Education

Elsevier,

Teenagers, Sexual Health Information and the Digital Age, 2020, Pages 123-133

Teenagers were recruited from five schools in the North East of England; teenagers were approached by their teacher and asked if they would like to take part in the research. Participants were categorized as low SES based on parental educational background and parental income. The goal of SDG Goal 4.6 By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy
Background: Metabolic syndrome is characterised by a clustering of metabolic risk factors including abdominal obesity, raised triglycerides, lowered HDL cholesterol, hypertension and impaired glucose tolerance. Multifaceted lifestyle interventions including diet and exercise are recommended as the first-line treatment for the metabolic syndrome. Objective: To investigate the effects of lifestyle interventions that include both diet interventions and supervised exercise on outcomes for people with metabolic syndrome. Methods: A systematic review and meta-regression was conducted.
Elsevier,

Assistive Technologies (Fifth Edition): Principles & Practice, 2020, Pages 16-30

This chapter addresses SDGs 4 and 10 by offering a systematic process for ensuring the effective application of assistive technologies with a focus on the relationship between the human user and the assisted activity within specific contexts.
Elsevier, International Journal of Educational Development, Volume 70, October 2019
This study empirically examines the effects of school toilet provision on the primary-school attendance rate in Kenya. Using over 4200 school-level observations between 2013 and 2015, the results consistently show that an increase in the school toilet availability per student significantly raises the primary school attendance rate among both boys and girls. Moreover, the effects are larger for girls than for boys, and especially for pubescent girls.
This article ties to SDG 3 & 4 by reviewing school-based programs aimed at improving the mental health and psychosocial wellbeing of adolescent forced migrants in high-income countries. Found gaps can be used to improve the quality of these programs and thus the quality of education and support for adolescent forced migrants.
The #SDGBookClub helps children learn about the Sustainable Development Goals. The book club presents a selection of books for children aged 5-12 on each of the goals. Check out the books that have been selected in support of Goal 4 - Quality Education.
Inclusive policies that attend to sexual orientation and gender identity (SOGI) are associated with more supportive school environments for lesbian, gay, bisexual, and transgender (LGBT) youth. We use the 2013–2015 California Healthy Kids Survey (n = 113,148) matched with principal reports of school policies from the 2014 California School Health Profiles to examine differential effects of SOGI-focused policies for LGB and transgender youth.
Understanding the politics of education reform is crucial to assess the challenges facing the SDG of quality education. This article surveys the small academic literature on the politics of reform as well as a wide range of empirical research on reform experiences across the world, with an emphasis on recent reforms in Latin America. We focus on teacher policy reforms, which play a central role in raising learning in primary and secondary schools, but pose three special challenges.
Currently, learning technologies are transforming and modifying educational systems with impressive progress of Information and Communication Technologies. Furthermore, when these technologies are available, accessible, usable and affordable, they represent more than just a transformation for people with disabilities, they represent real opportunities with access to an inclusive education and help to overcome the obstacles they meet in classical educational systems.
Healthy psychological and brain development is not a privilege, but a fundamental right that requires special protections and opportunities for building cognitive, emotional, and social skills necessary for becoming a contributing member of our society. Healthy psychological and brain development is not a privilege, but a fundamental right that requires special protections and opportunities for building cognitive, emotional, and social skills necessary for becoming a contributing member of our society.

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