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This study was conducted to highlight the experiences of caregivers in the transition from Early Intervention to Early Childhood Special Education.

Caregivers Excluded from School Transitions

Caregivers feel left out when a child transitions to school services, they don’t feel included in the process anymore. There is a lack of communication between schools and caregivers, once the children make the transition to full-time school. A meta-synthesis approach was used to integrate, compare, and synthesize existing studies on caregiver experiences. Limitations and gaps were found in the various studies analyzed, and the authors provided some suggestions on how to improve the transition process.

Improving Communication Channels

Suggestions included improving communication between caregivers and teachers, collaboration, and family involvement in all the stages of the transition. Future research is recommended on the role of fathers as caregivers.

Notable Quotes:

“Caregivers felt empowered when they were involved in the transition process and the decision making.”

“Caregivers emphasized the importance of clear and open communication throughout the transition process (i.e., before, during, and after the transition to ECSE) as well as the need for good communication between the EI and ECSE providers.” 

“Listening to caregivers’ needs and experiences, supporting their advocacy skills, and making concerted efforts to address issues would lead to improved transition practices and ultimately better outcomes for young children with disabilities and their family as a whole.”

Personal Take

This research did not apply to either my context or my teaching division, but since the main theme was communication between caregivers, therapists and school personnel, I agree with the findings that there is a need to develop this quality and therefore build trust with the families of students with special needs.

Shekufeh Monadjem

Summarized Article:

Douglas, S.N., Meadan, H., and Schultheiss, H. (2021). A Meta-synthesis of Caregivers’ Experiences Transitioning from Early Intervention to Early Childhood Special Education. Early Childhood Education Journal (2022) 50:371–383.

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Key Takeaway
Geometry is an essential topic in mathematics, fundamental to young children’s mathematical learning and development. Results of the current study suggest that fostering self-regulation skills positively impacts the learning of early geometry skills. Accordingly, teachers should be prepared to effectively support and prioritize self-regulation skills within the context of geometric tasks and experiences.
https://marioeducation.com/wp-content/uploads/2022/04/Screen-Shot-2022-04-29-at-1.18.05-PM.pngSelf-Regulation and Early Geometric Skills in Young Learners 
Ashley Parnell

Mathematics and Geometry in Early Childhood

“Early mathematical skills are important for young children as such skills establish a foundation for later mathematics learning and are predictive of later school success.”1,2 More specifically, “young children’s abilities to engage in geometric thought and spatial reasoning can support their overall mathematical and cognitive development”.3 Key aspects of geometry in the early grades include:  

  • Naming, comparing, and drawing geometric shapes
  • Describing characteristics of and establishing relationships between shapes
  • Composing, decomposing, and manipulating geometric figures

Self-Regulation and Geometry Skills

Self-regulation skills play a foundational role in learning and early mathematics. While a large body of research supports the relationship between self-regulation and mathematics, most of this research has focused on numbers and operations rather than geometry. 

Given the importance of geometry for young children, the present study investigated the relationship between early geometric skills and behavioral self-regulation skills. Participants included 202 children between the ages of 5 and 6. Trained undergraduate students administered direct measures of self-regulation and geometric skills scales to children. The mothers and teachers were asked to fill in the self-regulation skills scales on behalf of their children. The following aspects of self-regulation were measured:

  • Working memory (e.g., remembers the plans made or instructions given)
  • Inhibitory control (e.g., identify causes and consequences of others’ feelings; expresses feelings and thoughts)
  • Attention (e.g., follows rules even if they delay pleasure or conflict with his/her wishes. 

Findings from this study include:

  • “Teacher-reported self-regulation skills were positively correlated with geometric skills and behavioral self-regulation.”
  • “Higher behavioral and teacher-reported self-regulation skills of children were effective in determining the children who were in the higher geometric skills group.”
  • “A weak association among mother-reported self regulation skills, age and income with geometric skills and behavioral self-regulation skills.”
  • A significant relationship existed between age and self-regulation, but not between income levels.

Implications for practitioners include:

  • Teachers should know how to effectively support and incorporate self-regulation skills in the context of geometry experiences in early childhood settings (e.g., representing shapes through different media, drawing and constructing structures with blocks).
  • “Policy makers should prioritize and facilitate the implementation of self-regulation intervention programs and early mathematics curriculum with a strong emphasis on geometry tasks in early childhood classrooms.”

