue in many European countries, with potentially significant implications for those children and society.

While there is evidence of higher achievement and well-being among native students in Spain (Rodriguez et al., 2020), recent PISA results show that when students’ socio-economic status and language spoken at home is accounted for, overall achievement does not differ significantly between students with a migrant background and native students, and has not changed significantly since 2018 (OECD, 2023b).

While schools play a crucial role in student achievement, they also play a significant role in students’ overall well-being. In this context, it is important that the well-being of students with a migrant background is examined to determine how these students fare in relation to their peers, as well-being is significant in its own right, but also can influence a student’s academic achievement. There is evidence of lower levels of life satisfaction, a key aspect of well-being, among immigrant students (Liebkind & JasinskajaLahti, 2000; Neto, 2001), so there is a need for further research into the well-being of immigrant students, particularly in relation to other aspects of well-being.

As well as assessing student achievement in mathematics and science (and reading in the case of PISA), the Trends in International Mathematics and Science Study (TIMSS) and the OECD’s Programme for International Student Assessment (PISA) both gather a range of background information from students, including data in relation to perceived well-being, which presents an opportunity to examine changes in the well-being of immigrant students during a time of increasing migration. Sense of belonging to school is one of the key elements of student well-being as conceptualised by PISA (OECD, 2023a), and is evaluated by both studies. Another important aspect of well-being that is common to both studies is feeling safe (Mullis & Martin, 2017; OECD, 2023a).

Using the PISA definition of immigrant student status as first-generation (student and parents(s) born outside study country); second-generation (student born in study country and parents(s) born outside study country); and non-immigrant (at least one parent born in the study country), this study will use measures of sense of belonging and feeling safe to compare the well-being of immigrant students relative to their peers in five European countries at two different time points during a period of relatively high migration.

The theoretical framework underpinning this study is Bronfenbrenner’s ecological model of human development (Bronfenbrenner & Morris, 2007). While the model originally focussed on the role of their environment in a child’s development, the revised model posits “proximal processes” as drivers of development and is made up of four main elements, process, person, context, and time, which are interlinked and interact with each other, and influence a child’s development to varying degrees. The framework recognises the role of institutions and structures in enabling or limiting a child’s development and opportunities.

Bullying can be defined as a specific form of aggressive behavior exhibited by an individual or a group towards another person, characterized by a perceived or observed power imbalance and persistence over time (Hellström, Thornberg & Espelage, 2021). Cyberbullying, as consensus suggests, refers to bullying occurring through online platforms or mobile devices (Campbell & Bauman, 2018), and we will adhere to this interpretation. Research indicates that exposure to bullying significantly contributes to children's mental health issues independent of other factors (Arsenault, 2018; Arseneault et al., 2010). Even though bullying is not satisfying the A-criterion, symptoms following exposure align with symptoms of post-traumatic stress disorder (PTSD) (APA, 2013). Among the symptom groups highlighted in the DSM-5, the re-experience of the traumatic event, persistent avoidance of trauma-related stimuli, and ongoing symptoms of heightened arousal are often emphasized.

While evidence linking school bullying directly to causing PTSD is limited (Nielsen et al., 2015), a clear association between bullying and PTSD symptoms has been established. To further comprehend the relationship between school bullying and PTSD symptoms and/or diagnosis, our current systematic review and meta-analysis aim to investigate the extent of this association. This study serves as an update to the meta-analysis conducted by Nielsen et al. (2015), with specific modifications. Unlike Nielsen et al.'s study, our focus is solely on school bullying concerning the diagnosis of PTSD and/or PTSD symptoms. Additionally, we conducted a more comprehensive and systematic search of published peer-reviewed studies, without any time constraints.

Our primary research questions are as follows:

a) What is the degree of association between school bullying and PTSD symptoms among children and youth in primary and secondary schools?

b) Does the diagnosis of PTSD apply to the health consequences observed among individuals targeted by school bullying?

While there is a substantial body of research on cyberbullying in schools, that focuses on if and how cyberbullying and harassment can affect children’s and adolescents’ health and wellbeing, little is known about how school staff identify and deal with cyberbullying among boys and girls. In order to gain deeper insight about this challenging issue, the current study aims to examine how school staff identify the phenomenon of cyberbullying among gender groups (girls and boys) and which strategies they enact to prevent and deal with occurrences of cyberbullying among primary school pupils?

Cyberbullying is a complex phenomenon that takes place within a social ecology involving a wide range of factors: individual, family, societal, and school factors (Bronfenbrenner, 1979).The present study, accordingly, is informed by Bronfenbrenner (1979) social ecological model. The model is used as a conceptual framework to address how various factors, in different layers, inform and shape school strategies and interventions in preventing and dealing with cyberbullying among pupils.

An increasing number of young people are experiencing School Attendance Problems (Määttä et al., 2020). The term School Attendance Problems (SAPs) is used internationally to refer to difficulties labelled as school refusal, and more recently termed school avoidance or emotionally-based school avoidance; as well as other types of school absenteeism, such as truancy, school withdrawal or school exclusion (Heyne, Gren-Landell, Melvin & Gentle-Genitty, 2019). The reasons for SAPs are complex and multifaceted and they have been made more challenging by the Covid-19 pandemic.

To help address these challenges many governments have launched national school attendance campaigns. However, some attendance campaigns have been heavily criticised by parents and disability/social justice advocates. For instance, the campaign in the United Kingdom has been slated as being ‘tone deaf’, essentially blaming families and children for their problems (BBC News, 2024), rather than addressing root causes of SAPs, which are centred around systemic issues of disability, illness, neurodiversity, poverty, current and intergenerational adversity, mental distress, bullying, and discrimination (Devenney & O’Toole, 2021). There is also concern regarding how students’ school experiences may be trauma-inducing (O’Toole, 2021) and negatively impacting their wellbeing (Lombardi, et al., 2019)

Within the field of school attendance, there is recognition that the world is changing, schooling is different, students’ needs are more diverse, and our approach to school attendance and each student’s relationship with education must be different too (Heyne, et al., 2024). Consequently, there is a need to take seriously the lived experience of students who experience SAPs (and their families) and respond in compassionate and trauma informed ways.

The purpose of this study was firstly to explore the views and experiences of SAPs from multiple perspectives, including those of students, parents, school staff and other professionals from health, social care, and justice sectors; and secondly, to harness the insights from these groups to develop guidance to help address SAPs. The project was funded by the Children and Young Peoples Services Committee in County Limerick, Ireland.

The study was informed by trauma-informed values and principles (i.e., collaboration, empowerment, trustworthiness, safety, respect for diversity; Fallot & Harris, 2001) and was concerned with people’s lived experience, including their experience of themselves, of their interactions and relationships, and of the complex patterns that co-arise between individuals and the larger systemic context (Goleman and Senge, 2014). We were interested in understanding ‘what it is like to be’ a professional, parent, or young person impacted by SAPs. Thus, the methodology was designed to inquire into the affective, cognitive, and bodily/somatic experiences of key actors within the education and social system (Fuchs, 2017; Herrman, Nielsen & Aguilar-Raab, 2021).

