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    Exploring youth vaping in New Zealand intermediate and high schools: a mixed-methods study protocol
    (BioMed Central Limited, part of Springer Nature, London, 2025-12) Jagroop-Dearing A; Lañas–Pangan J; Khan MH; Dearing CG; Forrest RH
    Background: Electronic nicotine delivery systems (ENDS) represent a global growing public-health concern among adolescents. In Aotearoa New Zealand (NZ), daily vaping rates have risen sharply (10.5%) among 15–17-year-olds in 2023/24. This is alarming due to nicotine’s addictive nature and its impact on adolescent brain development, mental health, and academic performance. Māori youth and those in socio-economically deprived areas are disproportionately affected, exacerbating existing health-inequities. Legislative frameworks prohibit vaping on school premises, yet ease of access remains a concern. Punitive school responses are increasingly viewed as harmful and ineffective, highlighting an urgent need for evidence-based, health-centred interventions. Methods: This multiphase, mixed-methods study explores vaping within secondary schools on the East Coast, NZ. Phase 1 involves online surveys to collect quantitative data on vaping behaviours, targeting 1375 students to ensure sufficient statistical power. Initial qualitative data will be gathered alongside. Phase 2 employs in-depth interviews and focus groups with students (vapers/non-vapers) and staff to explore perceptions of health risks, access, and effectiveness of school responses. A rapid scoping review (RSR) will synthesise existing research on adolescent vaping in Oceanic countries, identifying behavioural patterns, legislative impacts, and gaps in the evidence base. Discussion: This protocol addresses critical knowledge gaps by integrating quantitative and qualitative findings with a RSR. This study aims to inform the development of culturally appropriate, health-based, vape prevention and cessation strategies. Ultimately, findings may support a paradigm shift away from punitive disciplinary measures towards supportive school-based interventions, that improve public-health outcomes and reduce health inequities.
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    Secondary School Students and Caffeine: Consumption Habits, Motivations, and Experiences.
    (MDPI (Basel, Switzerland), 2023-02-17) Turner S; Ali A; Wham C; Rutherfurd-Markwick K; Cornelis M; Tauler P
    Adolescents may be particularly vulnerable to the effects of caffeine due to a lack of tolerance, their small size, changing brain physiology, and increasing independence. Concerns about adolescent caffeine consumption relate to potentially serious physiological and psychological effects following consumption. Motivations driving caffeine intake are not well understood among adolescents but are important to understand to reduce harmful behavioural patterns. This study explored caffeine consumption habits (sources, amount, frequency) of New Zealand adolescents; and factors motivating caffeine consumption and avoidance. The previously validated caffeine consumption habits questionnaire (CaffCo) was completed by 216 participants (15-18 years), with most (94.9%) consuming at least one caffeinated product daily. Chocolate, coffee, tea, and kola drinks were the most consumed sources. The median caffeine intake was 68 mg·day-1. Gender (boy) and being employed influenced the source, but not the quantity of caffeine consumed. One-fifth (21.2%) of adolescents consumed more than the recommended European Food Safety Authority (EFSA) safe level (3 mg·kg-1·day-1). Taste, energy, and temperature were the main motivators for consumption, and increased energy, excitement, restlessness, and sleep disturbances were reported effects following caffeine consumption. This study provides information on caffeinated product consumption among New Zealand adolescents, some of whom consumed caffeine above the EFSA safe level. Public health initiatives directed at adolescents may be important to reduce potential caffeine-related harm.
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    Patterns of post-traumatic stress symptoms in mild traumatic brain injury and their relationship with outcomes: a latent profile analysis.
    (Taylor and Francis Group, 2023-06-23) Faulkner JW; Snell DL; Theadom A; de Terte I; Low R
    INTRODUCTION: Post-traumatic stress symptoms (PTSS) are known to contribute to postconcussion symptoms and functional status following mild traumatic brain injury (mTBI). Identifying symptom cluster profiles provide an opportunity to better understand PTSS and their influence on these outcomes. In this study, latent profiles of PTSS following mTBI were identified, and their association with mTBI outcomes was examined. The predictive role of demographic and injury related variables on profile membership was also explored. METHOD: Adults (N = 252) completed self report measures of PTSS and mTBI outcomes (post-concussion symptoms and functional status) within three months of mTBI. These measures were re-administered six months later (N = 187). Latent profile analysis (LPA) was used to ascertain the latent class structure of PTSS, and regression analysis to examine predictors of profiles. ANCOVA, with general psychological distress as a covariate, revealed the relationship between profiles and mTBI outcomes. RESULTS: LPA identified a four-profile model to best describe PTSS at baseline. This included a resilient (49.6%), moderate (30.6%), moderate with high intrusion/avoidance (14.3%) and a highly symptomatic profile (5.6%). A secondary school education or less and/or unemployment before mTBI was significantly more likely in the highly symptomatic profile, as well as sustaining an mTBI due to an assault or motor vehicle accident. PTSS latent class membership was significantly associated with mTBI outcomes even when controlling for general psychological distress. The resilient group had significantly better outcomes at baseline and six-month follow-up. However, no significant differences in mTBI outcomes emerged between the moderate, moderate with high intrusion/avoidance and the highly symptomatic profiles. CONCLUSION: The current study provides novel information on the symptom profiles of PTSS in mTBI, predictors of profile membership and their relationship with mTBI outcomes. Although future research using this approach is needed, the current study offers a more in-depth understanding of PTSS in mTBI to inform clinical care.
