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Purpose – The purpose of this paper is to examine the role of school discipline in achieving academic performance. The study aims to clarify the role of permissive vis-à-vis authoritative teaching styles with an overarching hypothesis that better discipline leads to better academic performance. The authors also probe whether uniformed students have better discipline. Design/methodology/approach – The authors analyse Organisation for Economic Co-operation and Development’s Programme for International Student Assessment data on school discipline dimensions: students listening well, noise levels, teacher waiting time, students working well, class start time. Analysis of variance (ANOVA) with post hoc analysis on five geographic groups established by Baumann and Winzar (2016) was applied to test for geographic differences (Europe, Americas, Far East Asia, Rest of Asia, Anglo-Saxon cluster) in school discipline. ANOVA was further used to test for school discipline and academic performance. Third, t-tests on five discipline dimensions were run to test for differences between students who wear uniforms and those who do not. Findings – The results demonstrate differences in school discipline across five geographic clusters, with East Asia leading the way. The authors demonstrate significant differences in discipline for low, medium and high performing students. Peak-performing students have the highest level of discipline. Students wearing a uniform listen better with lower teacher waiting times. Originality/value – Students peak perform when teachers create a disciplined atmosphere where students listen to teachers, where noise levels in the classroom are low and they do not have to wait to start class and teach. Good discipline allows students to work well and this ultimately leads to better academic performance. Uniforms contribute to better discipline in everyday school operations. The findings support that in general, implementing school uniforms at schools might enhance discipline and allow for better learning. The authors recommend keeping uniforms where they are already used and to consider introducing uniforms where they are not yet common.

The Challenges of Mandating School Uniforms in the Public Schools: Free Speech, Research, and Policy explores the policy rationale, the constitutional rights of students, and the research on the impact of school uniforms.

As current dengue control strategies have been shown to be largely ineffective in reducing dengue in school-aged children, novel approaches towards dengue control need to be studied. Insecticide-impregnated school uniforms represent an innovative approach with the theoretical potential to reduce dengue infections in school children. This study took place in the context of a randomised control trial (RCT) to test the effectiveness of permethrin-impregnated school uniforms (ISUs) for dengue prevention in Chachoengsao Province, Thailand. The objective was to assess the acceptability of ISUs among parents, teachers, and principals of school children involved in the trial. Quantitative and qualitative tools were used in a mixed methods approach. Class-clustered randomised samples of school children enrolled in the RCT were selected and their parents completed 321 self-administered questionnaires. Descriptive statistics and logistic regression were used to analyse the quantitative data. Focus group discussions and individual semi-structured interviews were conducted with parents, teachers, and principals. Qualitative data analysis involved content analysis with coding and thematic development. The knowledge and experience of dengue was substantial. The acceptability of ISUs was high. Parents (87.3%; 95% CI 82.9-90.8) would allow their child to wear an ISU and 59.9% (95% CI 53.7-65.9) of parents would incur additional costs for an ISU over a normal uniform. This was significantly associated with the total monthly income of a household and the educational level of the respondent. Parents (62.5%; 95% CI 56.6-68.1) indicated they would be willing to recommend ISUs to other parents. Acceptability of the novel tool of ISUs was high as defined by the lack of concern along with the willingness to pay and recommend. Considering issues of effectiveness and scalability, assessing acceptability of ISUs over time is recommended.

Recent research on international trade focuses on firm-product-level heterogeneity and the role of uncertainty in shaping international trade. This article contributes to the literature by examining product-level dynamics within firms in the context of Mexican trade integration under NAFTA. The data show intense product churning within firms and confirm the existence of within-firm product heterogeneity. The data indicate that new exporters enter foreign markets with a small number of varieties, most of which were previously sold at home, and with a small export small volume. The data also suggest that export discoveries are relatively rare and are imitated within a short period of time.

School uniforms are proliferating as a staple in figurations created of successful students around the world. In Australia the uniform as compulsory formal school wear is a growing phenomenon in both public and private education sectors. School uniforms have often been adopted as unproblematic, by schools, parents, policymakers, and students themselves. It remains unclear from the previous limited and often contradictory research, precisely how uniforms materially affect student academic and social outcomes. Research that considers how students themselves not just perceive but feel about their uniforms is scarce. I focus on the affective response of students to their school uniforms at one government co-educational selective science high school. A  PhEmaterialist approach deprivileges human agency, accounting for matter as dynamic, affective and of consequence in activities, performances, and events. The school uniform as matter is explored as a dynamic and powerful affective force in education and is situated as an integral part of a school’s iteration of binary gender differentiations. Uniforms matter twofold, as a conception that materializes what matters and the differential affect on the bodies that wear them. Bodies respond affectively to the uniform with a sense of comfort or discomfort, consciously and unconsciously. Bodies that do not fit easily with the required uniform hurt as students undergo everyday activities at school. This paper considers the affect of the uniform, with a filmic response from one high achieving ‘smart’ girl through a fine-grain analysis of her feelings of belonging and dis/comfort with and through her school uniform.