Children's mental health is a pressing public health concern that has only been exacerbated in recent years by the COVID-19 pandemic, the rising cost of living, and the impact of global events. In England in 2022, 18% of children aged 7-16 years had a probable mental health disorder (Newlove-Delgado et al., 2022). Furthermore, research has shown persistent inequalities in children’s mental health, and it has been suggested that the mental health gap between advantaged and disadvantaged children is growing (Collishaw et al., 2019). Poor mental health has long-term impacts on academic performance, social relationships, and overall quality of life, yet fewer than two-thirds of young people with mental health problems and their families access any professional help (NHS Digital, 2022) with high demand, limited provision, and long waiting lists for specialist mental health services (Moore and Gammie, 2018).

One approach to supporting children’s mental health and wellbeing in community and school settings is through arts-in-nature practice (Moula et al., 2022). The Creative Health Review (APPG on Arts, Health and Wellbeing and the National Centre for Creative Health, 2023) outlined how creativity, including creative activities in nature, is fundamental to supporting healthier, happier, and economically flourishing communities and creative health should be integrated into a whole-system approach to health and social care.

Mobilising existing creative, cultural and community assets is central to asset-based approaches that are gaining credence in UK public health policy making, and schools have been identified as key institutional community assets that can promote wellbeing (Forrester et al., 2020). The importance of schools is also recognised in the Healthy Child Programme (HCP, DoH/DSCF, 2009), the national prevention and early intervention public health framework for children, young people, and their families in the UK. Such policies position schools as a community asset for children’s mental health and wellbeing; however, it is the individuals within the school community that are often the driving force, and schools with strong social links and support from parents/carers are more likely to be motivated to develop and maintain such interventions (Herlitz et al., 2020). As such, one way of building capacity for schools to implement and sustain public health interventions including arts-in-nature practice would be to mobilise community assets such as parents/carers and other community members as local volunteers. Despite the nature of volunteering changing in recent times due to factors such as increased use of technology, austerity, and the COVID-19 pandemic (e.g. Mak et al., 2022), volunteers are an essential human resource, supporting local cultural and community arts projects and sustaining the wider cultural sector.

Within this context, the ‘Branching Out’ project set out to investigate how an established arts-in-nature programme ‘Eco-Capabilities’ could be scaled up from time-limited projects involving small numbers of children, to a sustainable public health intervention involving whole-school communities. The Eco-Capabilities programme was originally developed to explore the impact of the arts-in-nature practice called ‘Artscaping’ on children’s mental health and wellbeing. Eco-Capabilities found that Artscaping contributed to enhancing the mental and emotional wellbeing of children (Walshe et al., 2022). However, extending its reach to more children and ensuring its sustainability beyond projects that are restricted by funding, time, and resources remains a challenge. Accordingly, the Branching Out model was developed with the intention of extending the reach of Artscaping by mobilising community assets, including school staff and volunteers, as ‘Community Artscapers’ to support its delivery and promote the mental health and wellbeing of children in primary schools.

Recent research indicates that the mental health of adolescents is alarming and requires urgent remedial action. WHO data shows that worldwide, 1 in 7 (14%) people aged 10-19 experience disorders in psychosocial functioning. Attention is drawn to the significant underestimation of the problem - many cases remain undiagnosed and untreated (WHO, 2021). The international HBSC study (Cosma et al., 2023), conducted in the 11-15 age group, showed, based on the analysis of many indicators, that the mental health of adolescents deteriorates with age, with 15-year-olds generally having the worst mental condition. This was reflected primarily in the deterioration of mental well-being and the severity of problems related to their cognitive/psychosocial functioning. The difficulties mentioned above were deepened by the COVID-19 pandemic, during which interpersonal contacts and opportunities to engage in attractive activities were significantly limited.

Consequently, as research has shown, over two-thirds of adolescents' parents stated that due to social isolation and lack of contact with peers, they witnessed a deterioration in the emotional well-being (72%) and behavior (68%) of their children (Martinelli et al., 2020). For the above reasons, promoting mental health and resilience among young people is crucial. To create the right tools to help adolescents and support their mental health, it is essential to listen to their voices in this critical issue, and a participatory approach is used for this purpose (Martin, Buckley, 2020). Adopting participatory research methods transforms the traditional view of young people merely as research subjects to recognizing them as active contributors who can significantly influence various stages of research, including its development, design, execution, analysis, and dissemination. This approach, as Clavering and McLaughlin (2010) suggest, acknowledges adolescents as capable agents playing a pivotal role in the research process. In response to this need, the "Mental Health Literacy and Diversity. Enhancing Mental Health and Resilience through Digital Resources for Youth" (me_HeLi-D) project was created and implemented under the Erasmus+ program. Partners from Austria, Slovenia, Poland, and Bulgaria participate in the project. The me_HeLi-D project focuses on directly improving mental health, building the necessary skills in this area, and promoting diversity awareness among students. Its primary goal is to develop a research-based, publicly available digital tool for a specific target group of students (aged 12 to 15). The tool is intended to be used by students to support their resources and strengthen and spread knowledge about mental health. The main objective of the paper is to present some of the activities carried out in the project. To do this, the following research questions were formulated:

• How do adolescents aged 13-15 perceive and articulate their sources of well-being, resilience, and gratitude when engaged in participatory workshop activities?
• What are the methodological challenges and benefits of using photovoice and workshop methods with adolescents aged 13-15 to explore mental health and resources in a classroom setting?

Recent discussions on young people’s wellbeing in school settings have raised concerns about student wellbeing within the current culture of performativity in schools (Clarke 2023; Jerrim 2022). Furthermore, school performance demands have been linked to the accelerated pace of everyday youth life, the shortening of attention spans, and an inability to be in the present moment stemming from the rise of digital technologies. These in turn have been linked with difficulties in coping with anxiety concerning an uncertain future (Buddeberg & Hornberg 2017; Gibbons 2016).

A number of explanatory models behind these developments highlight a radical transformation in the temporal conditions that govern and regulate students' everyday life, thereby linking a decline in young people’s wellbeing to specific pathologies associated with a change in temporal dynamics at societal level (George 2014; Jennings et al. 2019; Rosa 2013). However, while the temporal dimension is explicitly referenced in problematisations of the youth wellbeing crisis, its significance for theoretical approaches to school wellbeing remains unclear and largely unexplored.

With this lack in mind, the aim of this conceptual paper is to outline the framings of temporality and wellbeing, examine their intersection and expand our understanding of the explicit and implicit assumptions about time and temporality at play in school-based wellbeing discourses. With specific emphasis on performativity cultures in schools, we pose the question of how the temporal dimensions of this notion are understood and addressed conceptually by examining the tensions inherent to various conceptualizations of performance and wellbeing in school contexts.