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    Whole-genome sequencing and ad hoc shared genome analysis of Staphylococcus aureus isolates from a New Zealand primary school
    (Springer Nature Limited, 2021-10-13) Scott P; Zhang J; Anderson T; Priest PC; Chambers S; Smith H; Murdoch DR; French N; Biggs PJ
    Epidemiological studies of communicable diseases increasingly use large whole-genome sequencing (WGS) datasets to explore the transmission of pathogens. It is important to obtain an initial overview of datasets and identify closely related isolates, but this can be challenging with large numbers of isolates and imperfect sequencing. We used an ad hoc whole-genome multi locus sequence typing method to summarise data from a longitudinal study of Staphylococcus aureus in a primary school in New Zealand. Each pair of isolates was compared and the number of genes where alleles differed between isolates was tallied to produce a matrix of "allelic differences". We plotted histograms of the number of allelic differences between isolates for: all isolate pairs; pairs of isolates from different individuals; and pairs of isolates from the same individual. 340 sequenced isolates were included, and the ad hoc shared genome contained 445 genes. There were between 0 and 420 allelic differences between isolate pairs and the majority of pairs had more than 260 allelic differences. We found many genetically closely related S. aureus isolates from single individuals and a smaller number of closely-related isolates from separate individuals. Multiple S. aureus isolates from the same individual were usually very closely related or identical over the ad hoc shared genome. Siblings carried genetically similar, but not identical isolates. An ad hoc shared genome approach to WGS analysis can accommodate imperfect sequencing of the included isolates, and can provide insights into relationships between isolates in epidemiological studies with large WGS datasets containing diverse isolates.
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    A survey of communication supports in Grade R classrooms in the Western Cape, South Africa
    (AOSIS, 2022-10-28) Kathard H; Parusnath P; Thabane L; Pillay M; Jing Hu Z; Le Roux J; Harty M; O Carrol S; Mallick RB
    Background: Early classroom communication supports are critical in influencing oral language development and emergent literacy skills. It is both support from peers and adults, as well as the environment that impacts the quality and efficacy of language learning. Schools in particular play a key role in communication development, which will be further explored in this article. Objectives: To describe how communication was being supported in the classroom by teachers in the areas of language-learning environment (LLE), language-learning interactions (LLIs) and language-learning opportunities (LLOs) to focus on classroom communication supports to strengthen literacy outcomes for Grade R learners. Method: A cross-sectional descriptive survey of classrooms was conducted using a structured observation method in 136 classrooms. The Communication Supporting Classroom Observation Tool was used to make 223 observations across classrooms of LLE (19 items), LLI (20 items) and LLO (5 items). A descriptive analysis of frequency of occurrence of items was conducted for each domain. Results: Language-learning environment had more frequently occurring observations, with 12 out of 19 items being observed with a frequency of occurrence greater than 65%, indicating that the environment had adequate basic resources (e.g. good light). Language-learning interactions scores indicated that 3 out of 20 items were observed frequently, while 17 out of 20 items were observed less frequently (56.5%), including interactive strategies (e.g. turn-taking). Language Learning Opportunities scores indicated that teacher-led behaviours (e.g. including children in small group activities) were infrequently observed on all items. Conclusion: While the physical environment was generally supportive, the behaviours in the interactive domains of LLI and LLO were observed less frequently. There is potential for speech–language therapists to work collaboratively with teachers to develop communication supporting classrooms as a critical primary-level intervention for language-literacy learning.