Summarized Article:

İvrendi, A., Erol, A., & Atan, A. (2021). Children’s geometric skills: Any ties to self-regulation skills?. The Journal of Educational Research, 1-10.

Summary by: Ashley M. Parnell — Ashley strives to apply the MARIO Framework to build evidence-based learning environments that support student engagement, empowerment, and passion, and is working with a team of educators to grow and share this framework with other educators.

Additional References:

  1. Ivrendi, A. (2016). Investigating kindergarteners number sense and self-regulation score in relation to their mathematics and Turkish scores in middle school. Mathematics Education Research Journal, 28(3), 405–420. https://doi.org/10.1007/s13394-016-0172-4
  2. National Association for the Education of Young Children (NAEYC) & the National Council of Teachers of Mathematics (NCTM). (2010).Early childhood mathematics: Promoting good beginnings. [Online] Retrieved September 23, 2013, from http://www.naeyc.org/files/naeyc/file/positions/psmath.pdf
  3. Clements, D. H., Sarama, J., Swaminathan, S., Weber, D., & Trawick-Smith, J. (2018). Teaching and learning geometry: Early foundations. Quadrante, 27(2), 7-31. 

Key Takeaway:

School-wide interventions that reduce bullying can also reduce school attendance problems. Interventions in this area should also be targeted towards autistic youth as they experience a high rate of school refusal linked to the bullying occurring in school settings. Identification of attributes such as the ability to maintain control when angry and the ability to control negative thoughts can help protect this population from school refusal and may be a potential pathway for effective interventions.—Ayla Reau 

School Refusal

School refusal (SR) is “characterized by a young person’s reluctance or refusal to attend school in conjunction with emotional distress.” This is typically measured on a threshold for absence or difficulty attending over a certain period. Emerging school refusal (ESR) is the term used to describe the period before these thresholds are reached. Absence from school can negatively impact “academic achievement and socio-emotional outcomes, contribute to family stress, and place extra burden on school staff,” so early intervention is key for students exhibiting ESR. 

Bullying, ASD, and Psychological Resilience

It is widely accepted that being bullied is associated with SR in youth. Youth with autism spectrum disorder (ASD) are especially vulnerable to bullying in mainstream settings, which could explain the “high rate of SR among autistic youth.” Therefore, there is a need for interventions that reduce SR and ESR among bullied youth. 

“Psychological resilience refers to an individual’s capacity to resist the harmful effects of adverse stressors and to resume functioning despite them.” It has been associated with “reduced anxiety and depression among autistic boys, parents who have an autistic child, and non-autistic siblings of a young autistic person.” The current study focuses on the link between psychological resilience and ESR in bullied autistic youth, and data was collected through an online questionnaire completed by 58 young autistic males. 

Major Findings

  • 56% of bullied autistic youth asked their parents to stay home from school because of bullying (ie. displayed ESR). 
  • A significant inverse relationship (one increases, the other decreases) was found between ESR and two aspects of psychological resilience: the ability to maintain control when angry and the ability to control negative thoughts.
  • No statistical relationship was found between psychological resilience and ESR in elementary school children. 

Overall, the “identification of attributes that can help protect bullied autistic youth from engaging in school refusal may be a potential pathway to effective interventions for these young people.” Further studies are needed to determine whether psychological resilience acts as a protective factor against ESR and SR in bullied autistic youth and/or whether the experience of bullying leads to increased resilience and a decreased likelihood of SR happening over time. Regardless, educators and school administrators should carry out school-wide interventions that reduce bullying in order to reduce school attendance problems and foster a sense of well-being and safety at school. 

Summarized Article:

Bitsika, V., Heyne, D. A., & Sharpley, C. F. (2022). The inverse association between psychological resilience and emerging school refusal among bullied autistic youth. Research in developmental disabilities, 120, 104121. 

Summary by: Ayla Reau—Ayla is excited to help continue to grow the MARIO Framework, seeing the potential for it to impact all students across any educational context.