The onset and rapid spread of the Covid-19 pandemic resulted in school closures in many countries around the globe, affecting over 1.7 billion students according to UNESCO statistics (Zhao et al., 2022). Learners had varied experiences, depending on the socio-economic status of the home environments. The level of loss or sustenance of learning in the home environment depended on parental income and education level (Andrew et al., 2020; Zhang, Lu & Du (2022). Many parents experienced loss of jobs, psychological and physical health challenges and even loss of life, consequently impact financial resource levels of households. Learners in these households experienced more disruptions, including lack of access to learning resources, compared to their counterparts from more-resourced households (Andrew et al., 2020; Izci et al., 2022; Mathrani, Sarvesh & Umer, 2022). These varied levels of access to learning resources impacted the psycho-social wellbeing of the learners. Lack of basic needs, safety needs, uncertainty over return to school in order to experience learning normalcy all manifested as psychosocial stressors for learners in scarcity environments (Gittings, et al, 2021). Learners surrounded by supportive parents and friends adapted better to negative emotions and so had lesser psychological difficulties (Cui & Chi 2021). The converse was the case for learners who had inadequate social support, leading to feelings of loneliness and seeking of “safe, calm” environments in negative experiences such as use of drugs (Cui & Chi 2021), early marriages (ADEA & APHRC, 2023). Resilience, which is the process of overcoming the negative effects of risk exposure, coping successfully with traumatic experiences, and avoiding the negative trajectories associated with risks (Fergus & Zimmerman, 2005), is supported by both risk and promotive factors. Learners successfully navigate traumatizing events, such as the Covid-19 pandemic if promotive factors are present, such as the individual’s internal disposition including competence, coping skills and self-efficacy. Externally, presence of parental support, adult mentoring, or community organizations, promote resilience (Fergus & Zimmerman, 2005). This study sought to explore the promotive and risk factors that impacted the psycho-social wellbeing of learners in Kenya’s schools during the 2020 school closures with the onset and rapid spread of the COVID-19 pandemic.

This study was anchored on Richardson’s (2002) resiliency framework. He posits that when people experience planned disruptions or react to life events, they have the opportunity to consciously or unconsciously determine the outcomes of these disruptions. At the pre-disruption stage, people are at a state of biopsychospiritual homeostasis in which they are physically, mentally and spiritually in sync with themselves. This is what is known loosely as the “comfort zone” (Richardson, 2002). Disruptions to this biopsychospiritual homeostasis can be due to internal or external life prompts resulting in varied reactions across individuals. Resilient individuals are able to deal with these disruptions and revert back to their biopsychospiritual homeostasis. This is resilient integration and is characterized by a coping process that results in growth, knowledge, self-understanding and increased strength of resilient qualities (Richardson, 2002). For non-resilient individuals, disruptions result in negative outcomes since the individuals are in a state of helplessness, lacking hope, motivation or drive to effectively manage the demands from these life prompts (Richardson, 2002). Their reintegration is therefore characterized by dysfunction that is manifested in destructive behaviors in their attempts to deal with these disruptions. According to Richardson, the latter group require therapy to fill gaps they have in their introspective skills.

Educational contexts serve as significant agents of socialization, contributing to the development of not only academic skills but also of a diverse range of socio-emotional competencies. Simultaneously, these environments function as arenas where instances of peer violence, discrimination based on ethnicity, gender, sexuality, and ability, among other biases, are prevalent. These challenges affect a considerable number of students, potentially leading to mental health issues and contributing to school absenteeism or dropout. PISA results demonstrated that 17 to 40% 15-year-olds are dissatisfied with school and that one in four adolescents have low feelings of belongingness (Willms, 2003).

School belonging is defined as “the extent to which students feel personally accepted, respected, included, and supported by others in the school social environment” (Goodenow & Grady, 1993, p. 80). School belonging is influenced by a variety of individual factors such as gender, ethnicity/ race and ethnic identification, self-esteem, personality, social skills, as well as external factors, such as school climate and teacher support (Ahmadi & Ahmadi, 2020; Allen et al., 2023; Slaten et al., 2016; Watson et al., 2020). More specifically, studies suggest that the meaning of belonging may be different for students of different ethnicities who experience differential levels of discrimination (Murphy & Zirkel, 2015), which consequently affects their sense of school belonging (Brown & Tam, 2019). Some studies that compared school belonging between immigrant and non-immigrant adolescents pointed to higher school belonging among immigrant students (e.g. Allen et al., 2021), while others showed the opposite (e.g. Bottiani et al., 2017). A person’s socioeconomic status (SES) is also associated with the school belonging (Allen et al., 2023). As for the gender differences, some studies reported no differences (e.g. Sanchez et al., 2005), while the others revealed that girls have a higher sense of belonging (e.g., Smerdon, 2002). Previous studies demonstrated that perceived safety, healthy norms concerning bullying, teacher social and academic support and teacher-student relationship are positively correlated with school belonging (Slaten et al., 2016).

School belonging is related to both academic success and students’ prosocial behaviour and wellbeing (Arslan, 2021; Prati & Cicognani, 2021; Slaten et al., 2016). Therefore, for scholars, educational policy makers, and practitioners it is of utmost importance to explore school belonging and determine ways in which it can be improved.

This study was conducted within the project “Narrativization of ethnic identities of adolescents from culturally dominant and minority backgrounds, and the role of the school context” (NIdEA), supported by the Science Fund of the Republic of Serbia (grant number 1518). It relied on the Bronfebrenner’s ecological model of human development, and its adaptation from Allen and associates (2016) who place the students at the center of the model and assert that their sense of belonging is either fostered or hindered by their experience with different layers. Microsystem entails teacher, peer and parent support, while the mesosystem includes school policy, practices and extracurricular activities. The exosystem includes influences from the neighbourhood and extended family, while the macrolevel refers to broader societal factors such as history, social climate and legislation (Allen et al., 2016). Our study aimed to determine if the individual’s sociodemographic variables and certain micro-, meso- and exo-system factors can predict secondary school students’ sense of school belonging. More specifically, we explored gender, SES and ethnic status in the society (majority or minority) as personal factors, and different aspects of school climate, bullying, and ethnicity-based discrimination as school- and community-related factors of school belonging.

The importance of supporting students’ well-being is highlighted in many empirical studies and policy documents (e.g. Cefai et al., 2021; Deighton et al., 2019) and school context is singled out as an important environment in which this is possible to do (Pulimeno et al., 2020). Data on LGBT adolescent mental health inequalities point to even more support needed for the LGBT students in schools given their lower well-being compared to other students (McDermott et al., 2023). Our study is situated within the minority stress model that posits that sexual minorities face unique and hostile stressors associated with being a sexual minority, resulting in a negative impact on their health and well-being (Meyer, 2003). The model distinguishes distal (prejudice, discrimination or violence) and proximal (specific experiences of sexual minorities such as hiding one's sexual orientation, expectation of rejection, or internalized homonegativity) stressors related to belonging to a minority group. Furthermore, the assumption is that social support and a sense of connection with others can have a positive effect on mental health and alleviate feelings of stress. Studies indeed show that school climate can significantly influence the well-being of LGBT students. For example, when the school climate is hostile towards LGBT students or ignores them, they are more likely to experience homophobic bullying, which can severely reduce their well-being, feelings of being safe in school and their academic outcomes (Kosciw et al., 2016). However, a supportive school climate can be a protective factor for LGBT students’ well-being (Hatzenbuehler et al., 2014).

