#school environment

Another week has come to an end and so has our research project. During the week, Maria and I conducted 3 focus group interviews (FGI) – one per participating school – and they consisted of a group of 8-10 students representing the school. The FGI were the last step in the research project as it was aimed to provide more details of the consumption patterns among adolescents.

Even though we have never conducted a FGI before, the interview guide served precisely to guide us on how to follow up the discussion with the students. The FGI focused mainly on Sweet Sugary Beverages (SSB) and the marketing behind these products, together with other factors driving the consumption decisions such as their social context. The total time per session was 40 minutes, although some time was used to get the place in order before starting.

It was interesting to understand from the adolescents’ point of view the reasons behind why they choose to drink SSB so frequently, or why is it so high its daily consumption. As educated in the field of nutrition and health, one needs to be aware that we hold some “bias” when we try to make sense about people’s lifestyles, disapproving immediately unhealthy patterns and trying to make sense to them why healthier choices are better. It was no exception the case of these adolescents, however, instead of having those thoughts with me, I opened my mind and ears and try to understand and gain much as possible from these interviews.  

It seemed that the major reasons for drinking SSB are, firstly, the taste, together with the price of healthier options and seeing others with the beverages, opening the “craving” for them. It is not surprising that kids prefer to buy 1 cheap soda during their school lunch recess instead of a bottle of water, since the price of a bottle of water or even lemonade adds up to be 2 to 3 times more expensive than SSB, depending on the type of these. I see two main problems from this, 1. the price of healthy food and beverages at schools should be accessible and 2. banning or some regulations of SSB in schools should be implemented. The last one I believe will benefit one of the consumption reasons (the craving by seeing) by eradicating this completely. This might not change children and adolescents taste and preference for SSB, but it will help them to start reducing their consumption and to try other options to satisfy their thirstiness.

A little extra thing we did after out final FGI, was to ask the students to volunteer for writing health messages to their fellow students and to share with pictures. This will help to build up a campaign and/or policies for adolescents’ health and healthy meals and beverages in schools environments. Unfortunately boys will always be boys and they wanted to pose in this way... hope it can still be used the picture!

A short conclusion for the FGI, the results we attained supported the findings from the survey, but more than supporting, strengthened them and open new ideas of possible interventions for policy makers and/or organizations advocating for health.

Besides conducting the FGI, we started to interpreted the data and to write our report draft.  Most of our week has consisted mainly on recapping a lot of what we have learned in previous modules from GNH, touching upon qualitative research (FGI, transcription of interviews, coding), and quantitative research (statistics, analysing data, coding). Some of this allowed us to run some statistical tests although we have been working on more descriptive statistics.

Little snap of how our data looks (there are more rows and columns than what is showed)

Bullying, whether physical, verbal, social, or cyber, is a persistent challenge that poisons the learning environment. It is not a harmless rite of passage, but a serious issue that affects the mental health, academic performance, and long-term well-being of victims, bystanders, and even those who bully. Creating a safe and inclusive school where every student feels respected is a moral…

Creating a safe school environment is one of the most important factors in helping students thrive academically & personally. That’s because a safe, supportive school not only fosters positive interactions among students & staff but also encourages children to feel comfortable & focused on their learning.

Safety in schools involves more than just physical security; it also includes emotional & mental safety. When students feel secure, supported & valued, they can develop confidence, resilience & a love for learning that will carry them far beyond the classroom walls.

With that being said, let’s explore the key elements that contribute to a positive school culture & a safe, supportive environment.

Key Components of a Safe & Supportive School Environment

Clear Safe School Policies & Procedures

A truly safe school environment is built on strong, clear policies. Schools should have a structured set of rules for managing bullying, harassment & other issues that may arise among students. These safe school policies provide students & staff with guidelines for handling situations effectively & preventively. Schools that implement policies for emergency procedures & promote positive behavior create an atmosphere of trust where students know they are protected.

Supportive & Caring Staff

Teachers, counselors & administrators play a huge role in creating a positive school culture. Supportive staff members are approachable, understanding & always ready to listen to students’ concerns. When students know that they can turn to a caring adult in times of need, it helps them feel safe & supported. Regular training for staff members on handling students’ emotional needs & mental health can make a big difference, as it allows them to provide better guidance & support.

Inclusive & Respectful Environment

A school that respects & includes students of all backgrounds, abilities & beliefs creates a welcoming space for everyone. When students see their diversity represented & respected, they feel valued & included. Encouraging group activities, teamwork & cross-cultural understanding can strengthen connections & reduce misunderstandings. An inclusive environment promotes empathy, helping students appreciate their peers & creating a positive school culture where everyone feels they belong.

Focus on Social & Emotional Learning

Teaching students how to understand & manage their emotions is crucial in creating a supportive school atmosphere. Schools that focus on social & emotional learning (SEL) encourage students to develop self-awareness, empathy & strong relationships. This approach also helps students learn how to resolve conflicts in a positive way, which contributes to an overall safer environment. SEL programs also teach students how to manage stress & anxiety, equipping them with skills that support both their mental & emotional health.

Imagine an education system where classrooms aren’t just rooms, but sanctuaries of learning; where lessons aren’t just taught, but experienced; where students aren’t just present, but engaged. This isn’t a far-fetched dream—it’s the heart of holistic learning, a powerful antidote to the epidemic of student absenteeism. As an avid educator for over 26 years, I have dreamed of such idealistic…

Children are moody. They procrastinate a lot when it is about completing their homework or an exam is coming up. Even if you want them to be in touch with their books, sometimes, it is very difficult. Often it is all about scolding them and forcefully getting them to study.