Key Takeaway: 

Students with emotional and behavioral disorders (EBD) face an increased risk of mental health issues and behavior-related disciplinary action, impacting their academic success. During the COVID-19 pandemic, these risks have been significantly exacerbated due to physical and social isolation. Educators working to support students with EBD must adapt their methods of instruction and communication in order to provide consistent and effective services. Thus, educational policies and guidelines must be re-evaluated to reflect the new challenges brought forward by virtual learning environments.  — Taryn McBrayne

Pandemic Effects on Students with EBD

In the United States, “5% of all students with disabilities receiving special education services under the Individuals with Disabilities Education Act (IDEA) fall under the disability category of emotional disturbance.”1 Students with emotional and behavioral disorders (EBD), “are significantly more likely to be suspended, expelled, and arrested than their peers without IEPs and with IEPs for other disabilities.”2 As a result, students exhibiting EBD and who have an Individualized Education Plan (IEP) often have access to intensive behavior interventions and support plans that are managed by special education teachers. However, following the declaration of the COVID-19 pandemic in March 2020, many schools closed, “potentially exacerbating the risk factors experienced by students with EBD.” 

Following the closure of schools, districts needed to determine new policies regarding how students with an IEP would receive the support and services that they are legally entitled to. While technology aided in the provision of these services, those with limited access to technology (i.e., lower bandwidth, lack of access to appropriate devices) may have had compromised access to services, resulting in a negative impact on learning.3,4 

Hirsch et al. “surveyed special education teachers (SETs) and resource specialist program teachers (RSPs) who were serving students with EBD in spring 2020” in order to “gather information about the extent to which these educators delivered the various supports and interventions delineated in students’ IEPs during school site closures.” Survey respondents represented 35 states, the majority of whom reported working in public schools. 

The results of the survey can be summarized as follows: 

Communication Resources

  • “Virtual meetings using platforms like Zoom were the most frequently (37.9%) used by all educators,” followed by telephone conferences and virtual classroom platforms such as Google Classroom and Seesaw. The chosen platforms varied based on district and individual school policy. 
  • It was unclear what activities were conducted via these communication channels and to what extent students were able to receive academic instruction through these platforms. 

Intervention Strategies

  • “Over half of respondents who were delivering optional or mandatory remote instruction indicated that they checked in with all of their students with EBD regarding their social, emotional, and behavioral well-being during school site closures.” 
  • Additional commonly reported strategies included “prevention strategies, reinforcement, and structured social skills activities.” 
  • Implementation of certain intervention strategies may have been contingent on the ease of virtual delivery.
  • “Anecdotal parent reports via email or phone call” were reported as the most common form of assessment data to measure student progress. These assessments were largely collected by SETs in comparison to RSPs.  

Implications

The authors of the article acknowledge that because the survey was conducted during the midst of the pandemic, their study is not without limitations. Some of the limitations mentioned in the article include: lack of a fully representative sample, reduced list of intervention strategies provided in the survey questions, and a reliance on respondent self-reporting. 

Despite these limitations, Hirsch et al. propose “numerous practical, policy, and research implications and directions for future research.” The authors call on policy-makers and educational leaders to develop specific “guidelines for mandating and supporting continuity of instructional services particularly for students with disabilities during school site closures.” They also suggest that gaps in access to technology need to be addressed to prevent an increasing “homework gap” for those learners who do not have the capability to complete tasks as a direct result of poor internet access. Furthermore, while the results of the study suggest that student well-being check-ins were prioritized, some respondents admitted to not checking in with their students at all, prompting a re-evaluation of communication methods during virtual learning. 

Summarized Article:

Hirsch, S. E., Bruhn, A. L., McDaniel, S., & Mathews, H. M. (2022). A Survey of Educators Serving Students With Emotional and Behavioral Disorders During the Covid-19 Pandemic. Behavioral Disorders, 47(2), 95–107. https://doi.org/10.1177/01987429211016780

Summary by: Taryn McBrayne — Taryn believes in the power of student voice and, through the MARIO Framework, strives to create more opportunities for both educators and students to regularly make use of this power.