The aim of this study is to investigate how school experience moderates the relationship between sexual orientation and overall life satisfaction among upper secondary students. The following research hypotheses will be addressed: 1) LGBT students are less satisfied with their life than their heterosexual counterparts; 2) students’ favourable school experience (higher academic self-efficacy, higher sense of belonging at school, higher perceived quality of student-teacher relations and lower perception of teacher unfairness) positively predicts their life satisfaction; 3) students’ favourable school experience moderates the relationship between sexual orientation and life satisfaction: more specifically, a positive school experience acts as a protective factor, enhancing overall life satisfaction, with a more pronounced impact observed among LGBT students.

While the idea that schools play a significant part in sustaining and promoting student wellbeing has a long history, the formulation of wellbeing as a specific and explicit goal of schooling is a relatively recent phenomenon (Carlsson, 2022; McLellan et al., 2022; Weare & Gray, 2003). A recent systematic review focusing on bibliometric and network analysis of the literature on wellbeing in school contexts during the period 1978–2018 points to a typical pattern of an emerging discipline, with an initial 15-year inception period followed by a 10-year consolidation period and then a decade of rapid exponential growth in the quantity of research (Hernández-Torrano, 2020).

The notion of school-based wellbeing is typically construed as ‘being well’, or as having an optimal psychological experience and functioning, positively associated with students’ motivation, learning and academic achievement (Adler 2017; Bücker et al. 2018; Suldo et al. 2011). A decade ago, Huebner and colleagues (2014) synthesised the evidence of the key school factors connected with students’ wellbeing and concluded that interpersonal interactions, students’ sense of security, opportunities for participation, and various organizational practices all contribute to wellbeing. Typically, the emphasis of research has been on examining the effects of wellbeing programmes on students’ academic outcomes or mental health (e.g. Barry et al. 2017; Daniele et al. 2022).

In contrast, in this systematic narrative literature review, we aimed to portray the broader spectrum of theoretical and empirical perspectives and ongoing debates related to wellbeing in primary and lower secondary schools (students aged 6-16 years). The review focused on the following questions: How is wellbeing in primary and lower secondary schools framed (conceptually) and addressed (methodologically) in the literature? What factors and dynamics within the school environment affect students’ school wellbeing? What characterises interventions /programmes/initiatives aimed at promoting students’ wellbeing at school? What are the perspectives on wellbeing of teachers and students?

This paper argues that the concern for students’ wellbeing should be seen as integral to the main objectives of teaching and education. Although student wellbeing has become an increasingly growing concern, and although it is often related to “whole-person” and “whole-school”-approaches, it is still treated mostly as a separate aspect of school life.Wellbeing is crucially important for students’ motivation and learning, across the curriculum, and achieving sufficient wellbeing is a fundamental life goal that calls for cross- and transcurricular teaching. Recent discussions of Bildung have tended to overlook or downplay the importance of subjective wellbeing, though the classical conception emphasizes that acquisition of skills and knowledge must be personally and emotionally satisfying; this is also supported by contemporary theories of flow, self-efficacy and intrinsic motivation. Drawing in part on recent research on the impact of the Covid 19-restrictions on students’ wellbeing, the paper also introduces the notion of wellbeing competence, distinguishing its different components and giving suggestions for how to foster it in the classroom.

Philanthropy and charity are increasingly positioned as efficient means to ‘solve’ a variety of public health and public education ‘crises’. This is a new type of neoliberal “social capitalism” (Ball, 2012, p. 66) where ‘new’ philanthropists (including individuals, ‘not-for-profits’, and corporations) collaborate and use business strategies to increasingly shape school-based solutions to public health imperatives. One such public health issue that has captured the interests of philanthrocapitalists is children’s mental health. This has resulted in a diverse range of mental health programmes and resources being implemented in schools across the globe, such as a mindfulness programme in New Zealand, resilience teaching resources in the United Kingdom, mental wellbeing tracking software in Australia, an app-based emotion education programme in Ireland, and numerous others forms of intervention and ‘education’.

In this paper I draw on Foucault’s (1991) notion of governmentality and Li’s (2007a) practices of assemblage to shed light how a number of organisations employ charity and philanthropy as a means to govern themselves and others. Specifically, I demonstrate how disparate organisations, including charities, local businesses, multinational corporations, social enterprises, government agencies, and philanthropic foundations, have been able to forge alignments through a shared interest in children’s mental health. This is a profitable process for those with the ‘will to improve’ (Li, 2007b), especially when these authorities are simultaneously able to (re)produce the notion of a mental health ‘crisis’ and propose their own solutions. However, even though these types of multi-sector partnerships are becoming commonplace in education and are seen to be a ‘win-win’ for multisector players, they may also be ‘dangerous’ for schools, public education, and democratic social change.

This paper demonstrates how the boundaries between multiple sectors continue to be re-drawn as new forms of governance, in particular philanthropic governance, re-shapes the provision of mental health programme in schools. This makes the work of charities and philanthropists highly visible (and acceptable, even desirable) in public education, while “surreptitiously embedding forms of privatization in education systems” (Srivastava & Baur, 2016, p. 434). As Bloom and Rhodes (2018) argue, “Philanthrocapitalism is about much more than the simple act of generosity it portrays itself as, instead involving the social inculcation of neoliberal values” (p. 192). The ‘gift’ of mental health programmes to schools represents new forms of ‘hidden’ and ‘creeping’ philanthropic privatisation in education (see Ball & Youdell, 2007; Powell, 2014) – yet another chapter in “the broader assault on public and critical education and the aspirations of a critical democracy” (Saltman, 2010, p. 13).

Networks hold a meeting during ECER. All interested are welcome.

Childhood trauma is pervasive and can have devastating consequences for the health and wellbeing across the lifespan (Felitti et al., 1998; Felitti and Anda, 2009). Hence, there is growing interest in the adoption of trauma-informed practice to help ameliorate the impacts of trauma (O’Toole, 2021). However, the embedding of trauma-informed practice in schools is not a simple, standard, or linear process. If we are to embed trauma-informed practices in schools, the means by which we do so, must also adhere to trauma-informed principles such as those proposed by the Substance Abuse and Mental Health Services Association (2014) - (1) safety, (2) trustworthiness and transparency, (3) peer support, (4) collaboration and mutuality, (5) empowerment, voice and choice, and (6) cultural, historical and gender issues (SAMHSA 2014). It is not sufficient to develop a programme for schools to follow without taking into consideration the context of the school, as well as, the needs, experience, expertise and expectations of the staff and students in the school.

Co-design has been used in many different arenas, from business to architecture. Co-design in trauma-informed care is a process that considers the impact of trauma and the negative operation of power, while prioritising building safe, trusting and collaborative relationships, thus addressing many of the principles of trauma informed care. It is a person-centred method which foregrounds the experiences of people who are centrally involved in or impacted by a situation. In this research project, the people involved are the staff and students working in two specific schools, at a particular point in time.

Co-design is a method that can be placed under the rubric of participatory action research or community-based research, both of which are related. One of the tenets of participatory or community-based research is “no research about us, without us!”, and co-design addresses that by either working directly with the people involved or handing the power over to the people so that they develop their own solutions to the issue at hand” (McTaggart, 1997).

