While school development has for a long time focused on individual schools, current attention is internationally shifting toward forms of cooperation between schools and with various external partners in networks. School Development Consulting (SDC) is considered an important factor that is expected to make a significant contribution to the success of emerging school networks. This article focuses on school networks and their significance for school development, with additional support provided by SDC. The basis of the study is a content analysis of the perception of SDC within the school network “Shaping Society by Fostering Democracy in Schools” (SSDS) at the University of Education Upper Austria (Austria). This network serves as an example for school development within the framework of networks with additional support from SDC. The article aims to answer the questions of which supportive or hindering conditions can be identified in school development processes within school networks and which specific contribution does SDC make within these processes. For the analysis, 14 key actors involved in the school development and consulting process of the above-mentioned network were interviewed. The analysis reveals that SDC strengthens development processes within school networks by providing support, creating structures, mediating between the individual school level and the network level, and promoting transfer. At the same time, success factors such as practical relevance and educational expertise as characteristics of the consultants, as well as process design and sense-making as key activities, became evident. The findings highlight the importance of a stable and supportive school leader in school development processes. Finally, four professional functions of school development consultants within a school network were identified: Continuity Function, Transfer Function, Coordination Function, as well as Expertise and Legitimacy Function. As a result of the analysis, a recommendation is made for the further professionalization of SDC within school networks toward a collaborative, co-constructive SDC that initiates organizational transformation processes at the individual school level as well as the network level.
Review question / Objective: This systematic review and meta-analysis aimed to (1) synthesise the reliability and validity of IFIS in different populations; (2) explore the possible moderators of the reliability and validity of IFIS. Information sources: A comprehensive literature search will be conducted using Web of Science, EBSCO, Elsevier, MEDLINE, SPORTDiscus, SOCOLAR, Wiley Online Library, and PubMed online databases. Before the literature searches, the details of the search strategy were discussed and confirmed by reviewers.
In Austria, early childhood educator training programs generally lack a strong emphasis on STEM (Science, Technology, Engineering, and Mathematics) education and talent development. This study investigates the extent to which Austrian early childhood educators are prepared to integrate STEM concepts into their pedagogical practices and support giftedness in young children. The research examines the alignment between educators’ training and the goals outlined in the Austrian National Education Framework Plan, as well as the General Competencies for Early Childhood Educators. Through semi-structured interviews with early childhood educators, the study identifies significant gaps in training related to STEM education, particularly in the practical application of STEM concepts and the promotion of giftedness. Despite a strong theoretical foundation in STEM subjects, participants reported insufficient practical experience and a lack of training in gifted education. Structural barriers, including resource shortages and personnel constraints, further hindered the integration of STEM activities in early childhood education centers. Moreover, while many educators expressed enthusiasm for STEM and talent development, they were often unaware of professional development opportunities in these areas. The findings underscore the need for a more integrated approach to STEM and talent promotion in early childhood educator training, aligning curricula with the Austrian National Education Framework Plan and the General Competencies. By addressing these gaps, it is possible to better equip educators to foster STEM-related skills and identify and nurture giftedness in young children.
Lifestyle factors are known to be associated with mental health indicators. However, further studies are needed to explore how these associations manifest across different sociodemographic contexts. This study aimed to evaluate the association between modifiable lifestyle behaviors and mental health indicators among adolescents from 48 countries participating in the Global School-Based Student Health Survey (GSHS), considering each country’s Human Development Index (HDI) to account for sociodemographic differences. This cross-sectional study used data from national surveys conducted through the GSHS, including school-aged adolescents (10–19 years). Modifiable behaviors (obesity, fruit and vegetable consumption, physical activity, sitting time, transportation to school, tobacco and alcohol consumption and school attendance) and mental health indicators (anxiety, loneliness, suicidal thoughts and suicide planning) were obtained by self-reported questionnaire and categorized. The final sample comprised 146,177 adolescents (54.2
BackgroundDespite growing scientific evidence and health guidelines, the global health paradox persists, with rising lifestyle-related diseases and escalating healthcare costs exposing the inadequacy of current efforts.ObjectiveThree multidisciplinary congresses were held to generate evidence-based conclusions aimed at addressing the global health paradox.MethodsA total of 58 experts from 62 entities participated in the international research and knowledge-exchange panels. Experts reviewed the latest findings to develop practical strategies and identify key research and policy priorities, focusing on the Healthy Eating & Active Living (HEAL) approach.Results, conclusion, and relevanceThe expert consortium endorsed a 33 evidence-based consensual-statement policy roadmap for addressing global health challenges, emphasizing that the HEAL approach can significantly contribute to the “Prevention First” appeal and broad ethical, social, ecological, and economic advantages, and ultimately supporting policy change.