Additional References:

  1. National Center for Education Statistics. (2020). Children and youth with disabilities. https://nces.ed.gov/programs/coe/indicator_cgg.asp
  2. Lipscomb, S., Haimson, J., Liu, A. Y., Burghardt, J., Johnson, D. R., & Thurlow, M. L. (2017). Preparing for life after high school: The characteristics and experiences of youth in special education. Findings from the National Longitudinal Transition Study 2012: Vol. 1. Comparisons with other youth (NCEE 2017-4016). U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance.
  3. Kormos, E. (2018). The unseen digital divide: Urban, suburban, and rural teacher use and perceptions of web-based classroom technologies. Computers in the Schools, 35(1), 19–31. https://doi.org/10.1080/07380569.2018.1429168
  4. Williamson, B., Eynon, R., & Potter, J. (2020). Pandemic politics, pedagogies and practices: Digital technologies and distance education during the coronavirus emergency. Learning, Media and Technology, 45(2), 107–114. https://doi.org/10.1080/17439884.2020.1761641

Key Takeaway: 

Common training procedures proved effective for training preschool teachers to collect progress monitoring data, an essential skill for teachers, especially those working within the implementation of multi-tiered support systems. While teachers acquired, maintained, and generalized data collection procedures, they did not implement these procedures outside study sessions, highlighting the importance of top-down scaffolds to ensure regular implementation of progress monitoring. – Ashley Parnell

Progress Monitoring

“Progress-monitoring is an essential skill for teachers serving children for whom the general curriculum is insufficient.” “The reason for progress monitoring is simple: it gives you data to measure whether the intervention or instruction a student is receiving is actually helping them close gaps in their learning”.1  

Increased adoption of multi-tiered systems of supports (MTSS) across education programs heightens the need for feasible, routine, and reliable data collection systems. In turn, identifying effective methods for training teachers to implement data collection is crucial. 

The Study 

In response to this need, the current study evaluated the effects of a training package on teacher implementation of data collection procedures in inclusive preschool classrooms.

Two teachers (one lead and one assistant) per class in two different classrooms were trained to implement a teacher-directed behavioral observation (TDBO) data collection, which involved:

  1. Securing student’s attention
  2. Presentation of demand or question
  3. Absence of any form of prompting
  4. Provision of specific praise of correct response or ignoring/responding neutrally to errors.
  5. Scoring of each trial as correct or incorrect.

Each teacher was assigned three children in their respective classroom. All children scored in the bottom 25% of their class on the Assessment, Evaluation, and Programming System (AEPS), a criterion-based assessment, in one of the following areas: concepts, premath, or phonological awareness and emergent reading. Using the AEPS assessment data, one behavior/skill and 5-10 related targets were identified for each child (e.g., labeling of letter sounds, letter A-J; counting objects, numbers 1-5). 

Teacher training package consisted of: 1) a video-based multimedia presentation, 2) a single-page hand-out describing each TDBO procedure, and 3) structured feedback following each training session. Sessions took place in the classroom setting 4 days per week (3 sessions per day with each child assigned to them) for 3 months. Teachers selected the materials and activity in which they collected data on the child’s target skill. Generalization data were collected throughout the study, with the exception of participants that mastered the material during the skill acquisition phase. 

Results and Implications

Results suggest:

  • Commonly used teacher training practices are functionally related to teacher mastery of TDBO procedures for collecting data on child progress within inclusive preschool classrooms. 
  • Generalization probes indicated that teachers may be able to implement and maintain the procedures with fidelity across children and skill types. 
  • Teachers reported never using the data collection procedures outside of study sessions.

Implications to practice include:

  • Lack of data collection outside sessions highlights the need for stakeholders within MTSS models to consider a systems-level approach to development and implementation, as training alone will likely be insufficient in ensuring implementation if there is no oversight.
  • Initial lectures in teacher training are almost always conducted in person. Technology can be leveraged successfully to improve common teacher training practices and reduce in-person training time, promoting accessibility, and flexibility (i.e., video-based multimedia presentation).

Summarized Article:

Shepley, C., Grisham-Brown, J., Lane, J. D., & Ault, M. J. (2020). Training Teachers in Inclusive Classrooms to Collect Data on Individualized Child Goals. Topics in Early Childhood Special Education, 0271121420915770.

Summary by: Ashley M. Parnell — Ashley strives to apply the MARIO Framework to build evidence-based learning environments that support student engagement, empowerment, and passion, and is working with a team of educators to grow and share this framework with other educators.

Academic researcher Collin Shepley participated in the final version of this summary.