Co-design is not possible without building relationships with those others involved in the co-design process. As steps are taken the researcher must always question whether the actions taken, are inclusive and facilitate power sharing and capacity building. The process therefore necessitates deep and sustained reflective practice on behalf of the researcher to ensure the inclusion in decision making of those who may be coming in from the margins. Unless attention is paid to building strong relationships based on trust their involvement may remain tokenistic. Thus, those with more power should create the conditions of safety and hospitality to make it possible for people with less power to speak and to be heard.

A healthy, positive school culture is created by passionate and committed school principals who are emotionally stable and have a positive sense of well-being (SWB). While the primary responsibility of school principals is to ensure the health of students and staff, it is essential that they consider their own WB in order to cope with the changes and stresses that disrupt their daily tasks, relationships with the school team and priorities (Woo and Steiner, 2022). For Seligman (2011), an individual's well-being is associated with positive emotions, commitment, interpersonal relationships, achievements and meaning in life. People with high levels of well-being more often experience pleasant emotions (Diener, 2000), easily form relationships with others and use their skills in the service of their professional environment (Kutsyuruba et al., 2019).

In the studies by Drago-Severson (2012) and Hadchiti et al. (2021), school principals indicated the need to take care of their well-being by devoting more time to personal and emotional care and developing positive relationships with their team. For Poirel and Yvon (2014), principals’ well-being is threatened by changing working conditions, including a greater variety of roles and tasks. In this sense, the presence of principals in poor psychological health increases the risk of all school staff feeling the same way. In addition, they are more likely to leave their jobs, which can have significant organizational consequences like burn out or intention to quit (Dodge et al., 2012). The threat to their well-being is also likely to have wider pedagogical consequences in terms of teaching effectiveness and student learning (Poirel & Yvon, 2014). School principals have long been shown to be one of the key elements contributing to teacher success and, consequently, student achievement (Leithwood et al., 2000). According to the literature, existing research has mainly focused on the elements that interfere with school principals' well-being (unhappiness and its negative effects) (Boyland, 2011; Silbaugh et al., 2021) or the link between well-being, productivity and sense of self-efficacy (Kansky & Diener, 2017; Zessin et al., 2015). Conversely, few studies have examined the strategies and practices favoring school principals' well-being (Eloma et al. 2021; Lyubomirsky & Layous, 2013; Wang, Pollock & Hauseman, 2018), and even fewer in a Francophone context.

It is therefore important to examine the strategies and practices that could be put in place to support the basic needs of school principals in terms of well-being. Closely related to action research, design thinking is a qualitative method that allows for a process of reflection and the search for innovative solutions by participants (Braun and Clarke, 2022). Through this methodology, the researchers intend to co-create and develop well-being practices in the workplace with school principals. This paper presents the design thinking methodology applied to educational sciences in a school administration context. It will be illustrated by preliminary results obtained during the first stages of design thinking.

Teachers across Europe face a multitude of challenges associated with the characteristics of their profession, e.g., new skills requirements and rapid technological developments, and challenges associated with their teaching and classroom interactions, e.g., discipline and increasing social and cultural diversity.The challenges faced by teachers are adding to the frequency and intensity of their emotional problems and increased levels of stress that are potentially leading to burnout.

One mechanism for supporting teachers lies in promoting their social and emotional competencies as well as diversity awareness (SEDA). Possessing and developing teachers’ SEDA has proved to be important, both for the teachers themselves and for those with whom they are in close contact (e.g., students, colleagues, parents). The support for SEDA is especially important as SEDA competencies and teacher well-being have been recognised as a critical factor affecting teachers’ work motivation and the quality of their teaching (Odak et al., 2023), as well as a key element of the whole-school approach to the promotion of mental health (Cavioni et al., 2020). As shown in research (Roeser, 2016), emotional competencies lead to stress reduction via a) lowered stress reactivity by cultivating self-regulatory processes and coping mechanisms; and b) non-judgement and compassion in stressful situations.

In recent years, several policy documents have been accepted on the EU level that focussed on teachers’ competencies and professional development. The Council Conclusions on European Teachers and Trainers for the Future (Council of the EU, 2020) stresses that the nature of teachers’ work may lead to physical and emotional exhaustion, stress and burnout, affecting their mental and physical health. On the highest political level, the Council Resolution on a Strategic Framework for European Cooperation in Education and Training towards the European Education Area and beyond (2021–2030) (Council of the EU, 2021) establishes Enhancing competencies and motivation of the education profession as one of the five strategic goals. It exposes that attention needs to be paid to the well-being of teachers, trainers and educational staff more than ever. The Council of the EU (2021) locates teacher well-being as one of 12 priority areas in the field of teachers and trainers in the period 2021–2025, referring to the need for “developing measures and establishing mechanisms to improve working conditions and to address occupational stress, in order to foster the well-being of teachers, trainers and pedagogical and education staff”.The teachers’ perception of policy and social support has been recognised as an important factor of their well-being (e.g., Casely-Hayford et al., 2022). The contextual (policy and social) support for SEDA development is therefore the focus of our attention.

In the current study, we will, using structural equation modeling, analyse the path leading from contextual support (operationalised as perceived support for SEDA competencies from a) initial teacher education, b) continuous teacher training, c) school policies, and d) national policies) for the teachers’ emotional self-efficacy and their well-being (operationalised as burnout). The results of the study will be comprehensively contextualized with data on the Slovenian national policy, and cultural and educational context, considering different factors, that scientific discussions already identified as indicative of teacher support for emotional competencies.

Access to information is a general human right. A set of capabilities to find, compare and assess the trustworthiness of information on health (referred here as HL-Info) is needed to secure equity in access to information, and to avoid being misinformed or uninformed. Recent PISA findings showed that only 7.2% of students can differentiate “between fact and opinion as applied to complex or abstract statements” (OECD, 2023). The proportion of adolescents who self-report finding it easy to differentiate whether online information is true or false is much bigger, 59 % in Europe (Smahel et al., 2020). Nevertheless, both figures show that there is a big proportion of those students who lack these central skills. Deprivations and disparities in capabilities to access health information present challenges on their own. However, they matter even more in terms of hampering opportunities to adopting health promoting behaviours (e.g. following physical activity (PA) recommendations) and pursuing good health (e.g. self-rated health, SRH). Co-occurrence of extensive amounts of misinformation, limited capabilities to access valid information, and disparities in health is a clear public health challenge, also among adolescents.

Health literacy (HL) has been recognized as an independent, important and modifiable determinant of health and health behaviour across the lifespan (e.g. Lim et al., 2021; Paakkari et al., 2019), and an important outcome of school health education (World Health Organization, 2021). Among adolescents, good general HL has been associated with various positive health indicators such as PA (Fleary et al., 2021) and good SRH (Paakkari et al., 2020). Also, HL has proven to act as a moderator between individual factors and health (incl., health behaviour), and in such a way that it promotes better health outcomes, especially among those in vulnerable situations (Lahti et al., 2024). Country differences in general HL have been noticed (Paakkari et al., 2020).

To assess if health information is equally available for adolescents in Europe (via HL-Info) and to inform education/public health police and practice, we need further research on low level of HL-Info in different European countries, and if different individual and familial factors place some adolescents in more vulnerable situations in terms of low HL-Info and thereby poorer health.