This study provides a diagnostic of the benefit incidence and targeting performance of a large number of social programs in Ghana. Both broad-based programs (such as spending for education and health, and subsidies for food, oil-related products and electricity) as well as targetd programs (such as LEAP, the indigent exemption under the NHIS, school lunches and uniforms, or fertilizer subsidies) are considered. In addition, the study provides tools and recommendations for better targeting of those programs in the future. The tools include new maps and data sets for geographic targeting according to poverty and food security, as well as ways to implement proxy means-testing. The purpose of this introductory chapter is to provide a brief synthesis of the key findings and messages from the study.

Schools are an important setting for raising skin cancer prevention awareness and encouraging sun protection. We assessed the clothes worn and shade used by 1,278 children in eight schools in the Wellington region of New Zealand. These children were photographed for the Kids’ Cam project between September 2014 and March 2015 during school lunch breaks. Children’s mean clothing coverage (expressed as a percentage of body area covered) was calculated. Data on school sunsafety policies were obtained via telephone. Mean total body clothing coverage was 70.3% (95% confidence interval = 66.3%, 73.8%). Body regions with the lowest mean coverage were the head (15.4% coverage), neck (36.1% coverage), lower arms (46.1% coverage), hands (5.3% coverage), and calves (30.1% coverage). Children from schools with hats as part of the school uniform were significantly more likely to wear a hat (52.2%) than children from schools without a school hat (2.7%). Most children (78.4%) were not under the cover of shade. Our findings suggest that New Zealand children are not sufficiently protected from the sun at school. Schools should consider comprehensive approaches to improve sun protection, such as the provision of school hats, sun-protective uniforms, and the construction of effective shade.

The development of Virtual Reality (VR) technology has revolutionized many fields, especially in the growing application in fashion and design. Through virtual technology, designers can instantly present the design effect of school uniforms without the need for physical prototypes, and at the same time, collect user feedback to optimize the design scheme. This study uses virtual reality technology to establish a platform for designing and presenting school uniforms. Through experimental design and user research, this technology’s application effect in the school uniform design field is evaluated. VR technology resulted in a 30% increase in the efficiency of designers in designing school uniform styles and a 25% increase in user satisfaction. The platform’s user experience was assessed using the gray fuzzy comprehensive evaluation method, and the score reached 3.56 (out of 5), indicating the overall recognition of the platform by users. The virtual technology used in this study can significantly improve the efficiency and quality of school uniform style design and enhance user experience.

Societies which suffer from ethnic and political divisions are often characterised by patterns of social and institutional separation, and sometimes these divisions remain even after political conflict has ended. This has occurred in Northern Ireland where there is, and remains, a long-standing pattern of parallel institutions and services for the different communities. A socially significant example lies in the education system where a parallel system of Catholic and Protestant schools has been in place since the establishment of a national school system in the 1830s. During the years of political violence in Northern Ireland a variety of educational interventions were implemented to promote reconciliation, but most of them failed to create any systemic change. This paper describes a post-conflict educational initiative known as Shared Education which aims to promote social cohesion and school improvement by encouraging sustained and regular shared learning between students and broader collaboration between teachers and school leaders from different schools. The paper examines the background to work on Shared Education, describes a ‘sharing continuum’ which emerged as an evaluation and policy tool from this work and considers evidence from a case study of a Shared Education school partnership in a divided city in Northern Ireland. The paper will conclude by highlighting some of the significant social and policy impact of the Shared Education work.

The global school uniform industry, primarily driven by linear production models, significantly contributes to textile waste and environmental degradation. In Australia, over 2000 tons of school uniforms are discarded annually, highlighting the urgent need for sustainable alternatives. This study explores the integration of Circular Economy (CE) principles into school uniform systems through a case study of a private school in Victoria. Using a thematic approach, the research involved a parent survey with 106 participants and a focus group with 6 parents. The study identified financial, logistical, and socio-cultural factors influencing uniform consumption and disposal behaviors. Affordability emerged as the primary motivator for adopting second-hand uniforms (86%). However, barriers such as limited sizing, hygiene concerns, quality, and social stigma hinder wider adoption. Parents also expressed dissatisfaction with the current uniform design, material breathability, and durability, particularly in warmer climates. Despite increased awareness of sustainability (61% cited environmental concerns), actionable engagement remains low due to a lack of transparency and infrastructure. The study proposes a replicable circular uniform framework based on stakeholder co-design, reverse logistics, and curriculum-based sustainability education. These findings offer practical implications for policymakers, educators, and manufacturers aiming to reduce textile waste and promote CE adoption within the education sector.