Additional References:

  1. Spruell, F. M. (2021, June). Progress monitoring for MTSS at the secondary level. Branching minds. https://www.branchingminds.com/blog/progress-monitoring-secondary-level-mtss

Key Takeaway:

It can be tempting to implement rewards and punishment in the classroom and educators tend to forget about the importance of intrinsic motivation to foster academic growth and engagement. Shkedy et al. (2021) explored how implementing Visual Communication Analysis (VCA) along with self-determination theory when teaching students to type independently may provide an avenue to build intrinsic motivation among students with autism spectrum disorder and intellectual disabilities. Consequently, the learning and functional communication skills of these students would improve. —Michael Ho

The Study

Shkedy et al. (2021) examined the efficacy of using Visual Communication Analysis (VCA) in teaching children with autism spectrum disorder (ASD), intellectual disability (ID), and speech and language impairment to type independently as a means of expressive and functional communication. VCA is an “experiential therapy that is used to teach communication and can also be used to teach academics, while building confidence and self-esteem, and ultimately decreasing maladaptive behaviors.” In this study, Shkedy et al. (2021) investigated the relationship between instructional time each student received in typing and the letters correct per minute. 

The researchers hypothesized that VCA implementation will increase psychological well-being and decrease maladaptive behaviors among children with ASD, ID, and speech and language impairment. 

Major Takeaways 

  • “The rise in the number of students with disabilities served under the federal law of the Individuals with Disabilities Education Act (IDEA) in public schools increased between 2011 and 2017, from 6.4 million to 7.0 million students.”1
  • Students with ASD and ID have been significantly increasing over the past few years, and there is a need to provide personalized support to each student based on their needs and abilities.
  • “Special education classrooms are usually very structured and rigid and the majority are managed using token systems,” indicating that there is very little autonomy in a special needs classroom. This contradicts what special educators are responsible for—to meet the needs of each unique learner.
  • VCA has led to significant decreases in maladaptive and self-injurious behaviors, an increase in verbalizations and effective toilet training.
  • VCA combines Self-Determination Theory (SDT) with visual support, prompting, and technology; it provides students a variety of choices and perceived control when learning, in order to develop intrinsic motivation and competence.
  • Deci and Ryan (1985a & 2000) defined Self-Determination Theory (SDT) as a theory of intrinsic motivation that has three components—autonomy, competence, and relatedness; these three components tend to foster motivation and engagement for activities, including enhanced performance, persistence, and creativity.2
  • 27 students aged 5.5 to 11.5 years, who had at least one diagnosis of ASD, ID, speech-language impairment, were recruited from three special day classrooms across two elementary schools in South Bay Union School District, San Diego County, California. 
  • On average, a minimum of one class period per school day was allocated to using VCA, and data was automatically collected by a software. Based on self-determination theory, the students were provided choice, autonomy, and competence at the appropriate level without any rewards or punishments.

The Findings

  • The results indicated that there was a consistent positive effect of VCA-based instruction on typing efficiency for all groups of students (ASD, ID, speech-language impairment, and autism comorbid with ID), regardless of the diagnosis.
  • With the use of VCA, participants learned to type effectively, thereby improving their learning and functional communication skills. In addition, participants found success with learning novel tasks, as the difficulty of the task gradually increased after each successful performance.
  • Educators, professionals, and parents can use the data from this research to create opportunities for children with ASD, ID, and/or speech-language impairment to design and implement effective instruction on communication through typing.

Limitations

Firstly, the time dedicated to the study varied from one student to another based on teachers’ expectations. There is also a lack of standardized assessments used prior to the beginning of this study, as age limitations on some assessments meant that younger participants were given different assessments from older participants. In addition, the age range of the participants ignored older students from secondary schools. Finally, less than 25% of the participants were females.

Summarized Article:

Shkedy, G., Shkedy, D., Sandoval-Norton, A. H., Fantaroni, G., Montes Castro, J., Sahagun, N., & Christopher, D. (2021). Visual Communication Analysis (VCA): Implementing self-determination theory and research-based practices in special education classrooms. Cogent Psychology, 8(1), 1875549.

Summary by: Michael Ho—Michael supports the MARIO Framework because it empowers learners to take full control of their personalized learning journey, ensuring an impactful and meaningful experience.

Academic researchers Dalia Shkedy and Aileen Herlinda Sandoval participated in the final version of this summary.