To address these gaps in understanding, we examined (i) if there are country differences in low HL-Info (in its distributions and correlators), and (ii) if low HL-Info serves as a correlator of SRH and PA across countries?

Global environmental changes in conjunction with substantial social justice issues are impacting the wellbeing of us all, raising significant concerns related to how education can address these challenges (Andreotti 2018). As pointed out in UNs 2022 sustainability development goals report, and research addressing health and sustainability challenges (Franzolin et al. 2022; Malqvist and Powell 2022), the COVID-19 pandemic and ongoing global environmental and climate change have deepened the global learning crisis, highlighting the interconnectedness of wellbeing challenges and broader sustainability challenges related to the degradation of nature, and environmental and/or climate change. This accentuates the need for creating a greater awareness of the potentials in linking wellbeing and sustainability in educational research and practice. Broad explorations of perspectives on how the relation between wellbeing and sustainability challenges is addressed and linked to education and learning in schools have been largely absent within research. The paper aims to address this gap, drawing on perspectives identified in a literature review within the research areas of wellbeing and sustainability education. Wellbeing and sustainability are often described as ‘wicked’ or complex problems and challenges, founded in issues of resource justice and inequalities in access to welfare resources, and research addressing these challenges points to the need for a shift towards focusing on the potential benefits of supporting relationality, social cohesion, solidarity, interdependence, and care in schools (Block et al. 2018; Spratt 2017). The conceptual framework that informs and inspires the analysis is drawing on notions of education as a common good and social sustainability, as well as perspectives on the relation between wellbeing, sustainability, and learning. Notions of education as a common good has gained momentum in policy in recent decades, connoting a form of shared wellbeing that is chosen and achieved together (see e.g. UNESCO 2015; 2021). In a discussion of these notions, the purpose of education in schools is described as “being and becoming in the world through engagement in individual and collective actions to take care of shared resources, ways of being, and systems in the interests of social justice and ecological care” (Lotz-Sisitka 2017, p. 65). This emphasizes that taking care of resources is at the core of social justice and that resources must be shared more equitably by all if we understand these resources as a common good. The sharing and (re)distribution of resources is central in notions of social sustainability, defined as a matter of resource distribution – hereunder of opportunities for education, health, wellbeing, and social care, and as distribution between people of opportunities to have, create and experience belonging in social relationships in everyday life (Duff and Hill 2021; Krøjer 2020; Vallance 2011). Spratt (2017) is in her analysis of discursive relationships between learning and wellbeing in wellbeing policy distinguishing between two discourses, wellbeing seen as for learning, and learning seen as for wellbeing. In the first discourse, wellbeing is seen as the servant of learning outcomes, which shows how it may be appropriated to develop a manipulative type of ‘care’ to foster the types of learning that focus solely on the characteristics of human capital favored in the job market. In the second discourse, learning is seen as the bedrock of human flourishing, and as valuable when individual personal development takes place in the context of a democratic learning community, which seeks to ensure all learning is personally fulfilling and meaningful. A similar understanding of the relationship between sustainability and learning is identified in analyses of sustainability policy, emphasizing a political interest in education continuing efforts aimed at economic growth at the expense of social and ecological considerations (see e.g. Jickling and Sterling 2017; McKenzie 2014).

There is a lot of evidence supporting the effectiveness of sex education (SE) in addressing various personal, relational, and societal issues. It enhances self-worth, reduces sexual risk-taking, promotes sexual and reproductive health, fosters a positive socio-emotional atmosphere in schools, diminishes LGBTI+ bullying, and contributes to the physical and physiological well-being of different groups or students. However, adults often fall short in engaging in these crucial discussions. They lack confidence in their own competencies and capabilities to discuss sexual matters, are burdened by cultural anxieties related to providing too much information too early, and fear disrupting children's innocence by presenting challenging knowledge or inadvertently encouraging premature sexual activity. Meanwhile, numerous studies indicate that children and adolescents are willing to initiate discussions earlier, engage in more routine conversations, and explore a broader spectrum of themes.

The discourse of sex education is marked by a multitude of contradictions and paradoxes, which I explore by using insights from posthumanism authors such as Rosi Braidotti and Nathan Snaza, and their colleagues. Their perspectives illuminate the imperative to reevaluate our conception of a 'just' human, liberating it from the constraints of entrenched humanistic traditions. Posthumanism advocates for a shift away from viewing humans as isolated, dominating entities superior to other organic and non-organic subjects. Instead, it encourages recognizing humanity as intricately entwined in constant interaction and perpetual transformation within the intricate web of meanings. In this study a non-binary approach to the concept of gender, examined through the lens of posthumanism, takes on particular significance. Delving into the nexus between a child and sexuality, I draw upon the insights of scholars Kerry H. Robinson and Kathryn Bond Stockton, who delve into the construct of childhood. Their work becomes a valuable resource in comprehending the relationship between a child, sexuality, and the child's entitlement to knowledge about it. Additionally, the perspectives presented by authors Barry McCarthy and Emily McCarthy, who explore inhibiting and nurturing aspects of sexual development, carry significant weight. Given the centrality of relationships in sex education field, not only romantic but also those between parents and children and more broadly among adults and children, I delve into the ideas of sociologist Anthony Giddens. Giddens' examination of the transformation of the intimacy sphere sheds light on its profound impact on emotional and physical relationships. Finally, considering the historical perspective of sex education is integral to this study. In this regard, the work of Jonathan Zimmermann, providing a global overview of the history of sex education, proves to be a valuable resource. Finally, in this study sexuality education is framed as ‘wicked problem’.

In the field of sex education research, the focus has primarily been on understanding adult perspectives and values, with minimal exploration of their experiences in sex education discussions with young people or among adults. Thus, the aim of this study is to explore the necessity of SE and emphasize the complexity of this field. To analyse the narratives of adults regarding their experiences in discussing topics of sexuality with young people and among themselves, and based on this, consider assumptions necessary for improving the quality of the organization and implementation of sexuality education.

This study is focused on the role of schools in child safeguarding - specifically how teachers accessibilise a state-mandated child safeguarding education programme (CSEP), for children with special educational needs (SEN). Research across Europe and beyond indicates that children with SEN are more likely to be victims of child abuse (Putnam, 2003; Davies and Jones, 2013), with some evidence indicating that the likelihood is three-to-four times that of their typically-developing peers (Sullivan and Knutson, 2000). This increased susceptibility amplifies the significance of CSEPs in supporting and protecting their overall wellbeing (Miller and Raymond, 2008). In Ireland, the Stay Safe programme (MacIntyre and Lawlor, 2016) is rendered as the mandatory CSEP for all primary schools (Government of Ireland, 2023). This incorporates special schools which presents many challenges given the standard nature of the programme and questions over the extent to which it can be adapted, given the national policy mandate (Morrissey, 2021).

