The Effects of School Belonging and Peer Influences on the Achievement of High School Immigrant Students

This study examines the effect of race/ethnicity, immigrant status and the role of school belonging on the academic achievement of Mexican, Filipino, and white students. We focus on school belonging and peer influences in concert with immigrant generational status and family income to predict students’ academic achievement at the end of 9th grade. Using data from the High School Longitudinal Study of 2009 (HSLS:09), we examine the effects of school belonging as well as other student and school context factors for immigrant and non-immigrant students in secondary schools. Our findings show that school belonging is a statistically significant predictor of academic achievement, and this relationship differs for second-generation immigrant Filipino and Mexican-origin students. Our results indicate that establishing school environments that foster a strong sense of school belonging can help mitigate the academic disparities associated with students’ ethnic background, immigrant generational status, and family socioeconomic status (SES) on their academic achievement

The Mediating Effect Of Peers, Teachers, And English-Language Status On The Belongingness-Achievement Relationship Among Mexican And Filipino Immigrant High School Students

The relationship between a student's sense of belongingness and their academic achievement in high school has been well established in the research literature. However, few studies have explored this relationship among immigrant students. This study hypothesizes that belongingness and achievement for immigrant students is specifically mediated by peer and teacher influences. Therefore, engagement with academically inclined peers, and teachers who share an ethos of commitment toward their students, may result in both belongingness and achievement for immigrant students. In addition, a student's language status, which may help to develop social relationships, may also play an important role. Therefore, an investigation on the effect of peers, teachers and the English-Language status of immigrant students may clarify the link between belongingness and achievement. This dissertation uses the High School Longitudinal Study of 2009 (HSLS:09) to test a model that accounts for premigration measures including language status, while including the effect of peers, and teachers, on sense of belongingness and academic achievement. The analysis for this study is organized into two parts. In Study 1, belongingness is treated as an outcome and the effects of peers, teachers and English-language status are regressed on sense of belongingness. In Study 2, belongingness is treated as a predictor variable and the outcome is a student’s high school GPA. In the first study, the results showed statistically significant results for the effect of peers and teachers on sense of school belongingness. In the second study, the effect of peers, teachers and sense of school belongingness were statistically significant predictors of academic achievement. The limitations of this study and the implications for future research are also discussed

EMA and EFSA Joint Scientific Opinion on measures to reduce the need to use antimicrobial agents in animal husbandry in the European Union, and the resulting impacts on food safety (RONAFA)

EFSA and EMA have jointly reviewed measures taken in the EU to reduce the need for and use of antimicrobials in food-producing animals, and the resultant impacts on antimicrobial resistance (AMR). Reduction strategies have been implemented successfully in some Member States. Such strategies include national reduction targets, benchmarking of antimicrobial use, controls on prescribing and restrictions on use of specific critically important antimicrobials, together with improvements to animal husbandry and disease prevention and control measures. Due to the multiplicity of factors contributing to AMR, the impact of any single measure is difficult to quantify, although there is evidence of an association between reduction in antimicrobial use and reduced AMR. To minimise antimicrobial use, a multifaceted integrated approach should be implemented, adapted to local circumstances. Recommended options (non-prioritised) include: development of national strategies; harmonised systems for monitoring antimicrobial use and AMR development; establishing national targets for antimicrobial use reduction; use of on-farm health plans; increasing the responsibility of veterinarians for antimicrobial prescribing; training, education and raising public awareness; increasing the availability of rapid and reliable diagnostics; improving husbandry and management procedures for disease prevention and control; rethinking livestock production systems to reduce inherent disease risk. A limited number of studies provide robust evidence of alternatives to antimicrobials that positively influence health parameters. Possible alternatives include probiotics and prebiotics, competitive exclusion, bacteriophages, immunomodulators, organic acids and teat sealants. Development of a legislative framework that permits the use of specific products as alternatives should be considered. Further research to evaluate the potential of alternative farming systems on reducing AMR is also recommended. Animals suffering from bacterial infections should only be treated with antimicrobials based on veterinary diagnosis and prescription. Options should be reviewed to phase out most preventive use of antimicrobials and to reduce and refine metaphylaxis by applying recognised alternative measures