International Journal of Social Policy and Education

Abstract: Multigrade teaching is widely used to expand access to education in sparsely populated rural areas, yet it presents persistent pedagogical and systemic challenges. This study investigated the experiences of junior primary teachers in multigrade classrooms in the Kunene Region of Namibia, focusing on instructional practices, curriculum demands, learner support, and institutional conditions. A qualitative approach was employed, using questionnaires, classroom observations, lesson artefacts, and reflective discussions. The findings reveal that teachers face significant challenges related to time constraints, heavy workloads, and complex curriculum demands, which often affect the quality and consistency of teaching delivery. Limited teaching resources, inadequate training, and professional isolation further restrict the implementation of learner-centred approaches. The study concludes that multigrade teaching challenges are largely systemic rather than individual. It recommends targeted professional development, context-responsive curriculum adaptation, improved resource provision, and strengthened institutional support to enhance teaching effectiveness and learner outcomes in rural multigrade settings.

Abstract: This case study examined the routes taken to attending college and the performances of 1,136 undergraduate students enrolled at a Southern, rural U.S. institution of higher education and who completed their respective bachelor degrees. The pathways to higher education admission and progression were examined with respect to both traditional high schoolers and community college students who transferred to a four-year university. An outcome of the study showed that the performance of the two groups did not depend on the path they took to attend the university. Thus, it appeared that the pathways experienced by high school admittees and community college transfer students toward collegiate enrollment did not affect their performance after admission.

Abstract: This essay examines the essential integration of human rights education (HRE) and intercultural competence (IC) as foundational principles for fostering more democratic and inclusive education in contemporary multicultural societies. In this context, school education must serve not only as a means of knowledge transfer but also as an effective transformative practice at the heart of social justice, equality, and active citizenship. At the pedagogical level, this paper explores human rights education and intercultural competence alongside experiential learning, which is crucial for developing a deeper understanding of power relations, cultural biases, and the abuse of rights through action-based approaches such as role-playing and service learning. Integrating HRE and intercultural education into curricula enables students to develop democratic principles and values and to adopt a democratic way of life.

Abstract: Differentiated instruction addresses students’ learning needs in which educators adjust what and how they teach. While it is critical educators are well-versed in understanding and applying differentiated instruction practices, not all teacher preparation programs provide the same interpretation when it comes to differentiation. This study, prompted by a state accreditation visit of one Teacher Preparation Program, focused on developing a shared understanding of what and how differentiation is shared with pre-service teachers. Researchers conducted a questionnaire of educators in various roles examining how participants define, explain, teach, and/or implement differentiated instruction. Overall, findings indicated most participants recognized student learning can differ, and that differentiated instruction can meet student needs; however, levels of understanding differentiation varied. This indicates more work is needed to ensure a consistent understanding of differentiated instruction among educators to effectively apply it in classrooms to best meet student needs.

Abstract: Future educators need opportunities to refine professional skills during preparation, and practice-based pedagogy (PBP) plays a central role. This study explores the outcomes of a department-wide initiative to expand PBPs across educator preparation programs. Five faculty from diverse disciplines participated in sustained professional development, engaging in collaborative exploration, curriculum redesign, and iterative reflection. Using an action research design, faculty incorporated PBPs while 135 students contributed data through journals, course evaluations, and exit interviews. Thematic and constant comparative analysis revealed that candidates showed greater engagement, improved application of theory, and increased confidence in enacting professional skills. Faculty reported benefits such as stronger collaboration, purposeful use of rehearsal and video, and decomposition of standards into actionable practices. These outcomes advanced departmental goals of enhancing educator readiness and student participation. Findings underscore the value of sustained faculty support and collaborative, programmatic approaches to PBPs for effective educator preparation.

Abstract: Adolescent friendships enhance quality of life and can be arguably even more crucial for neurodivergent individuals who often report struggling with social exclusion and loneliness (McCausland et al., 2020). Close friendships within this population can combat said barriers by increasing feelings of happiness (Fulford & Cobigo, 2016), self-confidence (Lafferty et al., 2013), and community engagement (Athamanah et al., 2019), yet not much is known about the qualities that define these friendships or make them long-lasting (Josol et al., 2022). Semi-structured interviews and standardized assessments were conducted with neurodivergent adolescents to: (a) understand the perspectives and definitions of friendship, and (b) examine whether adolescents’ social skills and dyadic friendship quality predict whether a friendship remains stable over a 2-month period. Results suggest that neurodivergent adolescents understand friendship as a multidimensional, highly valued relationship, characterized by mutual respect, support, and reciprocal interactions. Most friendships did not remain stable over the two-month period, and this instability was not explained by adolescents’ social skills or their perceived friendship quality.