Additional References:

  1. National Center for Education Statistics. (2019). Children and youth with disabilities. U.S. Department of Education. Retrieved from https://nces.ed.gov/programs/coe/indicator_cgg.asp
  2. Deci, E. L., & Ryan, R. M. (1985). Cognitive evaluation theory. In Intrinsic motivation and self-determination in human behavior (pp. 43–85). Springer, Boston, MA. https://doi.org/10.1007/978-1-4899-2271-7_3

Key Takeaway

Vocabulary and grammar instruction alone is not enough to become an expert in writing. Students that use self-regulation strategies exhibit increased writing skills and success. Specific self-regulation behaviors exhibited in the writing process can be classified into seven categories: regulation of environmental factors, regulation of sensory and motivational factors, planning, strategy development, regulation of temporal and social factors, monitoring, and evaluation. —Ayla Reau 

Self-Regulation and Writing

Self-regulation is defined as the “whole of the thoughts, emotions, and behaviors that the individuals develop in order to” determine, and make the efforts needed, to reach goals. The current body of research suggests that vocabulary and grammar instruction alone is not enough to become an expert in writing, and that “use of self-regulation strategies is important and necessary for increasing writing success and performance.”

While current research has shown a strong relationship between self-regulation and writing skills, there is insufficient detailed research on which “behaviors exhibited in the writing process can be accepted as self-regulation skills.” 

Therefore, the study by Sarikaya and Yılar seeks to identify in detail the “self-regulation behaviors exhibited by the 4th-grade students in the writing process within the scope of peer-assisted writing activities.”

Peer-Assisted Writing Study

A peer-assisted writing environment was used in this study to reveal students’ thinking styles and self-regulation behaviors, but the behaviors seen from this study can be transferred to independent writing. Peer-assisted writing can be defined as “the process in which students work together in pairs (in the context of writing) to plan, create, write and edit a story or text.”

The student participants exhibited self-regulation behaviors that could be classified into seven categories: “regulation of environmental factors, regulation of sensory and motivational factors, planning, strategy development, regulation of temporal and social factors, monitoring, and evaluation.”

The following section lists the behaviors the authors observed in their student participants in each of these categories. Teachers can guide and model to students how to use these strategies in writing in relation to self-regulation. In addition, writing interventions could also be developed around these specific skills or categories. 

Results 

The study observed behaviors for the regulation of environmental factors such as the student arranging or checking the lighting, temperature, and sitting position. When participants try to organize the physical environment before writing they are identifying and eliminating distracting factors to create a positive environment for writing to occur. 

Behaviors for the regulation of sensory and motivational factors were observed, like subject interest, maintaining motivation, and rewarding oneself. Goal and target setting in particular is key to initiating the self-regulation process as goals serve as a way for students to continue to monitor and evaluate the entire writing process. 

The study observed behaviors for planning-related self-regulation. For example, a student would focus on the purpose of writing, question the topic and text, or thinking about the story before and during writing. These behaviors enable students to self-organize their writing. Questioning of what is done and what to do next, along with accessing prior knowledge, all require self-regulation skills. 

Strategy development behaviors were observed, including researching the topic, writing more legibly, paying attention to transitions, and others. “Strategy development behaviors are regarded as self-regulation skills in relation to writing action such as making plans to avoid deviating from the subject of writing, forming drafts in mind or by writing and sticking to this draft, paying attention to the harmony of ideas.”

Planning and using time effectively, and seeking help are behaviors related to temporal and social factors and require strategies for understanding and communicating.

The study observed the self-regulation behaviors related to monitoring. For example, students would review for typos, evaluate the level of writing, and check for clarity and adherence to the topic. The ability to follow the writing process with a self-developed monitoring mechanism (comparing their goals to their performance) requires advanced self-regulation skills. 

Evaluation behaviors, like comparing performance and deciding if the goal is met, were identified during the writing process. “The process of reviewing, editing, decision making, judgment, and, accordingly, regulating the behavior of the writers are the integral parts of self-regulation.”

Summarized Article:

İsmail Sarikaya & Ömer Yılar (2021) Exploring Self-Regulation Skills in the Context of Peer Assisted Writing: Primary School Students’ Sample, Reading & Writing Quarterly, 37:6, 552-573, DOI: 10.1080/10573569.2020.1867677

Summary by: Ayla Reau—Ayla is excited to help continue to grow the MARIO Framework, seeing the potential for it to impact all students across any educational context.