Like CSEPs across the continent, Stay Safe incorporates key areas that have been deemed essential in developing personal safety and abuse prevention skills in children (Brasard and Fiorvanti, 2015). These areas inform the Stay Safe conceptual framework which is based around five key topics and which underpins this research study:

1. Feeling Safe and Unsafe

2. Friendship and Bullying

3. Touches

4. Secrets and Telling

5. Strangers

It is advised that topics be taught in their ‘entirety…consecutively, beginning with Topic 1 and working through to Topic 5…in one block’ (MacIntyre and Lawlor 2016, p.7). Each topic is developmentally structured over four age-levels, with each level aimed at what the neurotypical child is assumed to be able to cognitively assimilate at that age:

1. Level 1 (5-6 year olds)

2. Level 2 (7-8 year olds)

3. Level 3 (9-10 year olds)

4. Level 4 (11-12 year olds)

The rigidity of this structure presents challenges for children with SEN, as many of these children may not have the cognition required to access the key messages of the core programme, at the different levels. The objective of this research is to probe how teachers deal with this reality at a practical level, for each of the five topics. The main research question is:

• What approaches do teachers in special schools use to accessibilise the CSEP under examination, to ensure applicability for children with SEN?

To define and categorise the approaches used for each topic, Shawer’s (2010) theoretical framework for curriculum enactment is relied upon. This framework is based on the notion that teachers can adopt three approaches to curriculum enactment:

• The curriculum transmission approach, which is typically understood as implementing the curriculum with fidelity, in adherence with what is laid out in the official written document, in order to achieve a set of desired outcomes;

• The curriculum development or ‘adaptation’ approach, which ‘enfranchises teachers to shape the curriculum according to their contexts’ (Shawer, 2010, p. 174);

• The curriculum making approach, which involves teachers rejecting the official curriculum and enacting a completely different curriculum that is more-or-less self-designed.

Although rooted in Ireland, this paper will interest scholars in other European jurisdictions in both the health and wellbeing domain and the special education domain, given the widespread use of CSEPs in many jurisdictions across the continent (Topping and Barron, 2009; Walsh et al., 2018) and the dearth of data on their enactment with children with SEN. That the CSEP under examination in this study, is state-mandated, regardless of child ability, adds to the novelty of this paper and speaks to a trend emerging across Europe of teachers being subjected to greater regulation in curriculum enactment (see for example, Priestley et al., 2021) - even in the health and wellbeing sphere.

The need for effective interventions to promote staff health in schools is undisputed in light of studies on the health situation of teachers. To date, however, workplace health promotion in schools has focused strongly on the individual, holistic health promotion at the organizational level is rare and the existing projects are rarely evaluated. In particular, there is a lack of prospective studies that record, analyze and explain the development processes of comprehensive, complex interventions on a longitudinal basis (Dadaczynski et al., 2015). The presented intervention study addresses this research gap by evaluating a participative organizational-level (OL) occupational health intervention (OHI) designed to improve working conditions and the health of teachers.

The analyzed intervention is an offer for systemic workplace health promotion in which customized and targeted measures are derived and implemented in a participatory manner based on the results of a staff survey. The survey tool provides individuals with feedback on their personal values immediately after completing the survey. On the other hand, a report is generated for the individual schools/school units, including the Job-Stress-Index of the school (balance of demands and resources) and the positioning of organizational demands and resources in relation to the benchmarks of other schools. The need for action is indicated by a traffic light system (green, yellow, red). These organizational results are discussed in workshops with the whole school team aiming to interpret the results of the survey and to identify fields of action for health-promoting measures. The intervention follows a configurable intervention approach in which the measures are adapted to the needs of the individual schools. The naturally occurring variation in the implementation makes the evaluation challenging (Bauer & Jenny, 2014).

The analytical framework of the study is based on Job Demands-Resources Theory (Bakker & Demerouti, 2014), which conceptualizes the background of the intervention that aims to reduce workplace demands and foster workplace resources in order to improve workplace health of teachers. On the other hand, the Framework for Evaluating Organizational-level Interventions (Nielsen & Randall, 2013) with the three basic elements (1) context, (2) process and (3) mental models of the actors involved (of the intervention and their work situation) is guiding structured description of the individual schools.

The paper presentation will focus on the context of the intervention as previous research shows that the effects of an OHI depends on the context of the individual school. The effectiveness of organizational occupational health interventions is influenced by the preintervention health status and prior experience of the organization (Semmer, 2006). Schelvis et al. (2016) showed that lack of trust between leadership and staff, learned helplessness and high teacher independence impede the desired effects of an intervention. Facilitating contextual factors were competent leaders (Abildgaard et al., 2019), organizational resources such as collaboration and low initial stress, and the integration of the intervention into the existing strategy (Kliche et al., 2010).

The presented paper aims to describe the context of the intervention in relation to the change in the Job-Stress-Index. We structure the description of the schools along the following questions: Who are the participants in the intervention? What is the reason for the participation in the intervention? What capacity does the organization have to conduct the intervention? What are the current challenges of the school? How is the intervention embedded in the school program and the school strategy? Did the intervention show the expected outcomes? Which hindering and facilitating factors in the context influenced intervention outcomes?

The current landscape of schools is marked by heightened uncertainty, with factors such as ongoing war conflicts, eco-anxiety, and economic crises significantly impacting the mental health and wellbeing of children and young people. Recognising the pivotal role of teachers in children and young people’s experiences in school, our research targets teachers and their own wellbeing. In order to successfully contribute to the mental health of children and young people, teachers themselves need to feel good in school and have relevant skills, not just knowledge, about developing mental health.

Our research targets Slovakia, a country with a neglected education system that has not fully gone through the transformation to support the development of 21st century skills, since becoming an independent democratic country just over 30 years ago. 95% of teachers in Slovakia report experiencing stress in school and 25% find the school atmosphere harmful to their mental health (Durikova, 2021). When considering the mental health and wellbeing of children and young people in schools, it is therefore essential to start by examining teachers. What are the current wellbeing needs of teachers in Slovakia? What training do they need to facilitate positive wellbeing experiences in schools? To what extend could experiential training support the wellbeing of teachers in Slovakia?

We emphasise an experiential approach to professional development in the area of mental health and wellbeing. Experience-based learning is pivotal to understanding one’s own and proximal others, and this underpins the whole-school approaches to wellbeing. We draw on Bronfenbrenner's ecological systems theory and conceptualises teachers as change agents within the microsystem of the educational environment. The framework highlights the interconnectedness of teachers, students, and the broader school community, illustrating how support networks contribute to effective teaching practices in the face of evolving challenges.

Our understanding of wellbeing includes hedonic and eudaimonic elements to provide a comprehensive understanding of the factors influencing teachers' experiences. Hedonic aspects, focusing on positive emotions, and eudaimonic elements, emphasising purpose and personal growth, collectively shape the conceptualisation of wellbeing in school.

Our study leverages cross-national collaboration, involving educators from Slovakia, the UK, and Ireland. By comparing experiences and strategies across diverse educational contexts, we aim to provide nuanced insights that can inform policies addressing mental health and wellbeing on an international scale.

There has been growing attention to developing effective interventions to improve teachers' occupational health (Agyapong et al., 2022). As teaching is a highly demanding profession, a significant percentage of teachers experience high stress levels and report poor occupational health (Sandmeier et al., 2017). Two approaches to improving teachers' occupational health are discussed in practice and literature. In practice, so far, most interventions have addressed the individual's responsibility to deal with workplace-related demands (Cann et al., 2023). Another approach that, to date, has been applied to a somewhat limited extent and, hence, has been seldom evaluated by research are organizational health interventions (OHIs) (Dadaczynski et al., 2015). This approach concentrates on changing the structural and social factors of the work environment, such as workload, leadership behavior, and relationships between colleagues. As part of the intervention, these factors are identified, discussed, and redesigned in a collective process, which is organized and guided by external coaches and leadership.