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    School development : a consultative approach : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Education at Massey University
    (Massey University, 1980) Stewart, David James
    This thesis uses a case study approach to show how a strategy of 'School Development' might be applied to New Zealand schools. It is argued that a policy of school based staff development and training will lead to greater school effectiveness. Such a policy uses a coordinated organizational approach rather than the more traditional reliance on withdrawing teachers from their classrooms for a time in order to concentrate on elements of the teaching-learning process. Support for this concept is derived from Organization Development theory and research. The term 'School Development' has been used to distinguish the particular New Zealand modifications which have been made to the more generic organization development theory. The notion of a consultant is central to the approach described and tasks and procedures which would be used by interventionists are discussed. School development assumes that schools have the capacity for self renewal. The consultant merely helps the school to realise this capacity. Components of teaching practice can be addressed within the framework of the school where they occur. Teachers can in this way increase their effectiveness with their present classes. The study concludes with a discussion of the implications of school development for teacher education generally.
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    Decentralization, identity construction, and conflict : education under Aceh's special autonomy : a dissertation presented in fulfilment of the requirements for the degree of Doctor of Philosophy in Development Studies, Massey University, Palmerston North, New Zealand
    (Massey University, 2017) Fitriah, Amaliah
    This study contributes to the existing literature on decentralization by exploring the relationship between decentralization, identity construction and conflict in the context of decentralization reform in Indonesia. Using the concept of bottom-up autonomy as its theoretical lens, this study explores the impact of political decentralization on the autonomy of Aceh and examines the notion that autonomy can contribute to peaceful management of intra-state conflict. The study involves research into education stakeholders in the two districts of Aceh and uses the qualitative methods of pairwise ranking, semi-structured interviews, observation, and document analysis. More specifically, the impact of decentralization on the autonomy of Aceh is investigated through perceived changes in three areas of education: the curriculum, the structure, and the financing of education. The results demonstrate that the autonomy agreed between Aceh and the Indonesian government has contributed to extensive bottom-up autonomy for Aceh by accommodating the distinct identity of the Acehnese and by providing a political framework for local empowerment. Through providing frameworks for the accommodation of local identity and for local empowerment, the form of bottom-up autonomy resulting from political decentralization has offered negotiated avenues for managing intra-state conflict peacefully. These frameworks have hopefully created common ground for both parties to sustain peace. However, this study also revealed that there is potential for internal discontent within Aceh society as a result of perceived unequal access to resources. This study does not, therefore, emphatically conclude that political decentralization necessarily reduces conflict. Instead, this research suggests that political decentralization which results in extensive bottom-up autonomy may be a tool for promoting a more peaceful management of conflict between regions and the central state than would otherwise be possible.
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    Exploring decentralisation for improving education administration in the Kurdistan Region of Iraq : a thesis presented in partial fulfilment of the requirements for the degree of Master of Educational Administration and Leadership at Massey University, Manawatū, New Zealand
    (Massey University, 2016) Mohialdeen, Mohammed Ahmed
    Decentralisation features in most education reforms around the world. However, the rebuilding and development of education in the Kurdistan region of Iraq has yet to include movements towards increased school autonomy. With international development partners's agendas and local in interest in increasing the autonomy of local level authorities and schools, it is an opportune time for education stakeholders to participate in change plans. This study gathered the perspectives of a sample of school principals, education academics and education officers in the Kurdistan region of Iraq through a questionnaire designed around four elements of decentralisation in education. Reflective interpretation using a phenomenological approach identified shared themes and synthesised them to reveal the essence of the shared experience of the participants in terms of the current school administration structure. Some of the central shared themes found were the call for closer connection between decision-makers and school needs, concerns about accountability, and a bid for equality. Unique findings showed some innovative ideas, a belief in the power of local networks to ensure accountability, and also that there is a need to develop confidence and a belief in the possibility of improvement in education.
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    The relationship between SPELD and schools in New Zealand : a thesis presented in partial fulfilment of the requirements for the degree of Master of Educational Psychology at Massey University, Auckland, New Zealand
    (Massey University, 2010) Devine, Jennifer Mary
    This research investigated the relationship between SPELD teachers and classroom teachers from the Wellington region. A key issue identified in a 2009/2010 evaluation of the SPELD New Zealand organisation was the lack of effective collaboration between SPELD teachers and individuals in the education sector. The present study sought to identify what supports SPELD and schools to work together, what factors restrict the relationship between SPELD and schools, and how can collaboration between SPELD and schools be enhanced. Using a case study methodology, this research investigated SPELD teachers’ views and experiences about their relationships with classroom teachers and the schools in which they operate and classroom teachers’ views and experiences about their relationships with SPELD teachers and the SPELD organisation in which they operate. The study found that while there were a number of positive factors contributing to an effective collaborative relationship between SPELD teachers and school teachers, there were a number of issues restricting the relationship. In particular, issues arose concerning tutoring within school hours and alignment with the work and schedules of existing specialist staff. Suggestions are offered about ways in which collaboration between SPELD and schools could be enhanced.