Thus, an essential aspect of OHIs is employees' involvement and engagement in the intervention's implementation and change process. In public health literature, this process is referred to as stakeholder participation, which is "a conscious and intended effort made by individuals at a higher level in an organization to provide visible extra-role or role-expanding opportunities and enhanced control for individuals or groups at a lower level in the organization" (Nielsen & Randall, 2013, p. 605). In public health literature, stakeholder participation is vastly seen as a normative imperative, which implies that participation and, more specifically, a high level of involvement is preferable. This is argued on the grounds that a high level of participation ensures that the measurements meet the needs of the employees and, therefore, result in sustainable long-term changes (Rosskam, 2009). However, findings from public health research challenge this assumption. These findings indicate that a high level of participation does not necessarily result in better intervention outcomes and can sometimes lead to unintended adverse effects (Roodbari et al., 2022; Schelvis et al., 2016).

These inconsistent findings can partly be explained by the complexity and diversity of participation in OHIs. Participation can be realized in various forms and settings and different approaches are used by practitioners (Abildgaard et al., 2020). Understanding the diversity of participation can help to understand why some interventions fail while others succeed. So far, the complexity of different forms of participation has seldom been systematically described, partly because convincing analytical frameworks were missing (Marent et al., 2012). Abildgaard and colleagues (2020), therefore, suggest describing different forms of participation along four dimensions: content, process, directness, and goal. These dimensions capture stakeholders' impact on intervention objectives (content), on the organization of intervention activities (process), the degree of involvement (directness), and the underlying justifications and objectives driving participation (goal).

The analytical perspective by Abildgaard et al. (2020) forms the theoretical framework for a qualitative study to identify and describe different forms of participation in an organizational health intervention in schools. The study addresses the following questions:

RQ1: How can the analytical framework proposed by Abildgaard et al. (2020) be applied to describe and understand different forms of participation in OHIs within school settings?

RQ2: Which forms of participation can be identified along the dimensions of content, process, directness, and goal in the schools?

RQ3: What relationships can be observed between the organization of participation (process, directness), the actual participation of the stakeholders (content), and the objective of the participative process (goal)?

The COVID-19 pandemic disrupted the normality of daily life for many children, their families, and schools, resulting in heightened levels of anxiety, depression, social isolation, and loneliness among young people (Deng et al., 2023; Ma et al., 2021; Racine et al., 2021). This poses a challenge on the school system. An integrated public health model of interventions is needed to address the problem and to safeguard the mental health and wellbeing of children. The Triple P – Positive Parenting Program is a multilevel system of parenting support with a strong evidence-base and wide international reach (Sanders, 2012, 2023; Sanders et al., 2014). The Level 2 (Triple P Seminar series) seem to be particularly relevant as it is designed as a brief, low intensity intervention that can be delivered universally (either in person or via telehealth), in schools, at low cost. The original Triple P seminar comprises three 90-120 minute seminars and has been found to be effective in changing parenting practices and improving child behavioural problems in many studies (e.g., Lee et al., 2022; Sanders et al., 2009; Sumargi et al., 2015). Two new seminars were developed to substitute two original seminars to cover the social and emotion wellbeing of children. The new series consist of three seminars – one focusing on general parenting skills (“The Power of Positive Parenting”), the other two focusing on helping children manage anxiety (“Helping Your Child to Manage Anxiety”) and (“Keeping your child safe from bullying”). Each seminar drew on content from more intensive clinical interventions targeting conduct problems (Sanders et al., 2009), anxiety disorders (Cobham et al., 2017) and peer victimization (Healy & Sanders, 2014). This study is the first large-scale, multi-site randomised controlled trial of a newly developed Triple P seminar series, tailored for the schools, as a response to the impacts of the pandemic.

The evaluation employed an Incomplete Batched Stepped Wedge Cluster Randomised Trial Design, with 380 Australian primary schools, from the states of South Australia, Queensland, and Victoria, recruited and randomised in three batches. Within each batch, schools were randomly assigned to either start the intervention immediately or start in six weeks. The Triple P seminar series was delivered as Zoom webinars. Parents completed measures about a wide range of child and family outcomes, such as child social, emotional, and behavioural wellbeing, parenting practices, parental self-regulation, specific areas of parenting, and the home-school communication at baseline, six weeks after baseline, and 12 weeks after baseline. Data collection is currently underway with over 2,300 parents recruited from participating schools, and will be completed in February 2024.

Interim data analyses revealed high levels of parental satisfaction with the online Triple P seminar series. Also, limited school clustering effect from the data was identified (average intra-cluster correlation < .01), which warranted further single-level data analyses. Final analysis will be conducted in Early 2024 with a Piecewise Latent Growth Curve Modelling approach on all intervention targeted outcomes. Given that the evaluation logic behind the current design is systematic replication. differences between batches and conditions will be examined through multigroup comparison. Findings from the final analysis will be presented at the European Conference on Educational Research 2024. We expect seeing positive changes in all intervention targeted child and family outcomes.

The findings from this project will extend the current knowledge of the effectiveness of brief, low intensity, universally offered, prevention-focused, evidence-based parenting support seminars series that was adapted for the school priorities in a post pandemic world. The approach adopted is consistent with the multi-level conceptual model of evidence-based parenting support for educational settings as outlined by Sanders et al. (2021).

As testing has been widely used in evaluative situations thorughout our educational system, it has also become a potent group of stressors that can highly influence pupils' well-being at school.

Research on test anxiety has a long and fruitful history. The first studies concerning test anxiety were conducted as early as 1914 (Folin & Demis & Smillie, 1914) although the concept of test anxiety as such was not under its real name investigated until 1952 when Sarason nad Mandler (1952) published a series of studies on test anxiety and its relationship to academic performance. Test Anxiety can be shotrly desribed as a subjectively perceived condition of a mental discomfort associated with worries experienced before, during or after a test or exam (Cassady et al. 2002). It involves a set of physiologivcal, psychological and behavioral responses to a testing situation where one's perforamnce will be judged (Sieber et al. 1977). Contemporary instruments developed to assess test anxiety at schools usually work with two (or more) basic dimensions of test anxiety; cognitive dimension that represents negative thoughts about the test and consequnces of its failure, and dimension of autonomic reactions that includes diverse phyiological response to testing sitution (Cassady & Johnson, 2002; Wren & Benson, 2004). Researches indicated that around one third of pupils experience anxious feelings in testing situations and this condition may be found across all levels of education (McDonald, 2001)

The purpose of our research was to measure the level of test anxiety in 8th and 9th grade of compulsory education in Czech schools (first two years of lower-secondary education), using Children Test Anxiety Scale (CTAS) and assess the mediating role of social, affective and cognitive indicators of school environment and other demographic variables. The aim was also to make a comparative report of how CTAS works in the environment of Czech schools in comparison to the original validational study